Better Together 4 - 1st. Edition - Pagenumber

INDEX
GRAMMAR ......................................................................................................
............6
Lesson 1 ............................................................................................................... 6
Lesson 2 ................................................................................................................ 7
Lesson 3 ................................................................................................................ 8
Lesson 4 ................................................................................................................ 9
Lesson 5 ................................................................................................................ 10
Lesson 6 ................................................................................................................ 11
Lesson 7 ................................................................................................................ 12
Lesson 8 ................................................................................................................ 13
Lesson 9 ................................................................................................................ 14
Lesson 10 .............................................................................................................. 15
Lesson 11 .............................................................................................................. 16
Lesson 12 .............................................................................................................. 17
Lesson 13 .............................................................................................................. 18
Lesson 14 .............................................................................................................. 19
Lesson 15 .............................................................................................................. 20
Lesson 16 .............................................................................................................. 21
SPEAKING ..............................................................................................
........22
Lesson 1 ............................................................................................................... 22
Lesson 2 ................................................................................................................ 23
Lesson 3 ................................................................................................................ 24
Lesson 4 ................................................................................................................ 25
Lesson 5 ................................................................................................................ 26
Lesson 6 ................................................................................................................ 27
Lesson 7 ................................................................................................................ 28
Lesson 8 ................................................................................................................ 29
Lesson 9 ................................................................................................................ 30
Lesson 10 .............................................................................................................. 31
Lesson 11 .............................................................................................................. 32
Lesson 12 .............................................................................................................. 33
Lesson 13 .............................................................................................................. 34
Lesson 14 .............................................................................................................. 35
Lesson 15 .............................................................................................................. 36
Lesson 16 .............................................................................................................. 37
VOCABULARY ................................................................................................
......... 38
Lesson 1 ............................................................................................................... 38
Lesson 2 ................................................................................................................ 39
Lesson 3 ................................................................................................................ 40
Lesson 4 ................................................................................................................ 41
Lesson 5 ................................................................................................................ 42
Lesson 6 ................................................................................................................ 43
Lesson 7 ................................................................................................................ 44
Lesson 8 ................................................................................................................ 45
Lesson 9 ................................................................................................................ 46
Lesson 10 .............................................................................................................. 47
Lesson 11 .............................................................................................................. 48
Lesson 12 .............................................................................................................. 49
Lesson 13 .............................................................................................................. 50
Lesson 14 .............................................................................................................. 51
Lesson 15 .............................................................................................................. 52
Lesson 16 .............................................................................................................. 53
LISTENING .............................................................................................
........54
Lesson 1, Lesson 2 .............................................................................................. 54
Lesson 3, Lesson 4 ............................................................................................... 55
Lesson 5, Lesson 6 ............................................................................................... 56
Lesson 7, Lesson 8 ............................................................................................... 57
Lesson 9, Lesson 10 ............................................................................................. 58
Lesson 11, Lesson 12 ........................................................................................... 59
Lesson 13, Lesson 14 ........................................................................................... 60
Lesson 15, Lesson 16 ........................................................................................... 61
READING ........................................................................................................
......... 62
Lesson 1 ............................................................................................................... 62
Lesson 2 ................................................................................................................ 63
Lesson 3 ................................................................................................................ 64
Lesson 4 ................................................................................................................ 65
Lesson 5 ................................................................................................................ 66
Lesson 6 ................................................................................................................ 67
Lesson 7 ................................................................................................................ 68
Lesson 8 ................................................................................................................ 69
Lesson 9 ................................................................................................................ 70
Lesson 10 .............................................................................................................. 71
Lesson 11 .............................................................................................................. 72
Lesson 12 .............................................................................................................. 73
Lesson 13 .............................................................................................................. 74
Lesson 14 .............................................................................................................. 75
Lesson 15 .............................................................................................................. 76
Lesson 16 .............................................................................................................. 77
WRITING ..........................................................................................................
........ 78
Lesson 1 ............................................................................................................... 78
Lesson 2 ................................................................................................................ 79
Lesson 3 ................................................................................................................ 80
Lesson 4 ................................................................................................................ 81
Lesson 5 ................................................................................................................ 82
Lesson 6 ................................................................................................................ 83
Lesson 7, Lesson 8 .............................................................................................. 84
Lesson 9 ................................................................................................................ 85
Lesson 10 .............................................................................................................. 86
Lesson 11 .............................................................................................................. 87
Lesson 12 .............................................................................................................. 88
Lesson 13 .............................................................................................................. 89
Lesson 14 .............................................................................................................. 90
Lesson 15 .............................................................................................................. 91
Lesson 16 .............................................................................................................. 92
ANNEXES ........................................................................................................
......... 93
UNIVERSIDAD TÉCNICA DE MANABÍ
BETTER TOGETHER BOOK SERIES PROJECT
BOARD OF DIRECTORS
Jesús Fernández Leyva

Director Institute of Foreign Languages
Joel Loor Ponce

Foreign and National Languages Pedagogy Vice Dean
Marlon Cedeño Álava

Coordinator Institute of Foreign Languages
AUTHORS
Francisco Vera Vélez; and Isabel García Farfán

Grammar Section
Daniel Mera Moya; and Rosalyn Cedeño Zambrano

Listening Section
Martha Castro Quiroz; and Daniela Loor Lara

Reading Section
Leticia Cedeño Macías

Writing Section
Mauricio Cantos Vélez; and Karina Mendoza Bravo

Speaking Section
Mónica Loor Domo; Roberth Ponce Martínez

Vocabulary Section
DIAGRAM AND DESIGN
Irving Cevallos Bumbila

INTRODUCTION
Better Together is a six-level program in which book 1 is a bridge level for false beginners. Each book is
divided into six areas related to skills and systems. Skills: Listening, Speaking, Reading, and Writing. Systems:
Grammar, and Vocabulary. Every section contains at least 16 lessons; each lesson can be covered in 50 to 70 minutes.
Every book of the Better Together series covers 100 hours of instruction.
Better together is connected and correlated to the Common European Framework of Reference, and as a
result It takes students to level B2 at the end of the six-level program. Book 1 covers level A1; Book 2 covers level A2;
Book 3 covers level A2+; Book 4 covers level B1; Book 5 covers level B1+; Book 6 covers level B2. The six-level
program allows the connection with the target language in at least 600 hours.
Better Together is connected to teachers who base their teaching philosophy on Constructivism, an approach
to the foreign language classroom specifically designed to help students learn the language in a more meaningful way.
Better Together is designed on students-centered class, focused on the making of interaction with English into
effective, natural, visual, emotional, and real scenarios for students, despite the fact that they do not live in an
English-speaking country.
The design of each lesson is connected to the world’s most honored credential for teaching ESL or EFL
(TESL/TEFL), the ICELT course. As has been mentioned before, Better Together series contain lessons related to two
types of English lessons: (1) Language-based lessons, and (2) Skills lessons. Language-based lessons can have three
basic structures. There are the stages of each subtype given below.
Language-based lesson (a): Presentation – Practice – Production (PPP)

• Lead-in
• Set context (e.g. story/anecdote)
• Language clarification
Elicit TL
Clarify meaning using the context
Check meaning using the context
Highlight form and pronunciation
Drill
• The controlled practice of TL
• Freer practice of TL
Language-based lesson (b): Test – Teach – Test (TTT)
• Lead-in
• Test (e.g., Ss do gap-fill, definition-matching, categorizing, ordering, discussion, role play)
• Feedback to test (language clarification)
Go over the task and clarify and check meaning using the context, highlight form and pronunciation,
and drill
• Test / Controlled practice of TL
Language-based lesson (c): Text-based presentation
• Lead-in
• Reading / Listening
Orientation to text
Pre-teach vocabulary (if necessary)
Content focus (gist task)
FB on content
• Focus on language from the text
Clarifying and checking meaning using the context, highlight form and pronunciation, and drill
• The controlled practice of TL
All the subtypes of the Language-based lesson have three stages in common: lead-in, the controlled practice
of target language, and freer practice of target language. A lead-in is the initial stage of every lesson that lasts for about
five minutes when ELT established the topic and raises student interest in it. Controlled practice focuses on meaning
and accuracy; it provides exercises that limit the students’ attention to the target structure or function so that it can be
accurately produced. These exercises should be meaningful and realistic (not isolated, unconnected practice senten-
ces). Freer practice is the last stage of a language lesson, after controlled practice, in which students should use the
target language in a communicative task.
Skills lessons can be divided into: (a) Receptive skills lessons, (b) Speaking lessons, and (c) Writing lessons.
There are the stages of each subtype given below.
Receptive skills lessons (Reading, Listening)

• Lead-in
• Orientate Ss to text
• Pre-teach vocabulary
• Gist task
Set task
Ss read or listen
Ss confer
FB answers
• Detail task
Set task, Ss read or listen, Ss confer, FB answers
• Follow-up activity
Speaking activity (e.g. discussion, role play)
Speaking lesson
• Lead-in and set context for speaking
• MODEL introduction
• Content preparation
Ss generate ideas (e.g. listen to a model, identify macro features of the model)
• Language preparation (e.g. functions, vocabulary, grammatical structures from model , normally
“speaking sub skills”)
• Speaking task
• Content feedback
• Language feedback
Writing lesson
• Lead-in and set context for writing
• Reading (to provide a model of text type - focus on macro structure of the model through e.g. a
Reading for gist task)
• Language preparation (e.g. layout, vocabulary, fixed expressions from mode, normally through a
reading for detail or specific task)
• Content and language preparation
Ss generate ideas (e.g. brainstorm, note-taking)
• Writing
• Content feedback
• Language feedback
Let us analyze a typical receptive skills lesson since speaking and writing lessons are usually included in the
stages of this type of lesson. As in case of language-based lessons, a receptive skills lesson starts with a short
lead-in phase. Then ELT should ‘orientate’ students to the text that is going to be read or heard. Orientation to text is
also a short stage whose aim is to get students acquainted with the topic of the text – it can be demonstrated by
pictures, discussing the setting or characters and so on. Within pre-teach, vocabulary stage ELT introduces
vocabulary items needed for the listening/reading tasks. These would be vocabulary items that could be easily identified
as beyond students’ level, but necessary to understand the passage. Difficult vocabulary items that are not relevant to
understanding the main point of the passage, or are not related to key information should be ignored. Gist task applies
to reading and listening stages in receptive skills lessons and text-based presentation only. It is where the learners
listen or read for general understanding, without getting bogged down in details. A gist task should be low-demand and
not focused on a specific area of the text. A detail task stage is set before the listening to / reading the same passage
a second time and then students are asked to listen for more specific, but relevant information. In the end, there is a
follow-up activity stage with some feedback, and usually involves the students speaking or writing about the topic of
the text.
GRAMMAR
Lesson 1 SHE LEARNED ENGLISH BY HERSELF.
Learning Objective: Can use reflexive pronouns as objects or complements.
1. What things do you need help with? What things can 3. What is a reflexive pronoun and how is it different from
you do by your own? Talk about this with a partner, use the other pronouns?
ideas below.
Reflexive pronouns are used in the language in various
• to cook I can’t cook, my mom cooks for ways. For every subjective pronoun, there is a reflexive
pronoun equivalent. Before we go over the usage of reflexive
everybody at home.
pronouns, we need the list:
• to make beds I myself
You yourself
He himself
• to do my homework She herself
It itself
We ourselves
• to drive
You (plural) yourselves
They themselves
• to repair a computer “self” ------ singular noun “selves” -----plural noun

Preposition sometimes used with refl. pron.: “by”
4. The reflexive pronoun is used when the subject does

something to itself. For example.
• I really enjoyed myself.
• I helped my father with the driving, I couldn’t let him drive
too many hours by himself.
• She was able to buy some souvenirs to herself.
• Did you all have fun by yourselves?
• They decided to go and make a trip by themselves.
5. Directions: Read the following sentences and fill in the

appropriate reflexive pronoun in the blank provided.
a. The Canadian students bought all their books and paid for
2. Read the next paragraph. Try to identify the pattern in the their classes themselves .
text and underline it. b. The rock singers decided to sing at the night concert and
not during the day. They decided this
themeselves .
How were your vacations? Did you all have fun by c. Although it takes longer to make his own pasta, John loves
yourselves? I really enjoyed my days off. My parents and to cook Italian food by himself .
I went to the highlands! They bought a new van this year, d. My sister and her two friends want to make the dresses for
the party by yourselves .
so they decided to go and make a trip by themselves.
e. We made the hike up the mountain by ourselves
My mom liked the trip a lot, she was so excited with the in the middle of the night.
fact that she was able to buy some souvenirs to herself. f. We enjoyed ourselves at the movies on
I helped my father with the driving, I couldn’t let him drive Saturday night.
too many hours by himself. We spent three days in the g. I fixed my car’s problem by myself I
didn’t need to call a mechanic.
highlands, on the first day we visited Pelileo and Ambato, h. The children cut himself with the
on the second day we visited Quito and on the last day knives in the kitchen.
we went Cayambe, Otavalo and Ibarra. It was a busy trip i. James works in the store all by himself
but I really enjoyed myself. on the weekends.
j. The soccer team got the money for their trip by washing
cars all by themselves .
1
Lesson 2 HOW ABOUT GOING TO THE MOVIES.
Learning Objective: Can make suggestions using what about /how about with verb
in the gerund.
1. Put a tick into the idea that sounds good to you for a
perfect activity to do today. What about…? /How about…?
going to the cinema driving around Manabí We use what about..? /how about..? to make suggestions to
people around. These structures are commonly used in spoken
going to the beach reading a book
English. They have the same meaning.
having an ice cream eating Mexican food
riding a bike cooking “Viche” Making suggestions with what about.
2. Read the conversation about a group of friends at the What about + gerund
university planning an unexpected day off. What about having an ice cream here in Portoviejo?
Student 1: Hello everyone! Professor Torres is not coming What about + gerund
today, I saw him leaving a few minutes ago. What about going to a Karaoke bar?
Student 2: really? Great news, that means we have the rest of Making suggestions with how about.
the day off. How about + gerund
Student 1: yeah, any plan? How about going to the cinema? How about going to the cinema?
Student 3: Mmmm, no way! It is too early to go to the movies, How about + gerund
besides I went yesterday. How about going to Crucita?
Student 1: how about going to Crucita? We could have lunch
4. Unscramble the sentences to put them in the correct
there.
order.
Student 2: I don’t think it is a good idea. What about having an
ice cream here in Portoviejo? a. for lunch / How about / avocado / an / having / salad / ?
Student 3: no, how about going to my house? We could cook
How about having for lunch an avocado salad?
some Viche.
Student 1: are you nuts? That’s a terrible idea. What about b. swimming / in my / What about / later / house / ?
going to a Karaoke bar? what about swimming in my house later?
Student 3: I like that, that’s a fantastic idea!
Student 2: ok, what are we waiting for? Let’s go!
c. by / traveling / What about / bus / ?
What about traveling by bus?
d. before / workout / how about / some / sleeping / doing / ?

How about sleeping some before doing workout?
5. Write a suggestion for the situation given in the

following sentences.
a. I feel sick. My whole body hurts.

What about going home. You need to rest.
b. I need to get in shape as soon as possible.

What about going to the gym ? ,
3. Underlines the sentences which express suggestions in

the dialogue and write them down. c. I look very tired.
How about going to sleep some?
a. how about going to Crucita?

d. I don’t know what to do tonight. I have no plans
b. What about going to a Karaoke bar? What about going to the new disco?
c. What about having an ice cream here in Portoviejo?

e. I have a crush on my best friend.
How about telling him that he is your crush?
d. How about going to the cinema?
e. how about going to my house?

2
Lesson 3 I STILL HAVEN’T BEEN PAID.
Learning Objective: Can use the present perfect with ‘yet’ and ‘still’.
1. Find the mistake in the following sentences and correct 3. Put the sentences into the correct order. Start the
them. sentence with a capital letter and end it with a period.
She hasn’t finish her homework.

a. the door / Juan Carlos / painted / still / hasn’t
Have you wrote the letter?
Have he seen this movie?
b. haven’t / yet / the soccer players / today / trained
We have’tn gone to Quito
It hasn’t stoped raining.
c. your / cleaned /? / bike / have / you / yet
2. Read the following dialogue, complete it with the words d. called / Martha / me / yet / hasn’t
from the box.
5. hasn’t / still / solved / the misunderstanding / been

cash been vegetables
gone had beef
6. yet / been / hasn’t / kissed / Carolina
Husband: I am in the mood of some fried beef with

smashed potatoes. What would you like to have for lunch? 4. Read the sentences carefully and rewrite them using yet
or still.
Wife: I still haven’t thought about it. But we lack of milk and
butter. We haven’t gone to the grocery store this month a. I haven’t been to Canada
yet. Husband: that’s true. I haven’t been paid yet. I haven’t been to Canada yet.
So, what do we have for lunch? b. Have you thought about my Christmas present?
Wife: we only have some vegetables and some

chicken wings.
Husband: chicken wings, that’s a great idea! By the way, have c. I told Ximena to clean her room but she hasn’t obeyed.
you had the fried chicken wings around the corner yet?
They’re delicious!
Wife: not yet, what about going in this moment? d. They haven’t painted the house as we agreed.
Husband: ok, but if you pay this time, I’m out of cash !
e. Has she heard the truth?

The present perfect with still and yet Still
is used to talk about something that hasn’t finished,
especially when we expected it to finish sooner. For example.
I still haven’t thought about it.
She still hasn’t finished having breakfast.
Yet is used to talk about something which is expected to

happen. It means “at any time up to now”. It is used in questions and
negatives. For example.
I haven’t been paid yet.
Have you had the fried chicken wings around the
corner yet?
3
Lesson 4 ENGLISH IS NOT DIFFICULT AS SPANISH.
Learning Objective: Can make comparisons using ‘as … as’ with adjectives and adverbs.
1. Compare yourself with three people you know well, make

notes of what you are alike and what you are different. Comparison of Equality
• When things being compared have equal characteristics,
My brother and I like the adventure. We are fearless. He likes
the comparison of equality is used. For example.
to eat a lot whereas I like to less. He is kind of heavy and I am
She is as tall as I am
very thin.
• To form the comparisons of equality we have to use
Alike: we’re both fearless. Different: he’s heavy and I
adjectives or adverbs. For example.
am very thin.
She is as tall as I am
1. My brother is as fearless as I am. Adjective
My brother is not as thin as I am.
• When things being compared do not have the same
Alike: Different: characteristics, a negative comparison of equality is used.

For example.
He is not as shy as I am
2.
4. Write examples of comparison of equality using the
Alike: Different:
clues given in the parentheses.
2. Answer the questions about the interview. Once you

have finished, check them in pairs. a. The black car / fast / the green car
Interviewer: how would you compare yourself with your The black car is as fast as the green car.
brother/sister? b. Pablo / not studious / Michelle
Marcos: Well, basically we look alike but at the same time Pablo is not studious as Michelle.
we’re very different. She likes science and I’m more
interested in journalism.
c. An airplane / not cheap / a bicycle
Karina: well, I have to admit that I am not as good with An airplane is not as cheap as bicycle.
money as my sister. She likes to save money and I like to
spend as much as possible.
Angelica: we are very different. He is not as shy as I am. d. Gerard Butler / good actor / Will Smith
He talks a lot. But we have some things in common. I am as Will Smith Is as good actor as Gerald Butler.
honest as he is.
Valeria: we almost have the same things in common. She is
e. English / important / Spanish
as tall as I am, and we like the same kind of music and food. English is as important as Spanish.
We share almost everything.
5. Take a look at your class. Compare your classmates
3. Answer the questions about the interview. Once you using the comparison of equality. Use it affirmative or
have finished, check them in pairs. negative.
1. How is Marcos alike with his sister?
a. Belen is as smart as I am.
Marco is as honest as she is .
2. Why doesn’t Karina save money? b. Javier is not as studious as Romel.
c. Geo Is not as beautiful as my mom.

3. How is Angelica different from his brother?
He is not as shy as Angelica. he is not as
good with money as Angelica.
d. Eduardo is as smart as I am.

4. What things do Valeria and her sister have in common?
She is as tall as her sister. They like same kind of music e.
and food.
4
Lesson 5 I USED TO BELIEVE GHOSTS EXISTED.
Learning Objective: Can use ‘used to’ to refer to past habits and routines.
1. What events do you remember of the past? Make a list of 3. Answer the questions about the text. Use complete
those events. For example. answers.
a. Is the text referring to present or past?

When I was in the high school. When I was a child. The text is referring to past, because He says about his
I used to swim in Napo River. I used to play with my father. Childhood.
I used to study in the library. I used to watch Hey Arnold

b. If we use “used to”, do we refer to an action happening
I didn’t use to like marshmallows. I didn’t use to eat the
vegetables. once? Or several repeated times?
We do refer to an action that has occurred several times.
2. Read the following text about Ricardo’s childhood.
Underline the events described in the text.
c. What form of the verb follows “used to”?

present simple
d. What type of verb follows “used to”?
4. Put in order the sentences. Start the sentences with a

capital letter and finish it with a period.
a. smoke / my dad / 10 cigarettes a day / used to

My dad used to smoke 10 cigarettes a day.
b. on time for classes / didn’t / arrive / use to / I

I didn’t use to arrive on time for classes.
c. get up early / 5 years ago / my sister / used to

My sister used to get up early 5 years ago.
d. as much as now / read / used to / never / my friends

My friends used to never read as much as now.
Hello, my name is Ricardo and I can say I had a great used to tell me stories about ghosts. They were really
childhood. I remember I used to go out a lot with my
5. Compare life in the past (10 years ago) with the present.
friends, but once I hurt my leg so badly while I was cycling.
Compare it in four aspects, Transport, Education, Food,
I also remember other things; I had an older brother who and Technology. Use “used to” to create the sentences.
Transport
frightening. I used to believe ghosts were real and I was I used to take the bus at 7 am everyday to go to the school.
very afraid of the dark as a result. I didn’t use to take the taxi to go to school.
Education
Now, everything is different, I don’t believe in ghosts I used to study one day before for tests.
anymore, but I still remember those stories told by brothers I didn’t use to do hpmework on the weekends.
that kept me up for several hours at night. Oh I forgot to Food
mention. I used to live in Guayaquil when I was a child with
my grandparents. In the end I think my childhood was not
that bad. Technology
5
Lesson 6 FIRST, SHE FOUND A CAT. THEN, SHE KEPT
IT
Learning Objective: Can use a range of common linking words to sequence events or
activities.
1. What activities did you do yesterday? What did you do

Linking words and phrases
first? Then, what else did you do? Write at least 5 activities
to form a sequence. They are used to develop coherence and sequence in a
paragraph that is linking one idea to another. For example
Yesterday was a really busy day, I woke up at 6:00 am.
a. then I had to breakfast eggs, bread and coffee. First

•I asked my neighbors if it was theirs,
b. After that I toke a shower and brushes my teeths. Introducing ideas
but it wasn’t.
c. Next I went to work at 8:00 am.

Then
d. Next I had to lunch fried chicken at 12:00 pm
• I made posters and put them
e. Finally I went to the bed at 9 pm. around the neighborhood, but
nobody
Sequencing called me.
2. Number the sentences in a logical order to create a After that
story. • I put an ad in the newspaper.
2 I asked my neighbors if it was theirs, but it wasn’t. A week later
4 I put an ad in the newspaper. • A man called me but it wasn’t
his cat.
6 I decided to keep the cat. Its name is fluffy and I
love it. Finally
1 Five months ago, I found a cat in the street. Conclusion • I decided to keep the cat. Its name
is fluffy and I love it.
5 A man called me but it wasn’t his cat.
3 I made posters and put them around the
4. Write the correct linking words and phrases in the space
neighborhood, but nobody called me. to develop coherence in the paragraph about Sandra.
3. Write the story in a chronological order. Place the words
in the box. Sandra is one of my best friends. This is what she normally
does before going to the university. First
, she gets out of bed. Next , she gets
A week later Then Finally First After
dres- sed. After that , she has
breakfast with all her family. Later, she brushes her teeth
and leaves the house.
a. Five months ago, I found a cat in the street.
b. First, I asked my neighbors if it was theirs, but it wasn’t. finally , she gets on the bus and go
,c. Then, I made posters and put them around the to the university.
neighborhood, but nobody called me

5. Write a story that had happened to you lately. Use linking
words or phrases: first, then, after that, later, finally.
d. After that, I put and ad in the newspaper.
e. A week later, a man called me but it wasn’t his cat.
f. Finally, I decided to keep the cat. It’s name is fluffy and I love
it.
6
Lesson 7 IF WE GET TO LIVE TOGETHER, THAT
WILL BE FANTASTIC!
First conditional
Learning Objective: Can use the first conditional in a correct way.
This structure is commonly used when talking about
1. Ask the following questions to a classmate. Take notes possible situations in the future. We are predicting a
of the answers. probable result in the future if a condition is carried out.
For example.
a. If you frequently skip classes, what will happen with your
If you share the rent of an apartment,
grades? you will save some money.
What is the possible situation in the future if somebody
b. If somebody offers you a well-paid job, will you quit going shares the rent of an apartment? Somebody will save
some money.
to the university?
If you share the rent of an apartment, you will

Example
save some money.
c. If you win the lottery, what will be the first thing you do?
If If you share the rent of
Condition
Clause an apartment
d. If a beloved person fails you, how will you feel? Main You will save some Possible situations
Clause money. in the future
2. Read the conversation between Danna and her friend The grammar structure follows this pattern:
Marissa. What are they talking about? Talk about this with
a partner. If Clause Main Clause
If + present tense Will
Danna: Are you going to live here in Portoviejo this year?
If you share the rent of an
You will save some money.
Marissa: I’m not sure yet. I’m planning to rent an apartment by apartment
my own, but that will be expensive.
The grammar structure follows this pattern:
Danna: Yeah, I think so. If you share the rent of an apartment,
Main Clause If Clause
you will save some money.
Will If + present tense
Marissa: It is a great idea, but if I do that, I won’t get the privacy
I’m used to have. You know the way I am If you share the rent of an
You will save some money.
apartment
Danna: I see, perhaps, I may talk to my auntie Monica, she
lives alone these days because my cousins are studying 4. Complete the sentences with the correct words or
abroad. We will be next-door friends, if my auntie accepts the phrases from the word bank.
idea. will visit will run won’t have
Marissa: I love it! Talk to your auntie and let me know. Now I you live is will drive get paid
am going to see somebody who offered me a part-time job. If I
get the job, I will be able to have my own economy. a. You will spend a lot of money on gas, if you
Danna: Great. I can’t wait to go and talk to my auntie! I will to the university every day.
b. If I have enough money, I my own
immediately give a call, if she says yes.
business.
c. If in the countryside, it will be nice and
3. Underline the sentences in the conversation above quiet.
which are about possible situations in the future.
d. I’ll go on vacation, if I tomorrow.
e. If you move to Guayaquil, you get a better
• If you share the rent of an apartment, you will save chance to become an actor.
some money. f. I you, if I have enough time tomorrow.
g. If I live near the university, I to drive.
• h. He won’t go to the gym, if he sick.
• 5. Answer these questions using the first conditional.
• a. What will happen, if you don’t study hard enough?
• b. What will happen if you eat too much junk food?
c. What will happen if you drink too much coffee?
d. What will happen if you drive too fast?
7
Lesson 8 I CANNOT CUT OUT SWEET FOOD
Learning Objective: Can use phrasal verbs with separated object.
1. Match the verbs with the words in the box to create new Phrasal verbs and their meaning
verbs. A phrasal verb is a combination of a verb with another word
(preposition, adverb) or both, which changes the meaning of the
Out /6 down /2 back off up original verb. Unfortunately phrasal verbs must be memorized.
Here is the list of eleven phrasal verbs used in this lesson with
their meaning.
fall keep
Fall out - to separate.
cut cut Keep up - continue.
come lie Cut out - stop.
Cut down - reduce / consume less.
pull wear
Lie down - to put your body in a horizontal position.
check spit Come back – return.
wash Pull out - remove using force.
Wear off - the effects of something like a
2. Read through the following short story. The eleven new drug/medicine end gradually.
verbs you matched in the exercise above are inside the Check out - inspect, examine or investigate.
story, underline them. Then, answer the questions. Wash out - use water or a liquid to clean the inside of
something.
Jimmy is 7 years old, he hates going to the dentist. The Spit out - to force something out of your mouth,
dentist is a friendly man but Jimmy seems to be in love with especially saliva or liquid.
sweets and can’t help eating them.
3. Select the correct phrasal verb to complete.
Last time Jimmy was at the dentist, he warned him that his 1. You must not chew gum in this class! Please
teeth would fall out if he kept up eating candies. He also a. Wear it off
warned him to cut out sweet food or at least cut down on b. Pull it out
c. Spit it out
the amount he ate. As he laid down all the past memories
d. Fall it out
from his last visit came back. That time the dentist had to 2. I’m so sorry. My dad isn’t at home at the moment. Can you
pull out one of his teeth! He got some anesthesia but the ?
pain was unbearable once the effects of the anesthesia a. Wash out later
wore off that it was difficult for him to eat or chew b. Keep up later
c. Cut down later
something.
d. Come back later
3. Marvin has a new car! Let’s
Luckily this time the checkup was much better. The dentist a. Pull it out
just checked out his teeth, and made him wash out his b. Cut it out
mouth with water, then he told Jimmy to spit the water out c. Check it out
into the sink. d. Spit it out
4. He has from eating 5 hamburgers a
week to only one.
Jimmy left the dentist room this time with a big smile in a. Pull out
his mouth knowing that is perfectly clean and without any b. Wear off
cavities! c. Fall out
d. Cut down
5. My hair started when I studied in
a. Why does Jimmy hate going to the dentist?
France.
a. Washing out
b. Wearing off
c. Falling out
b. What happened last time Jimmy went to the dentist? d. Pulling out
6. I am so glad with the results. Let’s
going to the gym.
a. Cut out
c. What happened when Jimmy lay down? b. Lie down
c. Spit out
d. Keep up
7. The effects of the caffeine started to
d. How was the checkup this time? one hour ago.
a. Wear off
b. Check out
c. Spit out
d. Wash out
8
Lesson 9 HE HAS PLAYED IN A LOT OF MOVIES.
Learning Objective: Can distinguish between present perfect simple and continuous.
1. Look at the picture. Who are the actors? And what movie Present perfect simple vs perfect present continuous
this picture belongs to? Talk about this with a partner.
There are some differences between the present perfect simple
and continuous. Here are some explanations:
Present Perfect Simple Present Perfect Continuous
• Used to talk about events

• Used to talk about events
connected between the past
connected with the present.
and the present.
•Chris Gardner has been
• I haven’t cried in a
having a difficult time.
movie for years.
•Used to focus on an activity • Used to focus on an activity

that is finished. that is unfinished.
2. Have you seen the movie: The Pursuit of Happyness? •She has learned an • I have been studying
Read the following review about this movie. important lesson. for three hours.
The Pursuit of Happyness
Although I don’t usually cry in movies. If fact, I haven’t cried • Used with
• Used with
temporary situations or
in a movie for years. I did in this movie. It’s a real tearjerker. permanent situations or
events.
Perhaps because it’s based on the true story of a father events.
• We have been living
and his son. Will Smith plays the father, Chris Gardner, and • I have lived in
in Colombia for the last
Chris’s son is played by his real-life son Jaden Smith. Even Ecuador all my life.
Present perfect simpletwo months.
structure
though Jaden has never acted before, the eight year old
gives an amazing performance. Maybe it’s because he is verb (past
Subject + have/has + complement
working with his own father, who is an incredibly talented participle) +
actor. an important
She has learned
lesson.
Chris Gardner has been having a difficult time in his job
and his life in general. His job as a salesman is not working Present perfect simple structure
out, and his wife is extremely unhappy, and even though he
have/has verb
tries to make things better, Chris’s wife finally leaves him. Subject + been + complement
+ (-ing form) +
Chris takes a job at a big company, but the job doesn’t pay
any salary. Since Chris isn’t making any money, he can’t pay for three
I have been studying
the rent and loses his house. For a while Chris and his son hours
sleep in train stations and shelters, but then things get better
for him. I’m not going to spoil the end for you!
If you haven’t seen The Pursuit of Happyness yet, you need 4. Complete the conversation with the present perfect
to watch it immediately and don’t forget to take a box of simple or with the present perfect continuous.
tissues with you!
1. A: I a guy from Manta. (see)
3. Choose the best option to answer the questions about B: Really? How many times you
the movie The Pursuit of Happyness.
out with him? (go)
1. Why does the writer think the movie is a tearjerker? 2. A: How many guitar lessons you
a. Because it’s a true story. ? (take)
b. Because the actors are father and son.
B: Four. And I two songs so
c. Because it’s a love story.
2. What character does Will Smith play? far! (learn)
a. A man who owns a big company. 3. A: Marcela her house since
b. A man who is having a hard time. last week. (paint)
c. A man who wants to be an actor. B: Good for her, I want to do the same but unfortunately I
3. In the movie, what happens to Chris and his son?
haven’t time. (have)
a. They lose their home.
4. A: you Valentina for a long
b. They leave Chris’s wife.
c. They start to work together. time? (know)
4. What happens at the end of the movie? B: Yes, We friends since
a. The writer doesn’t spoil the ending high school. (be)
b. Chris and his son live in a train station
c. Chris can’t pay his rent.
9
Lesson 10 SHE ASKED ME TO STOP TALKING.
Learning Objective: Can report past orders and requests with ‘tell/ask’.
1. Match the sentences into the correct category. Are they Reported speech
orders or requests? Write in the box O (orders) or R
It is how we represent the speech of other people say.
(requests)
Sometimes somebody says a sentence and we want to tell
somebody else what the first person have said.
Give me that book Would you mind taking out the
garbage? Reported orders: it is when somebody does not ask
politely and we tell somebody about it. For this we simply
Can you help me? Clean your room
use: told me + to + verb.
Don’t touch that May I go to the bathroom?
Direct order Reported order
Go to bed! He/She told me to go to
Keep calm Can you tell me the time?
bed.
Don’t worry! He/She told me not to wo-
Could I talk to Don’t do that rry.
you for a minute? Be on time! He/She told me to be on
time.
2. Read the following conversation between Karla and her Don’t smoke! He/She told me not to
mother. Karla is telling her mother about what her friends smoke.
have said. Reported requests: it is when somebody ask you something
politely and we tell somebody about it. For this we use: asked
This morning has been crazy. People have talked a lot. me + to + verb.
First, Annie told me to give her book back. I hadn’t finished Direct request Reported request
Can you help me? He/She asked me to help
it yet. Then Patricia came and asked me to talk to her for
him/her.
a minute but she took almost all the recess. Later, in class Could you bring my book? He/She asked me to bring
the teacher asked me to help her to hand out some papers him/her book.
May I go to the bathroom? He/She asked me to go to
for the class. Unfortunately I hit a glass which was on the
the bathroom.
teacher’s desk and broke it, I immediately wanted to gather Can you tell me the time? He/She asked me to tell
all the piece but the teacher told me not to do that becau- him/her the time.
se I could get cut by the broken glass. Finally, the teacher
4. Make reported requests or orders using the direct
asked me to take out the garbage. It has been one of the
sentences.
worst day ever.
a. Can you help me carry this ladder?
3. Answer the questions about the conversation between
Karla and her mother.
b. Come early tomorrow.
a. What did Annie tell Karla?
c. Buy some milk for the baby.

b. What did Patricia ask Karla?
d. Could you open the door?

c. What did the teacher ask Karla?
d. What did the teacher tell Karla not to do? e. Would you bring me a cup of tea?
e. What did the teacher ask Karla at the end of the story? f. Don’t disturb
5. Pair work: Write reported orders or reported requests.

Student A say the sentences in direct speech and Student
B say the sentences in reported speech.
10
Lesson 11 SO DID I.
Learning Objective: Can use ‘so did / was / can I’, ‘neither did / was / can I’ to show
agreeing.
1. Do you agree or disagree with the followings statements. Share your ideas with a partner.
• 30 is a good age to get married. agree disagree

• Money is the most important in life agree disagree
• Emelec is the best soccer team agree disagree
• 18 is not the right age to be considered an adult agree disagree
• Having children is a big responsibility agree disagree
• Junk food is delicious but too fatty agree disagree
2. Read the following conversation between Natalie and her

The forms ‘so did / was / can I’, ‘neither did / was / can I’
friend. What are they talking about? Circle the best answer.
are used to agree with statements other people have said.
• ‘So did I and neither did I’ are used to agree on
Plans for next vacation Natalie’s vacation the past simple.
What they did last vacation • ‘So was I and neither was I’ are used to agree with
the verb to be in past.
Kike: So, Natalie, how was your last vacation?
• ‘So can I and neither can I’ are used to agree with
Natalie: Mmmm, it wasn’t that special. I had to stay at work the modal verb “can”
Kike: So did I. I didn’t have enough money for a real vacation. ‘Neither did / was / can
‘So did / was / can I’ agrees
Natalie: Neither did I. But some friends I rented a house in the I’ agrees about negatives
about positives statements
statements.
beach for a week.
Kike: Really? So did I. What beach did you go to? Natalie: Mmmm, it wasn’t that
Kike: No kidding! So was I,
Natalie: We were in San Clemente the whole week. special. I had to stay at work
but I didn’t see you.
Kike: So did I. I didn’t have
Kike: No kidding! So was I, but I didn’t see you. Natalie: Neither did I. That’s
enough money for a real
Natalie: Neither did I. That’s really strange! really strange!
vacation.
Kike: I had a great time there. I can’t wait to do that again.
Natalie: Neither can I In the conversation Natalie
In the conversation Natalie
and Kike agree they didn’t
Kike: We should keep in touch for a next time renting the house and Kike agree they both had
see each other.
together. to work.
Natalie: That would be fantastic. 4. Complete the conversation with ‘so did / was / can I’,
‘neither did / was / can I’.
3. Read the text again, write the sentences in which Natalie
and her friend agree. 1. A: I bought a new cellphone yesterday.
a. They had to work. B:

2. A: I don’t know how to swim. I can’t swim at all.
b.
B:
c.
3. A: I was sick yesterday.
d.
B:
e. 4. A: I didn’t have class yesterday.
f. B:
5. A: I wasn’t at home yesterday.
B:
6. A: I can play the guitar very well.
B:
5. Pair work: Create a dialogue using ‘so did / was / can I’,
‘neither did / was / can I’.
11
Lesson 12 I WAS GOING TO CALL YOU, BUT I FORGOT.
Learning Objective: Can use ‘was/were going to’ to refer to past intentions.
1. Look at the picture. What is this phrase used for? Talk 3. Past intentions with ‘was/were going to’ is used to
about this with a partner. Take notes of the conversation. express an idea in the past that you thought that would
happen but it did not happen. For example.
I was going to sell my cellphone, but it is too old, no one

likes old devices.
Did I sell the cellphone? Did this happen? No!
Did I have intention to sell it? Yes!
They were going to get married but she found out he had
cheated on her.
Did they get married? Did this happen?
Did they have the intention to get married?
‘was/were going to’ uses a verb in its simple base form:
I was going to sell my cellphone, but it is too old, no one
likes old devices.
2. Match the following parts of the sentences in column A They were going to get married but she found out he had
with column B to make one single sentence. Write them cheated on her.
completely.
Use ‘was/were going to’ to complete the following
Column A Column B sentences.
1. I was going to sell my a. but then you 1. He come but he couldn’t
cellphone remembered that i find a babysitter.
2. I was going to call you speak English fluently. 2. I make dinner tonight but
3. I was going to go to the b. but i lost my debit
ATM I feel sick.
card.
4. I was going to quit my 3. She go to the university
c. but it is too old, no
work this morning but she didn’t wake up on time.
one likes old devices.
5. I was going to buy a new d. but it was too difficult 4. They stay but they had to
watch to him go unexpectedly.
6. My sister was going to visit e. but people had 5. We go to the beach but
our parents in France blocked the streets we had to stay at work.
7. Juan was going to start his protesting.
new job as a bus driver f. but they are not there.
8. We were going to watch a 4. Write sentences using ‘was/were going to’ for past
They are on vacation in intentions.
movie last night. Germany.
9. He was going to learn how g. but it was too •
to play the bass expensive.
10. You were going to speak •
h. but i didn’t have any
Spanish with me credit. •
1. I was going to sell my cellphone, but it is too old, no one likes •

old devices.
2.
3.
4.
5.
6.
7.
8.
9.
10.
12
Lesson 13 ENGLISH IS SPOKEN WORLDWIDE!
Learning Objective: Can use the present simple passive.
1. In the following sentences identify the subject and The present simple passive is often used to describe processes.
object, underline the subject and circle the object. Read the article of the process of making chocolate and write
down all the steps (they are highlighted)
My mother cooks lunch. Andrea kisses me.
Kathie follows Daniel 1.
We only eat chicken
everywhere. hamburgers. 2.
They always buy soft Teenagers normally break 3.
drinks. the rules
4.
2. Read the following article about the process of making 5.

chocolate. Then answer the questions.
6.
To begin, the cocoa comes from the cacao tree, which is grown
7.
in the South American and African continents and the country of
Indonesia. Once the pods are ripe and red, they are harvested 8.
and the white cocoa beans are removed. Following a period 9.
of fermentation, they are laid out on a large tray so they can
10.
dry under the sun. Next, they are placed into large sacks and
delivered to the factory. They are roasted at a temperature of
3. Rewrite the following sentences using the present simple
350 degrees, after which the beans are crushed and passive.
separated from their outer shell. In the final stage, this inner
part that is left is pressed and the chocolate is produced. 1. He opens the window.
a. Where is the cacao tree grown?

2. Women spend a lot of money.
b. Where are the cocoa beans laid out? 3. They draw caricatures.
4. That man teaches English.

c. At what temperature are the cocoa beans roasted?
5. Julieta sends loves letters.
d. How is chocolate finally produced?
The present simple passive

It is a grammar construction where the subject is shown as
passive while the verb is done by an object. For example.
1. My mother cooks lunch. Active

Lunch is cooked by my mother. Passive
2. Andrea kisses me. Active

I am kissed by Andrea. Passive
The present simple passive uses the verb to (am – is – are) and
the past participle of the verb.
Lunch is cooked by my mother.

I am kissed by Andrea.
13
Lesson 14 WERE THEY RESCUED AT THE END?
Learning Objective: Can use the past simple passive.
1. Look at the picture. Do you know who they are? Do you

The past simple passive
know the story? Share your ideas with a partner.
As the present simple passive; the past simple passive uses the
same construction where the subject is shown as passive while
the verb is done by an object. For example.
Leonardo DiCaprio and Kate Winslet star Titanic Active
Titanic was starred by Leonardo DiCaprio and
Kate Winslet Passive
The past simple passive uses the verb to (was – were) and the
past participle of the verb.
Titanic was starred by Leonardo DiCaprio and Kate Winslet
4. Order the sentences. Start the sentences with a capital

letter and finish it with a period.
2. Read the following passage about Titanic.
a. Many cities / the flood / seriously / damaged / by / were
The Titanic was built in 1912. It was designed in a new way

and it was thought to be unsinkable. Because of this, it b. The hurricane / by / partially / Puerto Rico / was / destroyed
wasn’t given enough lifeboats for passengers and crew. The
hull was damaged by a collision with a huge iceberg and it c. by / were / a fire / the trees / burned / completely
sank very fast. A total of 1513 people were drowned that day.
Because of this disaster, a lot of magazines were printed in
d. the earthquake / by / university classes /temporarily /
many languages, new international safety laws were passed
disrupted / were
and ice patrol was established. In 1985 the wreck was
located on the sea bed and the ship was explored. Several
successful films have been made about the Titanic since
then and the most recent was released in 1997. 5. Complete the conversation with the past simple passive.
Use the verbs in parentheses.
3. Answer the questions about the passage Titanic. 1. A: This highway (close) last night
because there was an accident
a. When was the Titanic built?
B: Yes. I heard a bus (hit) by
another bus.
b. How was the hull of the Titanic damaged?
2. A: How was your vacation?

c. How many people died that day? B: Not that good. Our flight (delay)
for the whole night.
d. What happened in 1985?
3. A: I’m not sure about the camping idea this coming
e. When was released the most recent film about Titanic? weekend. Some wild animal
(see) around the area.
B: Are you serious? I hope no one (hurt)
4. A: Hi, Julian, somebody told me your cellphone

(steal)
B: Yes, I was lucky because the thief
(arrest) and got back my cellphone.
14
Lesson 15 YOU ARE THE ENGLISH TEACHER, AREN’T
YOU?
Learning Objective: Can use a range of negative question tags.
1. Ask the following questions to a partner. Use short 3. Work in pairs and match the question in the past
answers for each question. exercise with the correct grammar tense. Use the
information in the box.
• Do you play soccer? Yes I do / No I don’t
Present Perfect Past Simple Can
• Have you been to USA? Yes I have / No I
haven’t Verb to Be Present Simple
• Are you good at English? Yes I am / No I’m not
• Did you have dinner last night? Yes I did / No I didn’t Questions Grammar Tense
• Can you play the guitar? Yes I can / No I can’t You like to study at this
university, don’t you?
2. Choose a person from your class that you don’t know
very well. Ask the following questions and write down the Your father works in Manta,
answers. doesn’t he?
1. You like to study at this university, don’t you? You have studied at UTM for
2 years, haven’t you?
2. Your father works in Manta, doesn’t he? English has been difficult for
you, hasn’t it?
Your name is
3. You have studied at UTM for 2 years, haven’t you? isn’t it?
You are from Portoviejo,

4. English has been difficult for you, hasn’t it? aren’t you?
You went to cinema last
5. Your name is isn’t it? Friday, didn’t you?
You had a car accident,

6. You are from Portoviejo, aren’t you? didn’t you?
You can play the guitar, can’t
you?
7. You went to cinema last Friday, didn’t you?
We can leave now, can’t we?
8. You had a car accident, didn’t you?
Questions tags
They are short questions at the end of statements. They are
mainly used when we want to confirm that something is true or
not. For example
A: You like to study at this university, don’t you?
B: Yes, I love to study here!
They are formed with the auxiliary or modal verb from the
statement and the subject.
Your father works in Manta, doesn’t he? Present Simple

English has been difficult for you, hasn’t it? Present Perfect
Yo u are from Portoviejo, aren’t you? Verb to be
Yo u had a car accident, didn’t you? Past Simple 4. Complete the statements with the correct question tags.
Yo u can play the guitar, can’t you? Can a. She is having much fun, ?
b. We never go out, ?
A positive statement is A negative statement is c. She has been to USA once, ?
followed by a negative followed by an affirmative d. Miguel played soccer yesterday, ?
question tag. question tag.
e. You can cook Chinese food, ?
f. She saw the accident, ?
You like to study at this You don’t like to study at
g. You are tired, ?
university, don’t you? this university, do you?
h. Coffee keeps you up in the night, ?
15
Lesson 16 IF I WERE YOU, I’D TALK TO HER!
Learning Objective: Can give advice using ‘If I were you, I’d…’
1. Look at the picture. What does it represent? What do ‘If I were you, I’d…’
you do when you have problems? Who do you talk to? Talk
We use ‘If I were you, I’d…’ for ideas expressing advices.
about this with a partner.
1. If I were you, I’d have to think about it and make a decision
2. If I were you, I’d give her presents
3. If I were you, I’d get apart from her
The functional language ‘If I were you, I’d…’ uses a verb in its
base form.
1. If I were you, I’d have
2. If I were you, I’d give
3. If I were you, I’d get
3. Read the following problem and write 3 advices for it

using ‘If I were you, I’d…’ to create the sentences.
My family don’t get along. It’s like we all hate each other. It’s
my mom, me, my two brothers and a sister. I am the oldest. We
2. Read the following text, find what the main problem is
all have certain problems: My mom wants to quit smoking so
and what the best solution is?
she is really stressed out. I am really selfish (I just can’t help
it). One of my brothers is too bossy. He thinks he is better than
Problem: I’m one of those guys who have the quite normal
the rest of us and that he is the only one who helps my mom.
problem. I’m in love with a girl, but I don’t know what to do. I
My other brother is kind of abusive and depressed. He always
have already had a crush on some girls, never with any
starts fights and he’s really spoiled (my mom doesn’t yell at him
success, but this is something different. My problem is actually
for doing things wrong and when she does, he laughs at her);
that I’m too coward to tell her anything. I know that she likes me
My sister (who’s 7) makes messes and doesn’t clean them up.
and we’re very, very good friends. We’ve known each other for
I really want to help because I don’t like being upset all of the
about three years, and our friendship has constantly become
time and having everyone hate everyone else. Even when we
better. Another problem is that we often talk about problems
start to get along, someone will say something to upset
with each other, and so I know she is having problems with
someone else. Please help me and my family.
her boyfriend (who I think is not good for her). We meet almost
every day. I need some help, please.
Solution 1:
Solution 1:
Hey dude, you need to decide if she is your friend or she is
something else. If I were you, I’d have to think about it and
make a decision, because you can’t be living like this
anymore.
Solution 2:
Solution 2:
Hello, if I were you, I’d give her presents, so she can see
that you are interested in her. Try to make her believe that
you are the man she needs to be happy.
Solution 3:
Solution 3:
Hi, I think you are old enough to know what’s right for you. If I
were you, I’d get apart from her because I can see that you
have no chances with her. she’s in a relationship now.
16
SPEAKIN
Lesson 1 I’M OLDER THAN YOU!
Learning Objective: Can compare their own and others' possessions using simple language
1. Look at these pictures. Which one do you like the most? 4. Complete the sentences with the correct word. Use the
Why? Share your ideas. words in the box. Listen to your teacher and check your
answers. Practice the pronunciation and the intonation.
mine - Casa Blanca Stadium – bigger – than
a. b.
a. My house is than yours.
b. Capwel Stadium is more modern than
2. Read the following paragraph. Answer the question. . c. This mobile is older than .
What did she compare?
d. Pizza is more expensive hamburger.
a. Houses.
b. Cars. 5. Draw two of your favorite: places, people, possessions.
c. Cell phones Write as many adjectives as you can for each one.
Yesterday I went to the shopping center because I wanted to

buy a new electronic device. The stock clerk showed me some
of them. I compared three or four. One of them was bigger than
others; other was more expensive than my current device, but
I chose this one because it was smaller, cheaper and modern
than my old mobile.
3. Read again and answer these questions.
a. Where did she go?
b. How many devices did she compare?
c. What features did the devices have?
d. Why did she choose the device she bought? 6. Work in pairs. Use the information in exercise 5 to
compare the things you have drawn with your partner’s.
Remember to use complete sentences and the correct form of the

comparatives for example:
• My cellphone is bigger than my father’s cellphone.
• My father’s laptop is more expensive than mine.
17
Lesson 2 I USE THIS HUMMER TO BUILD MY
HOUSE
Learning Objective: Can describe what something is used for, using basic fixed expressions.
1. Look at the pictures. What are these objects? Do you use 4. Look at the pictures. Describe them. Include the material,
them? When? the shape and the use for each one.
2. Read the following sentences. Match the words in the

box with their corresponding descriptions.
Motorcycle – ball – guitar – helmet – key
• Any plastic or rubber object in the shape of a sphere,

especially one used as a toy by children or in various sports
such as tennis and football.
• A stringed instrument with a long, fretted neck, a flat,
somewhat violin like body, and typically six strings, which are
______________________________
plucked with the fingers or with a plectrum. It’s used to produce
______________________________
melodies.
______________________________
• A piece of metal that has been cut into a special shape and
______________________________
is used for opening or closing a lock, starting a car engine, etc.
______________________________
• A motor vehicle made of metal, similar to a bike but ______________________________
usually larger and heavier, chiefly for one rider but sometimes ______________________________
having two saddles or an attached sidecar for passengers.
5. Draw an object that you usually use. Write at least four
• A strong, hard hat shape, made of plastic or carbon fiber that features.
covers and protects the head.
3. Complete the following chart with the name of the

objects and the information in exercise 2.
OBJECT MATERIAL SHAPE USE
Motorcycle
6. Work in pairs. Student A describe an object, student B
Ball listen and draw the object and guess its name.
Guitar
Helmet
Key
18
Lesson 3 I WAS A
SOLDIER
Learning Objective: Can describe very basic events in the past using simple linking words
1. Look at the picture. Did it happen in your period? Is this 4. Complete the following chart with your own information.
about past or future?
Questions Answers
What relevant historical event

do you know about your
country?
What happened?
Who were the protagonists?
What happen after this

event?
What happen after this
event?
5. Work in pairs. Describe the past event you know. Use the
information in exercise 4. Switch roles.
2. Read the following paragraph. Underline the past events.
Pichincha Battle
The battle of Pichincha was a historical fact that was
recorded in Ecuador on May 24, 1922.
Soldiers from Ecuador commanded by Venezuelan General
Antonio Jose de Sucre fought against the Spanish army,
the events occurred in Quito. After the battle, Ecuador was
free and began its republican life. With this background the
other countries of America were liberated and exercised their
democracy.
3. Read the text again. Choose the correct option. (multiple

option)
* Tha battle was a ficticial fact

* Soldiers from Ecuador commanded by Colombian General
* With this background the other countries of America were
liberated
* After, the battle Ecuador wasn´t free
19
Lesson 4 I GO TO WORK EVERY
DAY
Learning Objective: Can ask and answer questions about habits and routines.
1. Look at the picture. What does he do? Do you do the 3. Read again and answer these questions.
same? Ask your partner.
a. What does he do every day?
b. Why is Leo tired?
c. What time does he arrive home?
d. What does he do after lunch?
4. Read and identify the questions the speakers used to:
a. Find out the time he/she goes home:
b. Ask what he/she does:
c. Check the place of work:
d. Ask for someone else:
2. Read to the dialogue and identify the main idea. 5. Write the activities you do every weekend. Complete the
chart.
a. Hello Mario, how are you?
b. Hello Leo, I´m ok, what about you?
a. I´m ok too, a little tired but I´m ok after all
Day / Activities Morning Afternoon Evening
b. How come?
a. I´m tired because I was in my school all day working with
my little students Friday
b. Really? What did you do?
a. Well, I arrived at 7 am to my classroom, and I started to
clean the chairs because we don’t have a janitor, then my Saturday
class started at 7:30.
b. so, do you teach all day long?
a. Yes, I teach math, social studies and science, sometimes I Sunday
help with the chemistry classes.
b. Wow, you work a lot in your school, what do you do after
school? 6. Work in pairs. Choose five activities from different days.
a. Well, after school I take the bus to my house, I arrive to my Ask your partner some questions to compare your daily
house at 2 pm; I take a shower and go to a restaurant to routines. Take notes.
have lunch.
b. Right after you finish your lunch, you go to your house?
a. No, I go to the University because I’m studying a master My activities My partner’s activities
program.
b. Now, I understand why you are so tired, what about your
wife?
a. Well, she works at the same school and we go home
together.
b. Well Leo it was a nice conversation but it’s time to go
home, have a nice weekend, bye!
a. Good bye Mario, take care and say hello to your family!
b. Likewise!
The dialogue is about…

a. His day in the school.
b. His daily routine.
c. His plans.
20
Lesson 5 WHAT A CRAZY
PERSON!
Learning Objective: Can use simple language to describe people’s personality and emotions.
1. Look at the picture. Think about five words to describe it. 3. Read the following paragraph. Underline the adjectives
Share your ideas. that describe people and personalities.
Hello, my name is Darla. I am 23 years old. I am short

and thin. Well, I considered myself as a generous person
because I like to help people, also I am very loyal to my
friend. I am happy and talkative because I like to share
special moments with nice people.
My best friend, Mayra is very friendly because she likes
to have a lot of friends, she is tall and a little heavy but
she likes to practice sports. We are volunteers in a
foundation which takes care of homeless people giving
them food and shelter.
4. Think about your best friend. Complete the chart with the
adjectives that best describe him or her.
Adjectives Reasons
Personality Because…
2. Classify the following adjectives into the box.
Frustrated – light - afraid - happy - sad - heavy

- careless - angry - brave - friendly - lazy
- hard working - ugly - proud - excited - strong Appearance Because…
- impatient - jealous - stubborn - big - tall -
gorgeous - short - curious - outgoing
Personality and emotions Appearance
5. Work in pairs. Talk to your partner about your best friend.

Include details like: occupation, age, height and other
relevant information. Switch roles.
21
Lesson 6 ENJOY
IT!
Learning Objective: Can discuss what to do in the evening or at the weekend
1. Look at the pictures. Where are they? What are they 4. Read the following situations. Match them with the suita-
doing? ble reactions.
Situations Proposals / reactions
a. It’s a long holiday.
b. It’s Isabel’s birthday.

a. b.
c. Juan has fever.
2. Read the conversation and match it with the

corresponding picture in exercise 1. d. There’s “El Clásico del
Astillero” this Sunday.
Conversation
a. Hello Maria. Do you have a minute?
5. Work in pairs. Look at the pictures and create a dialogue
b. Hi, Andres. Tell me.
in order to make plans for this weekend.
a. What are you going to do this Friday?
b. Nothing. I think I will go to the church with my family.
a. There will be a party this Friday. Would you like to come with
me?
b. It sounds good, but you know I really have to go. I promised
my mother that I will go with all of them.
a. What about after the mass? I could pick you up at 10 pm.
b. Great! No problem. I’ll go with you, thanks.
a. Ok. I’ll be in your house at that time.
b. I’ll be waiting for you.
a. See you on Friday. Bye
b. Bye.
3. Match Order the words to make sentences. What about.

How about. What do you think.
a. Will – next – I – Sunday – go – to the beach
b. at 9 pm – start – the movie – going to – is
c. start – classes – will – English – this evening
d. Ambato – is going – next – Juan – to visit - month
e. long – all night – Daniel and Jessenia – dance – will
f. ? – what – he – arrive – will – time
22
Lesson 7 LET’S
TALK!
Learning Objective: Can participate in short conversations in routine contexts on topics of interest.
1. Look at the pictures. Where are they? Are they friends? 3. Read the conversation and complete it with the words in
Are they arguing? the box. Challenge (sounds great)
1. Do you have a minute?

2. See you around.
3. How about you?
4. How come?
5. Take care
6. Guess what?
a. Hello.
b. Hi. How can I help you?
a. . Cristina didn’t come today!
2. Read these conversations and match them according to
the situations. More challenge b. .
a. Yesterday, we went to a meeting and we had dinner. I think
she’s ill due the food.
Conversation 1 b. . Did you eat the same?
a. Hello Francis. a. No I didn’t.
b. Hi. Darla. How’s going on? a.- In a school b. Lucky you. By the way, I have to go. Good bye.
a. Everything is ok. a. . Bye.
b. Good. It’s a beautiful sunny day. b. .
Conversation 2 4. Work in pairs. Imagine your partner is new in the city.

Make a conversation using some expressions you have
a. Did you finish your exam? learnt. Use exercise 3 as model.
b. No, I don’t. I don’t understand
French.
a. Let me explain you this exercise.
b.- In the office
b. You’re very kind.
a. If you want you can take extra
classes with me after lunch.
b. I think it will be very useful for
me.
Conversation 3
a. Welcome to ADT company. This
is your office. 5. Work in pairs. Act out the dialogue. Switch roles.
b. Thanks a lot.
c.- In the park
a. My office is at the end of the hall,
in case you need help.
b. I appreciate that. Thanks.
a. See you later.
23
Lesson 8 I LIKE THAT
CITY
Learning Objective: Can give an extended description of everyday topics (e.g. people, places, experiences).
1. Look at the pictures. Do you know them? Can you give 3. Read the dialogue again and answer the questions.
some special characteristics? Share your ideas.
a. When did he travel?
b. What are the cities he visited like?
c. What’s his favorite city like? Mention the main features.

a.
4. Work in pairs. Use the words and expressions in the box

to make a conversation describing a city you like. Add more
words and expressions.
What about you? I went abroad

Can you tell me any special features?
The city I like the most is See you around
big spent go
b.
a.
2. Read the conversation and match the picture with the b.

dialogue.
Picture a.
a. Hey, Marc! How are you doing?
b. Hello Anny. I’m fine. What about you? b.
a. I’m ok. Is it true that you traveled last month?
b. Yes, that’s right. I went abroad and I knew new cities and a.
cultures.
a. Really! That’s fantastic! b.
b. The only bad thing is that I spent a lot of money.
a. Oh, that´s too bad! But fortunately you have visited other
a.
countries which is an amazing experience.
b. Yeah, that’s true!
a. I want to know how your trip was. b.
b. Well, it was fantastic because the cities are very clean,
modern and big. a.
a. Good, but tell me what city you like the most. Can you tell
me any special characteristic? b.
b. Ok, try to guess. The city I like the most is a wonderful
place, because there you can find a lot of interesting sites; a.
in the same city you can find modern buildings, but also
you can find traditional neighborhoods.. I like it a lot. It is
b.
also called “God’s face”.
a. Ohh! Sounds nice! I hope I could travel and go to the same
city next year.
b. Don’t worry Anny. We can give it a try next time. 5. Work in pairs. Follow the patterns in exercise 4 and
a. Fair enough. I have to go to work. See you around. roleplay the dialogue.
b. Bye! Take care!
24
Lesson 9 IT WILL
RAIN
Learning Objective: Can make simple predictions about the future.
1. Look at the pictures. What’s the message? What do you think about them?
2. Read the sentences. Match them with the pictures.

3 Look at the clouds. I think it will rain
1 She will buy a new car.
5 They will win the game.
2 He’ll sing in a concert.
6 We won´t clean the house.
4 You won’t drive a truck.
3. Order the words to make a predictions in future. Read
(listen) the paragraph and answer the questions.
4. Write five future predictions about you and your partner.
SITUATIONS YOU YOUR PARTNER
I will work in a She will work as a

JOB university, scientist.
I will get married. She will be single.

MARITAL STATUS
I will go to Tena to She will go to

HOLYDAYS Christmas. Montañita to
Carnival.
I will study a second She will study a
STUDIES degree in doctorate.
engineerin.
I will get a house in She will have an
POSSESSIONS Tena and a jewerly ecosystem office
and a house.
5. Work in pairs. Compare your predictions. Use the

information in exercise 4.
25
Lesson 10 TURN DOWN
Learning Objective: Can express reject using simple language.
1. Look at the pictures. What are they showing? Give your 3. Read and complete the conversation with the phrases in
ideas. the box.
I can’t go what can I do for you?

not now, I´m busy on a next opportunity
see you
Danny: Good afternoon my friend! Do you have a minute?

Maria: Good afternoon. Yes, .
Danny: Look, Maria, I would like to invite you to a congress that
will be in Cuenca.
Maria: Sorry, I because I have to work on a new
project.
Danny: That’s a shame. The congress will be very interesting
because it’s about our profession.
Maria: Really! Oh my God! I would like to go but
. This project is very important for the
company.
Danny: Well, we could go . Would you
2. Read the e-mail. Choose the best option to answer the like to have lunch together someday?
question. Maria: Mmm. Ok, no problem. I have a space next Friday at 1
What is it about? pm. Does it work for you?
a. greeting a friend Danny: Ok, that’s fantastic. I’ll pick you up at 12:30.
b. agreeing a meeting Maria: Ok, I’ll be waiting for you. Bye!
c. rejecting an invitation Danny: Bye!
4. Work in pairs. Look at the picture. Write a dialogue

Dear Mr. and Mrs. Zambrano, turning an invitation down. Use the exercise 3 to guide you.
Thank you so much for the invitation to your son’s

graduation party. You cannot imagine how frustrated
I am, not to be able to go to Manta to the party. I
have an issue with my passport, that’s why I cannot
travel to Ecuador during this period because to get a
new passport will take me three or four weeks.
Unfortunately, I have to turn down your invitation for
this reason. I hope to visit you sooner. I wish your
son the best in this new era after high school and I am
optimist he will go to an important university in order to
study his future profession.
My sincere greetings for you and your son. 5. Work in pairs. Act out the conversation. Use the
information in exercise 4.
Mariana García
26
Lesson 11 IT WAS A BEAUTIFUL
CITY!
Learning Objective: Can ask and answer questions about past times and past activities.
1. Look at the pictures and answer the questions. What do 3. Read the conversation and complete it with the
they show us? Can you guess the name of these cities? questions in the box.
• Do you work?
• How have you been?
• What time did you wake up?
• How did you get to work?
• How was your life there?
a: Hello, Mario,
b: Hi, Ramiro, I’m ok, and you?
a: I’m ok, too. I’m planning a reunion with all the guys from
school. Do you remember them?
b. Yes. I remember some of them.
a. Do you live here?
b: Well, I lived here many years ago but not now. I live in
other city.
a. How come?
b. I worked here in the city as a teacher, but I went to Quito
because I had a better job proposal.
a: Really? That’s fantastic!
b: It was great. I worked from Monday to Saturday.
a:
b: I woke up at 5:30 am because the place where I lived was
a little far, so that’s why I woke up very early.
a: Cool!
b: I went by bus.
a. Why? Did you sell your car?
b. No, I didn’t. My wife used it to drive to our children to
2. Read this short conversation. Put a tick ( ) in the picture
school.
that is related to.
a: What about you?
a. Hello. What’s going on? a: Yes, I have a full time job as a teacher here in Guayaquil.
b. Hi! I’m ok. Thanks! b:Good! Being a teacher is a great responsibility.
a. How come you are in the museum? a: Well, it has been a pleasure to see you again but I have to
b. I came here because I have to do some research about go home.
cities in the past. b: Yeah, it was great to see you, too. Bye Ramiro.
a. Sounds interesting! What was your city like many years a: Bye Mario. Take care.
ago?
b. Ohh. It was really beautiful. 4. Make a list of activities you did last week. Then prepare
a. Good. Did it have any special characteristic? the questions to ask the corresponding information.
b. Yes, it had lots of beautiful houses and buildings and it had
not much traffic. It was a quiet city. Past activities Questions
a. Wow. I can see this city was very peaceful.
b. That’s right!
5. Work in pairs. Interview a partner about his/her past

activities. Use the questions in exercise 4.
27
Lesson 12 I THINK I’M
LOST!
Learning Objective: Can ask for, follow and give detailed directions.
1. Look at the pictures. Give your ideas about it. How are 3. Read the sentences and order them to make a dialogue.
they related to? Are they lost?
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
a.
B:
A:
B:
4. Draw a map. Imagine you are asking for an address.
b.
2. Read the paragraph and choose the picture that best

describes it.
Picture:
My name is Elkin. Last year, I got lost because I wanted to go
to my girlfriend’s house. It was really hard for me to reach her
house because I didn’t know the city very well. My girlfriend
lives in the north of the city and I live in the south. I went at
10 am. but it took me almost three hours to get my destination
because I went to the east. That was a bad experience
5. Work in pairs. How would you ask for directions to get to
because the city is not huge but I got lost for three hours. a specific place? Create a conversation.
28
Lesson 13 THAT’S
GREAT!
Learning Objective: Can use fixed expressions to keep a conversation going (e.g. 'I see.','right').
1. Look at the picture. Do they show some interest in the 3. Read the conversation and complete with the phrases in
conversation? Share your ideas. the box.
no way - that´s great - I understand -

of course - in the morning
a. Hi, Romina. How are you?

b. Hello. Martha. I’m fine. Thanks for asking. And you?
a. I’m ok, too. Do you have a minute?
b. . How can I help
you?
a. Look. I’m studying Medicine.
b. .
Congratulations!
a. Thanks! But I need a big favor.
a.
b. Tell me!
a. This coming Monday I have an important test
, but I don’t know who to leave my child
with because her nanny is sick.
b. . What do you
want? a. Could you please take care of my
child? b. . I don’t like
children.
a. Please help me. Just two hours in the morning.
b. Let me think about it! I will tell you tomorrow.
a. Please don’t be evil with me.
b. No worries. I’ll help you but let me organize my schedule.
a. I appreciate it! Thank you so much!
b. You’re welcome.
b.
4. Work in pairs. Choose one of the situations in the box
and make a conversation. Use exercise 3 as a model.
2. Read the conversation. Identify it with the picture in
exercise 1. Help with an assignment Clean the house
Make lunch Buy some groceries
Picture
a. Hello!
5. Work in pairs. Follow the patterns in exercise 4 and
b. Good morning! Are you very busy right now? Can I talk to roleplay the dialogue.
you?
a. Ahh! Again! What do you want?
b. Look. I need you to complete the task because it’s a
group work.
a. All right. I’ll do it! Don’t worry!
b. Thanks. You’re the only one who is missing this project!
a. I see. I know. I will do it. Take it for sure. But give me
a break! I’m tired!
b. Ok. Bye!
a. Bye!
29
Lesson 14 I DON’T FEEL
GOOD
Learning Objective: Can express how they feel in simple terms.
1. Look at the pictures. How do they feel? 3. Read the situations and complete the chart. How do you
feel?
Situations I feel…
During an exam
In a concert of your favorite

artist
When you are alone at home
When you lose a game
When you don’t have money
4. Work in pairs. Ask your classmate a question using the situations in exercise 3. Take notes and complete the chart.
How do you feel…
a. during an exam?
b. in a concert?
2. Read and match the words with the definitions.
c. when you are alone at

Word Definitions home?
a. Anxious extremely happy; full of joy

d. when you lose a game?
full of mental distress or uneasiness
b. Angry because of fear of danger or misfortune;
greatly worried; solicitous e. when you don’t have
money?
having a feeling of or filled with frustration;

c. Blissful
dissatisfied 5. Tell your classmates your notes in exercise 4. Ex.
He/she is during an exam.
feeling or showing anger or strong
d. Desperate
resentment
unreasonably obstinate; obstinately

e. Frustrated
unmoving
f. Stubborn having an urgent need, desire, etc
30
Lesson 15 YES, I GOT
IT!
Learning Objective: Can express enthusiasm and excitement in a limited way.
1. Look at the pictures. Are they having fun? Where are 3. Read the dialogue and complete it with the words in the
they? Share your ideas. box.
visit where in time I’m happy

that’s a great idea how come?
A: Hi! How are you Armando?

B: Hello! I’m ok! How about you?
A: I’m fine, too! Listen, I’m going to ¬¬ my college
teachers in Quito.
B:
A: it’s our graduation anniversary and we will meet up with
our classmates and teachers.
B: Is there anything I can do
for you?
A: Yes. Can you help me with my car? I mean, driving my
car.
B: No problem. Could you tell me we would stay in
Quito?
A: We’ll stay in the north of the city my mother´s
house. B: What are we leaving?
A: We’re leaving at 10 am. Because is safer going in the
morning.
B: Ok, no worries! I can imagine how happy you are because
you go back to your city.
A: Yes, because I’ll meet up my old friends
and my mom, too.
B: Very good buddy!
2. Read the dialogue. Underline the words which express A: Once again, thank you!
enthusiasm or excitement. B: You’re welcome. See you!
A: Hello Mauricio. How are you? A: Good bye! We’ll keep in touch!
B: Hi, Ronny. I’m fine. What about you?

4. Work in pairs. Read the situations. Choose one and make
A: I’m ok. Listen, I am having a barbeque next Friday. Would
a dialogue following the model in exercise 3.
you like to come?
B: Sure, it will be fantastic! - Going to the beach - Going to classes
A: Great! - Playing cards - Going to the countryside
B: I am happy as a cloud with your invitation. - Having a party - Having a special dinner
A: You are a good friend of mine. It will be a pleasure to
have you and your family in my house as my special guests.
5. Work in pairs. Act out the conversation.
B: Thanks a lot. Can I carry a bottle of wine with me?
A: Don’t worry! Everything is ready!
B: Ok! Once again, thank you. We’ll be there!
A: It’s my pleasure. See you on Friday! Bye!
B: Good bye!
31
Lesson 16 I DON’T UNDERSTAND
ANYTHING!
Learning Objective: Can ask for clarification about key words not understood, using fixed expressions.
1. Look at the picture and answer these questions. 4. Work in pairs. Look at the picture. Read the dialogues
and complete them according the situations. Use the
Is he worried? Where is he? phrases in exercise 3.
Conversation 1
a. Good morning! I can´t watch TV. My favorite channels don’t
appear on screen.
b. Good morning! What’s your name and ID number?
a. I’m Carlos Moposita and my ID number is 095367245-7
b.
a. M-O-P-O-S-I-T-A
Conversation 2
a. Does the AXJ972 code appear on your TV screen?
b. What? .
a. Does the AXJ972 code appear on your TV screen?
Conversation 3
a. Can you please restart your router by pressing the red
button in the back for 2 seconds?
b. . I didn’t follow you.
a. Yes, of course! Press - the red button - in the back of your
router - for 2 seconds.
b. Done! It’s working now. Thank you!
5. In pairs make a list of situations in which you have asked

for personal or phone assistance.
2. Look at the picture again. Answer the questions?
Does the student really understand the class?

Does he need any clarification?
3. Match the questions with their possible answers. Check

them with your partner.
a. Could you repeat again, please?

b. Could you spell your last name?
c. Can you speak slowly?
d. What does “DUDE” mean?
e. Can you hear me?
1. Yes, I listen to you clearly.

2. Y-U-N-G-A
3. Yes, I can!
4. It’s an informal word to say friend. 6. Work in pairs. Choose a situation in activity 5. Prepare a
dialogue and act it out.
5. No problem.
32
VOCABULARY
Lesson 1 HOW OUR BODY WORKS!
Learning Objective: 4. After reading the text, answer the question: Do systems
Identify and name internal and external parts of the work alone?
body.
1. How many parts of the body can you name? Make a list 5. Find the following organs in the body picture.
of the parts of the body you remember. Compare it with a
classmate. Lungs Heart Stomach Brain Kidneys Liver
Head, face, hair,ears

Arms, legs, heart, brain
Fingers, hands, penis,
Feets, mouth,tongue
Eyes, nouse,lips
2. Our body is said to be a complete machine. Why?

Discuss it with the class.
3. Read the text. How does our body work? Identify some of
the body systems named in the text.
6. Match the organs in exercise five (5) with their functions.
Our body contains trillions of cells – cells are the smallest a. It sends electrical impulses to the body for both autono
recorded living things. mous and voluntary functions
In addition to keeping our cells healthy and clean, our blood b. It is responsible for bringing blood to the various tissue in
also works for our immune system and contains antibodies the body
and white blood cells that fight germs and diseases. c. It provides oxygen exchange
d. It holds food and sends it to the intestines for digestion and
Vital organs are the parts of our body that we need to stay absorption.
alive. These include the heart, brain, lungs, kidneys, liver e. These organs provide the filtration system necessary for
and pancreas. metabolic waste in tissue cells.
Our body has symmetry – that means it looks the same on the f. It regulates most chemical levels in the blood and excretes
left side as it does on the right side. a product called bile
The body uses different systems to work properly. Some of a. brain

these are: b. heart
c. lungs
• Circulatory system – how our blood moves around d. stomach
• Digestive system – how the food we eat turns into nutrients, e. kidneys
fats and waste through our stomach and intestines f. liver
• Muscular system – how we move around; our muscles
allow us to do everything from walking and running to picking
7. Using all the words practiced in the lesson, write five (5)
things up and laughing at jokes!
sentences about how our body works.
• Skeletal system – another term for the bones in our body,
which together make up our skeleton a. The brain is located in the head.
• Nervous system – how messages get sent around our b. The heart is the motor of the human body.
body, through our brain, so we know when we’re hungry,
c. The lungs provides oxygen exchange.
when something hurts, when something smells good and
d. The stomach is in charge of processing food.
when something feels soft
e. the liver excretes a product called bile.
33
Lesson 2 SHARK 4. Write the words you found next to their definition.
Learning Objective:
TANK a. Becoming bigger in number, amount, or degree.
cincrease
Use vocabulary related to business and economy in
real situations. b. To try to win something or to be more successful than
someone else. compete
1. Analyze the picture. These are steps for starting a new
business idea. Are they correct? Do you need to add c. Someone who buys things from a shop or company.
something else? Customer
d. Keeping money in a bank and take it out when you want

to. Bank account
e. You pay a company some money and they pay
the costs if you become ill, have an accident, etc.
Insurance
f. An amount of money that you borrow.

Loan
g. A reduction in the usual price of something.

discount
h. Money that you have saved, usually in a bank

2. Imagine you have to present a new business idea to a savinggawe
group of very powerful people. Which of the following ideas
do you think is the best? Why? i. To exchange a cheque for money
Cash
a. Mobile phone repair.
j. Help or work that a business provides for customers.
b. Meal service
service
c. Babysitting
d. Mobile garage
e. Pet care
5. Complete the sentences with the best word in exercise
f. Cakes and bakes three (3).
g. Fragrant candles
a. That is a successful business. They have a lot of
h. Party services
customer .
3. Find in the following word some words related to b. I don’t trust in banks. I don’t have my money in
business. Check your answers with the class. a bank account .
c. They do a good job with my hair. The service is really nice.
d. Our sales cincrease every day. Great.
3. Find in the following word some words related to e. Now, we compete with new business. We need to be
business. Check your answers with the class. better.
f. All the products are on sale with a 20% discount.
g. The insurance covers everything after the disaster.
h. I have to ask for a loan in the bank. I need more money.
i. My savinggawe until now are a total of

2,500 dollars.
j. I don’t have time to go to the bank and cash that
cheque.
6. Create a new business idea. Think of three (3) things you

need to start it.
a. C increase f. S avinggawe
b. C ustomer
g. S ervice a. I need a loan of $5000.
c. C ompete
h. I nsurance
d. D iscount b. I have learn to give a good service.
i. L oan
e. Bank A account j. Cash c. I need a bank account to save.
34
Lesson 3 FAILURE IN FASHION!
Learning Objective: a. She is wearing a purple blouse and blue jeans
.
Describe outfits using different vocabulary about cloth. Her shoes are black. It is a very simple but nice style.
1. Do you like the fashion showed in the pictures. Why/Why b. This is a more elaborated style. She is wearing a black
not? hat covering her head, and a pair of glasses on
her eyes. Her blouse is also black but she has an
orange coat too. Her pants are animal
print. She also has a little black hand wallet .
c. This option is practical and simple, but with a lot of style.

He is wearing a white t-shirt and black trousers
. His shoes are white. He also has a black leather
jacket . As accessories, he is wearing glasses and a
watch in his right hand.
d. The last option is more formal. He is wearing a black

2. Make a list of pieces of cloth men and women use.
Organize them in the Venn diagram. coat over a white shirt . He has a
black and white around his neck. He is also
wearing accessories, like a black and a nice
MEN WOMEN
pair of
.
5. Design a nice outfit for a special event. Write a short

description of it and illustrate with a drawing.
3. Look at the pictures. Read and repeat the words which

represent each piece of cloth. What pieces can you add?
4. Look at the pictures. Complete the description of the

outfits.
a. b. c. d.
35
Lesson 4 THE CLEANEST CITIES IN THE WORLD!
Learning Objective: 4. Would you like to live in one of those cities? Where?
Understand and use words related to the environment. Why? Discuss with the class.
1. Look at the pictures. Which one is more similar to your 5. Pay attention to the words in bold. Read the descriptions
city? Why? and match them with the correct word from the text.
a. Scientific discoveries that are not destroying the environ

ment.
b. An amount of gas, heat, light, etch that is sent out.
c. Damage caused to water, air, etc by harmful substances or
waste.
d. Small pieces of rubbish that have been left lying on the
2. Do you know the following cities? Where are they
ground in public places.
located? Have you ever listened about them?
e. Everything related to the nature.
Hamburg Chicago f. Growing plants on the top of buildings or houses.
g. Using little electricity, gas, etc.

h. High standard vital liquid.
i. Substances that cause damage to the environment.
Copenhagen Helsinki j. Having promised to be involved in a plan of action.
6. Complete the dialogue with the correct words from

exercise five (5).
A: Have you listened about Hamburg? Somebody told me

that it is the cleanest city in the world!
3. Read a short article about the cleanest cities in the world. B: Really? What is so great about it?
Find two characteristics of them. Underline them. A: Well, they have very low levels of gas
HAMBURG and they use a lot of .
Hamburg is the cleanest and one of the most B: But I think Chicago is a better example of a clean city.
environmentally friendly cities in the world. It has set an
A: Umm. Why do you think that?
ambitious target for itself promising to reduce its carbon
emission by 80% by 2050. Citizens are encouraged to use B: They have just started growing , which
public transport and extensive funds are being channeled into reduce and
developing clean technology. . A: That’s nice! Do you know about other cities?
CHICAGO B: Actually yes! Copenhagen and Helsinki have made great
Chicago may seem an unlikely candidate for being one of the advantages talking.
cleanest cities in the world but it has adopted an innovative
A: What have they done?
approach to reducing pollution and littering. There are more
than 2 million square feet of rooftop gardens and a B: Copenhagen has reduced the , as a
well-developed network of public transport that help reduce result they have better and in Helsinki
pollution. everybody is really and everything
COPENHAGEN there is .
Copenhagen is a colorful city in Denmark that is widely A: It is great to know that everyday more cities are taking
accepted as the most environmentally friendly city in the world.
care of the environment. I hope my city become one soon.
The administration has invested heavily in maintaining the
water quality and reducing air and water pollution. It is so B: Me too.
effective that the area surrounding the harbor can be used for 7. Write five (5) characteristics of a clean city. Be sure to
swimming without fear of pollutants. use words from exercise five (5).
HELSINKI
Helsinki is one of the many Nordic cities to make it to the list of a.
the cleanest cities in the world. The residents of the city are very b.
committed to preserving the environment and prevent c.
littering. The government has also devised a complex and
energy efficient system of heating that helps it cut down on d.
electricity consumption. e.
36
Lesson 5 THE BEST WAY TO LEARN.
Learning Objective: 5. Read the dialogue between Mike and Laura. Complete
Understand and use some vocabulary related to with words from exercise three (3) and four (4).
education.
Mike: Hi, Laura! You are so relaxed today. Aren’t you worried for
1. How do you usually prepare for a test? Look at the
pictures and discuss with the class. the test?
Laura: Hello, Mike. I am a little worried but it is ok. I know I am
prepared.
Mike: How can you do it? You always get good
.
Laura: Well, I study all the afternoon alone, so I
can on the topic. I make sure I
2. Read Mike’s and Laura’s description of how they prepare every detail about it, not just memorize data.
before a test. Compare them. I just need music to me. And last but not
least, I always get enough sleep. I prepare the whole year liste-
I love to study alone listening to ning to the .
music. I can concentrate more and
understand better the different topics. Mike: Umm, I always study at night. During the day it is too hot.
The music relaxes me and helps But I get too because I fall sleep very easy, I
me to keep alert. I start early in the
hate that!. I think I am not going to get my .I
afternoon so I can rest enough and be
ready in the morning. Laura will have to repeat this .
Laura: Maybe you need to change your habits. Good luck in the
It is very difficult for me to prepare test! Bye

before a test. I always fall asleep. I Mike: Bye!!
start checking my notes at night
because it is not really hot. I look for 6. Write an e-mail to a friend who has a test next week.
a comfortable place and then, I start Write three (3) pieces of advice for him/her.
reading. After 15 minutes, it is too late.
I am already asleep!!! Mike
New Message
To:
3. Read the descriptions again and look for words that Cc:
match with the definitions presented. Underline the words
Bcc:
in the text, and write them in the lines.
Subject:
a. To direct your attention or your efforts towards a particular
activity, subject, or problem.
b. To know why or how something happens or works.
c. To become calmer and happier.

d. To stop being active in order to relax and get back your
strength.
e. To find out about something.
f. A short piece of writing.
4. Read the following list of words. How are they related to

the main topic?
Grades/scores
Subjects
Teachers/ Professors
Certification
Stress
Textbook
Send Attachment
37
Lesson 6 TOP CHEF 4. Match the words with the short definition.
a. To heat a container so the liquid in it boils.

Learning Objective:
Use words related to food and cooking.
b. Quality of the food when you put it in your mouth.
1. Do you know how to cook? Can you name the following
objects used in the kitchen?
c. A small tool for picking up and eating food.
d. A set of instructions that tell you how to cook something.
e. A metal container that you use for cooking.
f. A piece of equipment that you cook food inside.
g. To make a liquid flow out of a container
h. A piece of equipment that you cook food using a pan.
2. Find words in the word search. Confirm your answers for i. A tool for cutting food in pieces.
exercise one (1) and find 6 more words related to cooking.
Write the words in the lines.
5. Read the following questions. Complete them with words
from exercise four (4). Then try to answer the questions.
Compare with a classmate.
a. When cutting food, is it correct to use the same

for different ingredients?
b. How much is the maximum temperature inside an

?
c. Does an electrical use fire to work?
d. How many different do you have at home for

cooking?
P eer Pour
e. Do you always use for eating?
K nife Stove
T aste Oven
f. Which temperate does water need to ?
B oil Fork
Recipe g.How does sushi ? Sweet? Sour? Salty?
h. How much milk should you in the coffee?

3. Classify the words in the word search into objects and
actions done in the kitchen.
i. How many do you know? Do you know all
the steps?
OBJECTS ACTIONS
Knife,recipe,oven,stove,fork, Boil, pour,taste,peer
6. Write five (5) questions you would like to do to a top chef

about cooking.
a.
? b.
? c.
? d.
? e.
?
38
Lesson 7 HOLIDAY DESTINATIONS IN
Learning Objective:
ECUADOR 4. Read a short article about touristic places in Ecuador.
Understand meaning of words related to tourism in context. Confirm your answers.
1. Look at the pictures of places for holiday destinations. Ecuador is one of the most beautiful countries on the planet.
Which one would you like to visit? It is set on the equator, and it is home to volcanic mountains,
jungle and a beautiful Pacific coastline. The people are very
friendly, and it has cities that are full of life. Here is a guide
for visitors to Ecuador of the most fabulous tourist attractions
in the country.
Cotopaxi
Cotopaxi is the second-highest mountain peak in the country,
and it is also a beautiful snow-covered volcano. It is very
near Quito, which makes it a great hiking experience for
visitors who want to explore the volcano up close.
Quilotoa
This beautiful Crater Lake is set high in the Andes. The lake
is more than 250 meters deep, and it holds stunningly beau-
2. Match the following natural places with examples of each tiful water where people can relax, sailing on it. The color
one in Ecuador. shifts between the most eye-catching blues and greens as
a. Volcano ( ) Cajas the sun changes angles along its surface.
b. Lake ( ) Tena Cajas National Park
This is a stunningly beautiful place that features more than
c. Beach ( ) Cotopaxi
250 lakes for visitors to explore. You can also observe many
d. National Park ( ) Montañita
varieties of plants and animals, including one of the most bio
e. Jungle ( ) Quilotoa
diverse collections of spice plants on the planet.
Tena
3. Look at the pictures. Write the name of the places in
Tena is the launching point for jungle expeditions to the Ama-
exercise two.
zon and it is one of the best places in the country to go white
water rafting as well.
Montañita
It is a very energetic little village that is home to some great
resorts and some of the most beautiful oceanside property
in the world. It is a great place for visitors who want to learn
to surf, and it is also home to some great Spanish-learning
schools.
5. Read again the text. Answer true or false.
a. Cotopaxi is located far from Quito. ( )

b. Quilotoa water looks sometimes green. ( )
c. In Cajas National Park there are a lot of lakes. ( )
d. People can practice extreme sports in the rivers in Tena.
( )
e. In Montañita, everybody speaks Spanish. ( )
6. What do you look for during your holiday? Look in the

reading the information in red. Write them next to the kind
of entertainment you can find.
SPORTS:
ADVENTURE:
RELAXATION:
PARTY:
CULTURAL INTERCHANGE:
7. Choose one (1) destination and design a poster for

inviting people to visit it. Include at least three pieces of
information about the place.
39
Lesson 8 SMART
Learning Objective:
HOUSES
4. Unscramble the letters and find words of furniture and
Learn and use words related to house and furniture gadgets in an intelligent house.
1. This is a smart fridge. Which do you think are some
characteristics of it? PALM 1
GAWSINH EACHMIN 2
OTLEEVSINI 3
SROWHE 4
NDIIGN BLTEA 5
FSAO 6
OBOSKVEHLSE 7
TOTIEL 8
OSUDN ESSTMY 9
OMCRAIVEW 10
2. Read the dialogue between Lisa and her mum. Underline

the words which name equipments and gadgets. 5. Read the definitions and match them with the words in
exercise three (3).
Mom: Lisa, it is time to get up.
Lisa: Ok mum, I am just in my bed watching some videos on a. An electric oven that uses waves of energy to cook or heat
the TV. You know my bed always wake me up early.
food quickly. ( )
Mom: Your dad programmed your room. Your windows
will always open automatically at 7 o’clock. So just come b. A long, soft seat with a back and arms, on which more than
and help me in the kitchen. one person can sit at the same time. ( )
Lisa: Ok mum, what do you need? c. A device that releases drops of water through a lot of very
Mom: The food is getting ready on the smart oven. I am
small holes and that you stand under to wash your whole
going to the store because the fridge just told me there is no
more milk. You can stay in the living room and continue wat- body. ( )
ching your videos in your tablet, but at the same time check d. A device for giving light, especially one that has a covering.
the food in the app. ( )
Lisa: But I want to take a shower first.
e. A bowl-shaped device with a seat that you sit on or stand
Mom: Well, go but you can check the food from there too.
when emptying the body of urine or solid waste. ( )
Use the computer in the shower. Ask Yoko, our robot
assistant to help you setting the table at the dining room. f. A table at which meals are eaten. ( )
Lisa: Ok mum. I will. See you. g. A device shaped like a box with a screen that receives
electrical signal and changes into moving images and
3. Look at the pictures of the smart house. Write a number
next to the pictures according to the order they are named sound. ( )
in the dialogue.
h. A long, flat board fixed horizontally, using against a wall to
store books on it. ( )
i. A piece or several pieces of electronic equipment that can
be used to play music from recordings. ( )
( ) ( ) j. A machine for washing clothes, sheets, and other things

made of cloth. ( )
6. Which gadget you use the most every day? Write a short
description of it.
( ) ( )
( )
40
Lesson 9 HOW TO BE
Learning Objective:
GREEN! 4. Read the definitions. Match them with the words in
Learn and use words related to the environment. exercise three (3).
1. Analyze the pictures. Which of these actions take care of a. All the living things in an area and the way they affect each
the environment? other and the environment. .
b. A layer of rock, sand, or earth that contains water or allows
water to pass through it. .
c. The natural environment in which an animal or plant
usually lives. .
d. An extreme weather condition with very strong wind,
a. b. heavy rain, and often thunder and lightning.
.
e. A man, woman, or child .
f. Animals and plants that grow independently of people,
usually in natural conditions. .
g. The fact of a person, organization, etc. continuing to live or
exist. .
h. A large area of land covered with trees and plants, usually
c.
larger than a wood. .
i. The measured amount of heat in a place or in the body.
2. What do you do for taking care of the environment? .
Discuss with the class. j. An area of land that is naturally wet. .
3. Read the short article. Complete the gaps with words in 5. Classify the following sentences. Which ones are
the box. personal actions? Which ones are governmental rules?
Conserve energy - at home, at work, everywhere.

Ecosystem aquifers Create a tax for people who use too much energy at home.
forests storms Prohibit the illegal deforestation of green areas.
wetlands wildlife Carpool, use public transportation, bike, or walk whenever
Survival Habitats possible.
Temperatures Humans Control the number of cars on the street especially in rush
hours.
Use environmentally safe paints and cleaning products
The e (all the communities whenever possible.
of living organisms found in a specific place, their

PERSONAL ACTIONS GOVERNMENTAL RULES
h and their interactions) in which we
live provides natural services for h
and all other species that are essential to our health,
quality of life and s . For example,
our f remove carbon dioxide and
other pollutants from the air we breathe and also cool our
air t ; our w
store rain water and recharge our a
(where most of us get our drinking water); and the
dune systems on our beaches form natural barriers to
s
and provide important habitat for 6. Write three pieces of advice for taking care of the
w environment.
.
41
Lesson 10 STOP
Learning Objective:
BULLYING!!! 4. Look at the following pictures. Which words in red in the
Understand and use vocabulary related to relationships. text can fit with them? Check with a partner.
1. Look at the picture. What is it representing? What are

some reasons this can be happening in schools?
2. Which can be some effects of bullying at schools?

Discuss with the class.
3. Read a short article about bullying. Underline some of

the effects in a person who suffers it.
Effects of Bullying
Bullying can affect everyone—those who are bullied, those who
bully, and those who witness bullying. Bullying is linked to many 5. Complete the following questions with words from
exercise four (4). Use the words in parenthesis to help you.
negative effects including impacts on mental health, substance
use, and suicide. It is important to talk to kids to determine if a. Do you feel (desperation) when you have
bullying—or something else—is happening. to present in front of the class?
Kids Who are Bullied b. Did you suffer any kind of bullying during your
(young ages)?
Kids who are bullied can experience negative physical, school,
c. Have you suffered any kind of bullying during your
and mental health issues. Kids who are bullied are more likely
(mature ages)?
to experience:
d. Have you ever being a (observer of a
• Depression and anxiety, increased feelings of sadness and crime) of bullying?
loneliness, changes in sleep and eating patterns, and lost of e. Did you want to (stop studying) school for
interest in activities they used to enjoy. These issues may any reason?
persist into adulthood. f. Do you think people who bully others must have
• Health problems (be in jail)?
• Decreased academic grades and school participation. They g. Was your (way of acting) at school good?
are more likely to miss, skip, or drop out of school. h. Is (being sad) an important part of your
• A very small number of bullied children might react in life?
i. Is (being alone) always a bad feeling?
extremely violent forms. In 12 of 15 school shooting cases in
j. Is it correct to let kids be (violent) to make
the 1990s, the shooters had a history of being bullied.
them strong?
Kids Who Bully Others
Kids who bully others can also engage in violent and other risky 6. Read the questions again. Write down your answers.
behaviors into adulthood. Kids who bully are more likely to: Share your answers with the class.
• Abuse alcohol and other drugs in adolescence and as adults
a. c. e. g. i.
• Get into fights, vandalize property, and drop out of school
b. d. f. h. j.
• Engage in early sexual activity
• Have criminal convictions and traffic citations as adults
7. Work in small groups. Prepare a short sketch about
• Be abusive toward their romantic partners, spouses, or
bullying and its consequences. Record it on video and
children as adults share it with your classmates.
42
Lesson 11 GUESS
Learning Objective: WHAT!! a. It is made of cotton. It is white and it feels soft.
Use adjectives to describe different objects. b. It is made of metal. It is big and modern. It is very practical in
the kitchen.
1. Look at the shadows of some popular characters. Who c. It is made of glass and plastic. It is beautiful and red. It is
are they? Can you guess?
small.
d. It is made of metal and plastic. It is heavy and blue. It is new.
4. Complete the descriptions. Use adjectives according to

what you can observe.
a. It is made of . It is and
.
b. It is made of . It is and
.
c. It is made of . It is and
.
d. It is made of . It is and
.
2. Classify the following words according to the categories

presented.
a. b.
COLORS SIZE AGE OPINION MATERIAL
Tall Blue c. d.
Beautiful Short
New Interesting
Leather Plastic 5. Choose 2 objects in the classroom. Write descriptions
Fat Old for them. Talk about 5 characteristics of each one.
Young Yellow
3. Read the descriptions. What are they talking about?

Match with the objects in the box.
43
Lesson 12 GETTING CONNECTED!
Learning Objective: 4. Look for words in exercise three (3) to complete the
Learn and use vocabulary related to communication. sentences.
a. I am looking for new friends. I am going to chat on my
1. Look at the pictures. How do you usually make new
friends? .
b. Let´s go to a tonight. The music is
going to be really good.
c. My boss asked me to send him an
with all the information through the institutional network.
d. is very important in high school.
Those friends are for life.
e. My mother is old fashioned. She always writes
2. Unscramble the letters to find words related to ways of
communication. .
f. Face to face must be an important
RINTTENE part of our lives.
TETLER g. Nowadays, people are making friends everywhere through
E LAMI .
ERCPOMUT h. I don’t have !!! I can´t look for
PFIEHRNSDI the information.
OSCLIA EAMDI
PRYTA 5. Use the words learned to complete the crossword.
RITEANCNTIO
3. Match the words in exercise two (2) with the correct

picture.
6. Which is the best way to communicate? Why? Write

three reasons for supporting your ideas.
44
Lesson 13 IF I WERE A
Learning Objective:
MILLIONAIRE 4. Complete the sentences with the correct words from
exercise three (3).
1. Look at the pictures. Which of the following luxury things Luis: Hi, I need your help. I want to buy something very luxu-
would you like to buy? rious for me. What would you recommend?
Marcos: Umm, how much money do you have?
Luis: I have 30,000 dollars that I won on the lottery.
Marcos: Well, you can by a nice car. They are now with a 20%
. It is a good .
Marcos: But I have to pay high to protect it in
case of any accident.
Luis: Yes, it is true. The other day one who
bought a new car had to pay like 5,000 dollars for that.
Marcos: Umm, I will have to go to the bank and ask for a
. Do you know about the
? Do I have to pay a lot extra?
Luis: They are not really high. You are a good
in the bank. They will give you the money.
Marcos: I will think about it. It is true. It is a
thing.
2. Check at the prices of the objects. What do you think
about it? Match the price with the object.
5. Imagine you have 10,000 dollars. What would you buy?
Make a list.
a. 1,6 million dollars ( ) Mobile phone
b. 500 million dollars ( ) Car
c. 88,000 dollars ( ) House
3. Read the following words. Match them with the meaning.
( ) Fee a. very low in price – used in

advertisements.
( ) Customer b. a reduction in the usual price of

something.
( ) Insurance c. someone who buys things from a

shop or company.
( ) Loan d. an amount of money that you pay

for professional services or that
you pay to do something.
( ) Discount e. an arrangement in which you pay

a company money and they pay
the costs if you become ill, have
an accident, etc.
( ) Client f. an amount of money that you

borrow.
( ) Budget g. worth a lot of money.
( ) Valuable h. someone who pays a person or

organization for a service.
45
Lesson 14 MY NEW
CAR!
Learning Objective: Understand and use vocabulary related to cars and vehicles.
1. Look at the following cars. Which one would you like 4. Is this sentences correct? Support your answer
more?
Buying a new car is better than buying a used car.
5. Look at the following definitions. Match them with the

words in red in the text.
a. A written promise from a company to repair or replace

a product that develops a fault within a particular period
of time, or to do a piece of work again if it is not
satisfactory.
b. A large open space in front of a building such as petrol
station/gas station.
c. A plan that shows how much money you have and how
you will spend it.
d. The process of losing value.
2. What do you look in a new car? Choose 5 characteristics
e. Something good that helps you.
of cars you should look for.
f. All the people who want to buy a particular thing, or the
( ) Design area where they live.
( ) Price
( ) Size 6. Read the ad for selling a car. Underline the most
( ) Number of seats important information. What else do you think it should
( ) Trunk capacity include?
( ) Engine
( ) Brand
( ) Brand support
( ) Speed
3. Read the text. What do you look in a car?
With dozens of brands and hundreds of models available in

the market, choosing a car can be a lengthy process.
Deciding to buy new or used is the first step towards buying

your next car. Your budget is likely to play a big part in your
decision, but it is important to remember that both methods
have their merits. Buying new means you’ll benefit from the
peace of mind of a manufacturer’s warranty, which should last
for at least three years. You’ll also get to specify your car exactly
to your tastes and needs, but remember that you’re almost
always likely to lose more money in the long run than if you
bought used, due to depreciation.
Used cars, meanwhile, have their own benefits. A used car will
almost always be cheaper than its new equivalent and its first
owner is likely to have taken the initial hit of depreciation so you
don’t have to. A good place to start your used-car hunt is on an 7. Write a short ad selling a car.
‘approved’ used forecourt, where cars come with added backup
from manufacturers.
Unless you’re buying an older second-hand car, you should also

expect some kind of warranty – though be sure to check what
is and isn’t covered. Used cars that are between one and three
years old can offer serious savings together with some
remaining manufacturer’s warranty.
46
LISTENIN
Lesson 1 THE TUNGUSKA EVENT
Learning Objective: Can recognize the main idea and details of a story conducted slowly and clearly.
1. Look at the picture. What can you observe? Share your ideas.
2. Listen to the audio track. What is the main idea? Choose 4. Listen again. Match the phrases to complete the ideas.
the correct option. Use the corresponding letters.
a. The story is about an extraterrestrial invasion.
a. An allegedly fireball was destroyed by the blazing
b. The story is about an object coming from Mars. heat from an alien object .
b. An important part of was accepted by most of
c. The story is about a comet which hit the Earth. the forest scientists .
struck the Earth in Russia.
c. Herds of reindeers died incinerated and
everything surrounding was
3. Listen to the audio track again. Circle True or False d. The third theory utterly melted.
according to the story.
5. Think about an unsolved mystery. Fill in the chart with
a. The Tunguska event happened on July 30th 1908.
the most relevant information.
TRUE FALSE
b. There were three theories about what really happened Who were Possible
What happened? When?
involved? theories
TRUE FALSE
c. A group of scientists thought it was an alien invasion.
TRUE FALSE
d. It turned out to be a comet hitting the Tunguska Valley in
Russia.
TRUE FALSE 6. Work in pairs and tell your partner about your unsolved
mystery in exercise 5. Switch roles.
47
Lesson 2 WHAT A
VARIETY!
Learning Objective:
Can follow the main points of short talks on familiar topics if delivered in clear standard speech.
1. How many languages do you speak? What languages would you like to learn? Talk to your classmates about it.
2. Listen to the audio track. What is the main idea? Choose 5. Have you ever travelled to different regions in your
the correct option. country? Have you had any misunderstanding concerning
to cultural background or pronunciation? Why? Write your
The story is about: ideas.
a. A man who talks about his experiences.
b. A trip.
c. His studies in the USA.
3. Listen to the audio track again. Circle True or False

a. His parents were lawyers.
TRUE FALSE
b. When he was 16 he moved to Australia.
TRUE FALSE
c. He studied at the school of Arts in London. 6. Work in pairs. Tell your partner about your experiences
in exercise 5. Take notes of your partner’s main points.
TRUE FALSE
d. He studied Science in Boston.
TRUE FALSE
4. Listen to the audio track again. Answer the questions.
a. Why did the speaker use to travel?
b. What did the speaker find out about the Australian accent?
c. How long did they live in England?
d. Where did the speaker study International Law?
e. Where does the speaker currently live?
48
Lesson 3 THE CANTERBURY
TALE
Learning Objective:
Can extract key factual information such as dates, rumbers and quantities from a story.
1. Look at the picture. How much do you know about the 3. Listen again and answer the questions.
space? Circle the correct letter to answer the Trivia.
a. What year did the Canterbury monks see the moon
explode in sparks in?
b. How many monks had what must have been a very

strange summer?
c. What date did the Canterbury monks observe the event?
d. How long did some people believe debris would last

pelting of the Earth?
e. According to the most credible theory, how many meteors

1. How many planets are there in the Solar System?
did the monks observed hitting the atmosphere of the Earth?
a.5 b. 10 c. 8 d. 20
2. How many moons does the Earth have?

4. Listen again. Match the events with the phrases.
a. 2 b. 10 c. 1 d. 3
a. Throughout history people

3. When did Humans first land on the moon? portents of evil.
were always
a. 1950 b. 1969 c.1940 d. 1970
b. Strange lights in the sky

as a horrible explosion.
4. When did the Challenger space shuttle explode? were considered
a. April 10,1980 b.May 1,1969
c.June 2, 1988 d. January 28, 1986 that such an impact
c. The monks saw something would have kicked up debris
5. When did Valentina Tereshkova soared through space? they described that would lead to a week-
long pelting of the Earth.
a. June 16, 1963 b. March 1, 1960
c. May 2, 1965 d. June 22, 2000
d. Some experts believe that mistaking astronomical
*Check your answers at the bottom of the page of the lesson. they saw events for supernatural signs.
the impact that led to

2. Listen to the audio track. What is the main idea? Choose e. Other experts believe formation of the Giordano
the correct option to complete the statement.
Bruno crater on the moon.
The story is about:
a. The explosion of a planet.
5. Talk about the most mysterious space event you have
b. The end of the moon.
ever seen or heard. Work in pairs and share your ideas with
c. A strange event seen by Canterbury monks. your partner.
49
Lesson 4 GALILEO GALILEI’S
CONTRIBUTIONS
Learning Objective: 5. Think about any famous scientist who has impressed
Can understand the main idea if the speaker is clear. you a lot. Write what he did and why it is important for
mankind.
1. Look at the picture. What have you heard about Galileo
Galilei? Talk to your classmates and teacher.
6. Work in pairs and tell your partner about your character

in exercise 5. Then, share the main points with the whole
class.
2. Listen to the audio track. What is the main idea? Choose
the correct option.
The story is about:

a. An important scientist.
b. The discoveries of an important astronomer.
c. An old person.
3. Listen again. Circle True or False according to the story.

a. Galileo was born in France.
TRUE FALSE
b. He discovered Saturn.
TRUE FALSE
c. He invented the telescope.

TRUE FALSE
d. He died in 1642.
TRUE FALSE
4. Listen again and answer the questions.
a. Where and when was Galileo born?
b. What did Galileo observe with his improved telescope?
c. What was the accusation Galileo faced during Roman

Inquisition?
d. What was the sentence Galileo faced?
50
Lesson 5 MARIE 3. Listen to the audio track. Choose the correct option.
CURIE
Learning Objective: 1. Maria Sklodowska was born in
Can follow familiar topics if the speaker is clear and a.Italy b. France c. USA d. Poland
avoids idiomatic usage.
1. Look at the pictures. Have you ever heard about Marie 2. She studied in
Curie? Share your ideas with your classmates and teacher.
a. Berlin b. London c. Paris d.New York
3. Maria Sklodowska was married to

a. Albert Einstein b. Pierre Curie
c. Henry Becquerel d.Henry Ford
4. Marie passed her doctorate thesis in

a. Biology b. Physics
c. Chemistry c. Astronomy
5. After the war, she continued working as a

a. Doctor b. Researcher
c. Nurse d. Engineer
4. Listen again. Answer the questions.
a. When was Maria Sklodowska born?
b. When did she move to France?
c. How many Nobel Prizes did she win?
d. When did she win her second Nobel Prize?
e. What did she do during World War 1?
5. Think about a famous woman. Write about her life and

achievements.

the correct option.
The story is about:

a. A famous scientist who worked on a cure for
cancer.
b. A famous scientist who discovered Polonium and 6. Work in pairs. Talk about your notes in exercise 5 with
Radium. your partner.
c. A scientist who discovered Neptune.
51
Lesson 6 THE FLAT EARTH
SOCIETY
Learning Objective:
Can follow current topics if the speaker is clear and avoids idiomatic usage.
1. Look at the picture. Have you ever heard about the Flat Earth Society? Share your ideas with your classmates and
teacher.
2. Listen to the audio track. What is the main idea? Choose 4. Listen to the audio track again. Answer the questions.
the correct option.
a. What is the Flat Earth Society?
The story is about:
a. A group of people who believe the Earth is round.
b. A group of people who believe the Earth is flat.
c. A group of people who don’t believe in the Earth. b. What did Galileo think about the shape of the Earth?

c. What do Facebook and Twitter groups do?
a. Modern Flat Earth Societies consist of individuals who
promote the idea that the Earth is round.
TRUE FALSE
d. What do pseudo-science groups spread?
b. Galileo believed the Earth was flat.

TRUE FALSE
5. Would you follow information about astronomy on
c. This group was created in the 20th century. Facebook or Twitter? What kind of information do you
share and follow on social media? Why? Work in pairs and
TRUE FALSE
share your ideas with your partner.
d. The shape of the Earth has been discussed from ancient

times.
TRUE FALSE
52
Lesson 7 RAFAEL
NADAL
Learning Objective:
Can follow the details of a story in standard speech.
1. Look at the picture. Do you know him? What is he doing? Share your ideas with your classmates and teacher.
2. Listen to the audio track. What is the main idea? Choose 4. Listen again. Match the facts to complete the ideas.
the correct option.
The story is about:

To victory for the fourth
a. The achievements of an important volleyball player. a. He was born in
time.
b. The life of a tennis player.
c. The prizes obtained by a tennis player
A powerful player,
3. Listen to the audio track again. Answer the questions. b. For his skill playing on clay
very emotional, and a
courts, he is known as
1. Where was Rafael Nadal born? wonderful human being.
c. He led to the Spanish

2. How old was he when started playing as a professional? King of Clay.
Davis Cup team
d. He has been acknowled-

3. How many Grand Slam Titles has he won? 1986.
ged as
5. Talk to a partner about your favorite sportman or
4. How many Golden Medals has he won? sportwoman. Say what impressed you the most about him/
her. Work in pairs and share your ideas with your partner.
53
Lesson 8 DO YOU LIKE
CHRISTMAS?
Learning Objective: 4. Listen to the audio track again. Answer the questions.
Can get the gist of explanations of unfamiliar cultural
practices and customs, if delivered slowly and clearly. a. What is the man’s best part of Christmas?
1. Look at the pictures. Have you ever spent Christmas time

in the United States? What do you like about Christmas? b. Where did he spend Christmas last year?
Share your ideas with your classmates and teacher.
c. What doesn’t he like about Christmas?
d. What does he think about Ecuadorian customs?
5. Fill in the chart with information about the way you

celebrate Christmas.
Where you Who you

What you do What you eat
spend spend with
6. Work in pairs. Talk to your partner about Christmas. Use

the information in exercise 5.
the correct option.
The story is about:

a. A comparison between Christmas and Easter
customs.
b. Shopping at Christmas time.
c. A person’s experiences at Christmas.
3. Listen to the audio track again. Tick the correct

sentences and correct the wrong ones.
a. The man lives in the United States. ( )
b. He spent Christmas time in Peru. ( )
c. He was amazed for Ecuadorian food. ( )
d. Ecuadorians don’t celebrate New Year’s eve. ( )
54
Lesson 9 MILLENNIA 4. Listen to the audio track again. Answer the questions.
LS a. What is a Millennial?
Learning Objective:
Can understand the main points of a simple podcast.
1. Look at the picture. What can you see? Describe the

b. What makes Millennials especial?
photo and share your ideas.
c. What is the Generation “X”?
d. Why are Millennials and Generation “X” considered

problematic and mischievous?
5. Look at the chart below. Tick the main features of

millennials which you identify with.

the correct option. FEATURES OF MILLENNIALS YOU
The story is about: They prefer to have a pet, especially dogs

or cats.
a. A group of people born 100 years ago.
b. A group of people born between 1980-1990.
They are in their 20’s and they still live with
c. A group of crazy people. their parents.

They don’t have any interest in having
children.
a. Millennials belong to the 19th century.
TRUE FALSE They are considered problematic and
b. Millennials are usually compared to Generation “X”. mischievous.
TRUE FALSE They don’t think much about future.

c. Millennials are in their 20’s and still live with their parents.
6. Do you consider yourself a millennial? Use your notes in
TRUE FALSE exercise 5 to compare yourself with millennials. Move
around the classroom and share your information with your
d. Millennials are mischievous and anarchic. partners.
TRUE FALSE
55
DEALING
Lesson 10 WITH Lesson 11 POLLUTION
REJECTION
Learning Objective: Learning Objective:
Can follow the linear structure of a short informal Can recognize a speaker's feelings or attitudes.
speech.
1. Look at the picture. Have you ever been brokenhearted? 1. Look at the picture. What can you see? Share your ideas
Share your ideas with your classmates and teacher. with your classmates and teacher.
2. Listen to the audio track. How does the speaker feel

about pollution? Choose the correct option.
2. Listen to the audio track. What is the main idea? Choose How does the speaker feel about pollution?
the correct option.
a. He feels hopeful, since there are many solutions for
What is the subject of the podcast? the problem.
a. How to reject money issues. b. He feels hopeless, since there are many solutions
b. How to deal with rejection. for the problem.
c. He feels bad about the future of human kind.
c. The end of an intense love story.
3. Listen to the audio track again. Match the headline to the
3. Listen to the audio track again. Circle True or False paragraph.
a. Development paragraph 1
a. The name of the program is Cultural Time. b. Solution paragraph 2
TRUE FALSE
c. Origins paragraph 3
b. Getting fired by your boss is a kind of rejection.
TRUE FALSE 4. Listen to the audio track again. Tick the information that
you hear.
c. Getting rejected by your boyfriend/girlfriend is not a kind of
rejection. Information from the audio track Your choice
TRUE FALSE
Pollution affects human life and future of
d. When you face a break up, you should drink a lot of human kind.
alcohol.
Steam machines were developed in the 12th
TRUE FALSE century.
4. Listen to the audio track again. Match the Headline to the Electric cars work using renewable energy.
paragraph.
In the 20th century, humans developed more
a. Advice paragraph 1 ways of production, consequently more
b. Problem paragraph 2 pollution.
c. Consequences paragraph 3 Pollution has been overcome by humans.
5. What do you think people should do when they are 5. Talk about pollution in your city. Is there real pollution in
brokenhearted? Write notes about it. Work in pairs and the place you live? What can be done to solve the
share your ideas with your partner. problem? Work in pairs and share your ideas.
56
BUSSINES MODERN
Lesson 12 GENERATION Lesson 13 MUSIC
Can recognize a speaker's feelings or attitudes. Can understand the main points of a simple podcast.
1. Look at the picture. What is he doing? Share your ideas 1. Look at the pictures. Who are they? What kind of music
with your classmates and teacher. did they sing? When did they become famous? Share your
ideas with your classmates and teacher.

the correct option.
The story is about:

2. Listen to the audio track. A man is talking about
a. Different kinds of music.
entrepreneurship. How does he feel about it? Choose the
correct option. b. An artist and his masterpieces.
c. The abuse of drugs.
a. he feels overwhelmed.
b. He feels inspired and positive. 3. Listen to the audio track again. Match the headline to the
c. He feels indifferent. paragraph.
3. Listen to the audio track again. Circle True or False a. Solution paragraph 1
b. Problem paragraph 2
a. John was born in South Africa. c. Introduction paragraph 3
TRUE FALSE
4. Listen to the audio track again. Answer the questions.
b. There was a dictatorship in his country.
TRUE FALSE a. What kind of music is the speaker comparing?
c. John sold newspapers and painted portrays.
TRUE FALSE
d. John was born in 1984.
TRUE FALSE b. What kind of singers do Urban music supporters listen to?

paragraph.
a. Success paragraph 1 c. What is his opinion about urban music?
b. Information about the man paragraph 2
c. Introduction paragraph 3
5. Write notes about your feelings in different situations.

Complete the chart. d. What is the difference between Old music and Urban
music, according to the speaker?
SITUATIONS FEELINGS
When you get a job
When you get good grades
When you don’t have money e. Why are young people out of control?
When you lose a game
When you go to a party
When you finish your
homework on time 5. Do you agree with the speaker’s idea that Urban music
6. Work in pairs. Use the information in exercise 5 to talk denigrates women? Work in pairs and share your ideas
about your feelings. Switch roles. with your partner.
57
Lesson 14 BEETHOVE 4. Listen to the audio track again. Match the headline to the
N paragraph.
Learning Objective:
Can understand the main points of a simple podcast. a. Life in Austria paragraph 1
1. Look at the picture. Have you ever heard about Ludwig b. Birth and early years paragraph 2
Van Beethoven? Share your ideas with your classmates c. Last years paragraph 3
and teacher.
5. Listen again. Complete the chart with Beethoven’s
information.
FACTS YOUR ANSWERS
Place of birth
Date of birth
Age he began composing
City where he became famous
Marital status
Problems he faced
6. Work in pairs. Use information in exercise 3 and 5 to talk

about Beethoven.

the correct option.
The story is about:

a. The life of an extraordinary modern musician.
b. The story is about a great musician and composer.
c. The story is about a remarkable politician.
3. Listen to the audio track again. Circle True or False ac-

cording to the story.
a. Beethoven was born in Austria.
TRUE FALSE
b. He became completely deaf by 1817.
TRUE FALSE
c. He moved to Germany.
TRUE FALSE
d. He died in 1927.
TRUE FALSE
58
Lesson 15 A NOISY Lesson 16 YOU CAN DO
NEIGHBO MAGIC
R
Can understand the main points of a simple podcast. Can understand the main points of a simple podcast.
1. Look at the picture. What can you see? Share your ideas 1. Look at the picture. What comes to your mind when you
with your classmates and teacher. see the wizard? Share your ideas.
2. Listen to the audio track. What is the main idea? Choose 2. Listen to the audio track. What is the main idea? Choose
the correct option. the correct option.
The story is about: The podcast is about:

a. A composer who wrote a new song. a. The story of a magician who studied abroad.
b. A musician who works hard. b. The story of a great magician.
c. A singer who works every day. c. The story of a great musician.
3. Listen to the audio track again. Circle True or False 3. Listen to the audio track again. Answer the questions.
a. What is the speaker talking about?
a. The musician just played guitar.
TRUE FALSE
b. The musician’s neighbors were happy with his music. b. What’s the magician’s name?
TRUE FALSE
c. He had to move on.
TRUE FALSE
c. What was the weekly TV show about it?
d. The musician’s neighbors called the police.
TRUE FALSE
d. What did the magician do in Russia?

paragraph.
a. Leaving the place paragraph 1

4. Listen again. Match the headline to the paragraph.
b. Features of the musician paragraph 2
1. Disappointment paragraph 1
c. Problem paragraph 3
2. Victor’s activities paragraph 2
5. Write notes about your neighbors. Do you get along well 3. Introducing Victor`s story paragraph 3
with them? Write positive and negative things about your
neighbors. Work in pairs and share your ideas with your 5. Do you believe in magic? Why? Write your ideas, then
partner. work in pairs and share your ideas with your partner.
59
READIN
Lesson 1 WE ARE THIRSTY!
Learning Objective:
Students can make basic inferences or predictions ( ) Water should be purified before we drink it and for
about text content from headings, titles or headlines.
that, we can boil it, chlorinate it, or use a water filter to
1. Look at this picture. What do you see? Share ideas with remove contaminants. Boiling is the best way to purify
a partner. water. We must boil it for 15 to 20 minutes at least.
There is very little clean water available on earth but we

carelessly wastewater. We should save water and keep
clean the one we have.
3. Notice the underlined words in the text. Match them with

their definition.
Dam (n) Injurious substances in the environment.
Pollution (n) A disease in which eyes and skin become
yellow.
Jaundice (v) To treat something with chlorine.
Chlorinate (n) A barrier to control the flow of water
2. Read the following article. Write a title for it.
4. Read the article again. Answer the questions.
a. What do people need the water for?

( ) Water is an extremely important resource on our
planet. Humans, plants, and animals need water to live.
b. Why does man create dams or canals?
We need fresh water for drinking, cooking, bathing and
washing clothes. Plants also need water to grow up and
c. How can water be polluted?
many land animals keep their bodies not just clean but also
cool when they are in the water. All of us need water to stay
d. What diseases can man suffer from drinking contaminated
alive.
water?
( ) Rain is the main source of water we have on the

planet. Rain falls on the ground and it is collected in lakes,
5. Read the following headings. Match them with the
and ponds. When water flows, it forms small streams or author’s ideas explained in the paragraphs.
big rivers that go to the sea. Man has also created dams or
a. Neglect and bad habits end with man and everything
canals to collect, distribute and provide water when there is
around him.
a drought.
b. We have different options to make things better.
c. There are different places, natural or artificial, where we
( ) But, there is a big problem which affects water
can find water.
quality today and it is pollution. Water gets polluted when
d. All living things on Earth need water.
we throw garbage into the rivers, lakes, and ponds; when
we wash clothes or bathe in the rivers, or dump waste of 6. Notice the underlined sentence at the end of the article.
factories. We can suffer from typhoid, jaundice, hepatitis, What does the author want to say? Share your opinion to
the class.
and gastroenteritis when we drink this polluted water.
60
Lesson 2 EQUIPPING MY
HOUSE!
Learning Objective: 3. Notice the bold words in the text. Match them with their
Can understand simple technical information definition.
(e.g. instructions for everyday equipment).
Wire (n) A conductor as a copper wire in a spiral or other
1. Look at the picture. What are the most important
household appliances you need when living alone? Share form.
ideas with a partner. Coil (n) A thin piece of metal used to conduct electricity.
Dial (n) The part of a gas or electric appliance from which
flame or heats comes out.
Burner (n) A control switch used for regulating a mechanism.
4. Read the article again. Circle true or false.
a. There are different kinds of stove on the market.

True False
b. An electrical stove is a device used to mix food.
True False
c. Electrical stoves have a wire inside internal coils.
True False
d. People think electrical devices respond quickly for heating.
True False
2. Read the following article. Write an appropriate title for it.
5. Order the sentences according to the text.
The electricity charge which flows to the burner

Many people like cooking. They feel free when they depends on how you turn the dial.
create different dishes to please guests or to surprise their Electrical stoves have a coil under the cooking
“special somebody” in a romantic dinner. But, have you surface.
wondered how a stove works?
After a moment, electricity heats up the metal and the
cooktop turns an orange color.
Nowadays, we have different kinds of stoves on the
Electricity runs to a wire inside the coils when you turn
market, different models, and sizes, but in this article, we
the dial on.
will talk about specifically the electric one.
An electrical stove is an integrated device to cook and 6. Group work. Choose an appliance that you like and
investigate how it works. Share your information with the
bake. It is controlled by a switch which allows energy to
class.
produce heating power.
It has an internal coil that sits underneath the cooking

surface. When you turn the dial on the stove, electricity
runs to a wire inside the coils on the cooktop and it heats
up the metal. Sometimes you can see how electricity is
flowing to the cooktop when it turns into a bright orange
color. The more you turn the dial, the more electrical
charge flows to the burner.
Electrical stoves are easier to keep clean and it reduces

costs of gas productions, but they represent a waste of
time and money for some people. They think electrical
stoves don’t respond quickly like an induction one and
you cannot control the voltage when cooking.
Many people still prefer to cook in a gas stove because, in

our country, gas is cheaper than electricity, even though it
can be dangerous.
61
Lesson 3 I HAVE TO VISIT MY
DOCTOR!
Learning Objective: 3. Complete the sentences with a word from the box.
Students can understand written instructions for taking
medication.
treatment - medicine - pain - prescription
1. Discuss with a partner.
a. How often do you get sick? a. I have been having some I my back
and joints.
b. What do you usually do when you are sick? b. I am going to give you a .
c. Are you allergic to anything or any medicine? c. You can get the in any pharmacy.
d. Do not drink alcohol during the .
4. Read the text again and answer these questions.
a. Why has Robert visited the doctor?
b. How long has Robert had the pain?
c. Has Robert had any other health problem?
d. What was Robert’s diagnosis?

2. Read this short dialogue. What do they talk about?
a. Robert’s illness. 5. Complete the chart with the information given in the
b. Robert’s prescription and treatment. dialogue.
c. Robert’s care and feeding.
Medication Strength Amount Frequency
Robert: … Doctor, I have some pain in my back and joints,

especially the knees.
Doctor: How long have you had this pain?

Robert: It started two or three weeks ago.
Doctor: Do you have any other problems like weakness,

6. What other recommendations can you give Robert?
headaches or fatigue?
Think about two of them. Share your ideas with a partner.
Robert: Well, I have had recently a terrible flu.
Doctor: I am going to give you a prescription for some

medicine to help you to get better. You have some inflam-
mation in your joints because of the flu but it is not serious.
You can get the medicine in any pharmacy. 7. Write a dialogue in which you and a partner are the
doctor and the patient respectively. Think about an illness
Robert: How often should I take the medicine? and its treatment. Role-play it.
Doctor: Just take one tablet of ibuprofen, 200 mg. every

eight hours for seven days. Take one tablet of Neurobion
100 mg. daily after meals for 15 days and do not drink al-
cohol during the treatment. If you don’t feel better in fifteen
days, I’d like you to come back in.
Robert: Should I stay home from work?
Doctor: No, I don’t think it is necessary. Just stay calm

and avoid cold places and unnecessary efforts.
Robert: Thanks a lot doctor. See you soon.
62
Lesson 4 THEY LOOK THE SAME BUT THEY
AREN’T!
Learning Objective: 3. Complete the sentences with a word from the box.
Students can identify similarities and differences
between two short texts in the same topic.
vanished – rough – strange – compass
1. What do you see in this picture? Share your ideas with a
partner.
a. You can find north using your (n).
b. I heard a (adj.) noise in the yard.
c. The thief (v) in the night.
d. The (adj.) weather makes life difficult
in Antarctica.
4. Read the text again and answer the questions.

2. Read the texts. What do they talk about?
a. Who noticed something strange about his compass in his
way to America?
b. How many Navy planes disappeared in 1945?
Text 1
c. What theories do people have to explain those

On his way to America, Christopher Columbus noticed
disappearances?
something strange about his compass. Its needle was
moving in an unexpected manner. At the time, Columbus
d. Why don’t you have the Bermuda Triangle marked in any
was sailing between Florida and the island of Bermuda.
Today, this area of ocean is sometimes called the map?
Bermuda Triangle. Columbus wasn't the only person to

note strange happenings there. In 1945, five Navy planes
disappeared while over the Triangle. Years later, a ship 5. Complete the Venn diagram adding at least two
vanished. Some people say that these things cannot be similarities and two differences from the texts.
explained by science. Believe it or not, some think time
travel takes place there. Others claim creatures from outer
space are involved. No one knows for sure. Text 1 Text 2
https://www.ixl.com
Both
Text 2
Many people believe that an area of ocean, the Bermuda

Triangle, holds an unsolved mystery. This is because a
large number of boats and planes have vanished there.
People have come up with all kinds of strange ideas about
6. Check the similarities and differences you have found in
these disappearances. However, there's nothing really activity 5 with a partner.
mysterious about them. They are likely due to storms,
rough waves, and human mistakes. Experts say there are
no more disappearances in the Triangle than in other 7. Select a topic with a partner. Individually, write a short
paragraph about it. Compare the two pieces of writing.
well-traveled seas. In fact, the U.S. Coast Guard doesn't
Then, draw your own Venn diagram and match the
even view the Triangle as separate from the rest of the similarities and differences you may find.
ocean. That's why you won't find it marked on official
maps.
https://www.ixl.com
63
Lesson 5 A BAD 3. Fill in the blanks with the correct word according to the
text.
IDEA
Learning Objective: a. A shepherd is (n).
Can scan short texts to locate specific information. a. a farmer b. a butcher c. a caretaker of sheep
1. Look at the pictures. What do they remind you? Do you b. To wonder means (v)
know their names? a. to question b. to know c. to travel
c. To be furious means to be (adj.)

a. very hungry b. very angry c. very frightened.
d. To be frightened means to be (adj.)

a. very scared b. very cold c. very hungry
4. Read the text again. Write true or false.
a. The father and son worked together guarding the sheep of

their town. ( )
b. If a wolf comes, men will come to save the boy.
( )
c. The men were very happy because there wasn’t any wolf.
2. Read the fable quickly. Guess its title. ( )
d. The little boy was extremely anxious ( )
5. What do you think the answers to these questions are?
a. Why did the father leave alone the little boy taking care of
Once upon a time, there was a little boy whose father was
a shepherd. The father and son worked together guarding sheep?
the sheep of their village. One day the father said to the
little boy, “I have to go to town. You must guard the sheep b. Why did he cry “Wolf!” when the wolf wasn’t there?
by yourself. If a wolf comes, cry, “Wolf, wolf!” and the men
of the village will come to protect you.
c. What were the wolf’s characteristics in this story?
That night the little boy wondered what would happen if

he cried, “Wolf, wolf!” So he did. All the men of the village d. Why didn’t the men save him?
came running as fast as they could to protect the little boy
and the sheep. But there was no wolf. The men were very
angry. The next night the little boy cried, “Wolf, wolf!” again. 7. In small groups read the following proverbs and decide
Once more all the men of the village came running as fast which one of these, is the best moral for this story. Share
as they could to protect the little boy and the seep. But, and support your ideas with the class.
again, there was no wolf. The men were furious.
a. Never lie to your minister, doctor or lawyer
The next night there was a full moon. The little boy heard a b. Truth is stranger than fiction
strange noise, an all the sheep became frightened. He saw c. Honesty is the best policy
an enormous wolf. It had big, red eyes, and its large sharp
teeth shone in the moonlight.
It looked very, very hungry. Of course, the little boy was

extremely frightened. He cried, “Wolf, wolf!” as loudly as he
could, but nobody came. He cried, “Wolf, wolf!” again, but
the men did not believe him. Then the hungry wolf ate the
little boy.
64
Lesson 6 MAYBE IT IS NOT WHAT YOU
THINK!
Learning Objective: 3. Read the text again and write true or false:
Can skim a short text to identify its main purpose. a. People feel worried when doing funny things.
1. Look at this picture. What comes to your mind when you ( )
see it? Discuss with a partner.
b. Dolan thinks happiness comes from pleasure and
purpose.
( )
c. Things that produce pleasure makes you sad.

( )
d. Some activities might be motivating because they work for

the good of people.
( )
4. Match the sentence which better fits with a paragraph

from the text.
It is important to check the things we usually do in
2. Read the article quickly. Choose the best title for the text. order to get the purpose of our life.
a. A list of the things that makes you Sometimes it is difficult to find a purpose in the things
happy. b. What is Happiness? we don’t like to do, but we have to be positive.
c. How to achieve happiness People feel happy when they do funny things.
We have to find happiness in the things that we do,
(1) Do you know what makes you happy? Maybe you have
not only in the ones that make us pleasure.
a list in your mind of all the things that make you happy.
Many of them are really funny and you feel confident when
doing them because you feel well and all around you is ok. 5. Read the text one more time. Could you find the main
purpose of the text? Share and support your ideas with a
(2) For most people, fun is not enough for real happiness. partner.
Paul Dolan wrote a book called Happiness by Design. He
thinks happiness comes from both pleasure and purpose. If
most of the things on your list are about pleasure, it is what
you think makes you happy. But you also need activities
with a purpose.
(3) There are different ways we can find purpose in things.
Some activities might be motivating because they work for
the good of people and the world around us. If you are a 7. Write a list of things that make you happy. Select the
ones which bring purpose to your life. Share your ideas
student, your ‘job’ is studying and passing exams. It’s easy
with a partner.
to do well in subjects you like, but subjects you don’t like
are less motivating. They’re not fun for you, but you have
to study them so you need to find purpose. An A in a
subject you hate won’t help the world. But can you be part
of a study team with friends? Each person can study one
part until they understand it and then teach it to the rest of
the group. The purpose becomes helping the team.
(4) Go back to your list of things that make you happy. How
many of them are activities that bring purpose?
Adapted from britishcouncil.org/study-break/graded-reading/happiness

By Nicola Prentis
65
Lesson 7 WHOSE IS THIS
LETTER?
Learning Objective:
Can understand basic types of standard letters and
emails on familiar topics (e.g. enquiries, complaints).
1. Do you write letters?
Have you ever written one?
Who was it for?
Share your answers with a partner.
3. Read the letters again. Match these words with their

definition.
2. Read the following letters. Which letter is for …? a. Complaining (n) an area designated for
any kind of events.
a. Complaining b. Enquiring
b. Enquiry (v) To return money to
someone
c. Venue (n) search for information or

knowledge.
d. Refund (n) an expression of

discontent.
4. Read the letters and write True or False in front of each

sentence.
a. The sales manager is seeking a venue for a sales

convention.
b. The manager expects 60 delegates.
c. Mrs. Leyva ordered a pink cotton blouse.
d. Mrs. Leyva paid €24 for the blouse.
5. Read the letters one more time. Answer these questions.

a. When will be the convention?
b. What information does the sales manager enquires?
6. Write a short letter or e-mail inquiring for something you

need or complaining about a service you did not received.
66
Lesson 8 AGENDA FOR THE
WEEKEND
Learning Objective:
Can find and understand information in advertisements
for sporting, social or cultural events.
1. Discuss with a partner.

a. How often do you go to the cinema?
b. When was the last time you went to the cinema?
2. Match these words with their meanings

a. Free money to be paid as for
professional services
b. Parking admission or permission to
enter
c. Entrance provided without a charge or
restriction
d. Fee space in which to park
vehicles.
4. Read the ads again and mark true or false.
3. Look at the following advertisements. Choose which one a. The football game final match is going to be on
is a:
February 22 ( )
b. Your Bar is at 1234 Washington St. ( )
A. Cultural event B. Social Event
c. There will be an art exhibition on August 17 ( )
C. Sporting Event.
d. The exhibition entrance is free. ( )
5. Read the dialogue again and answer these questions.
a. What is the first advertisement about?
b. Who organizes the Art Exhibition?
c. Which activity is for free?
6. Read the ads again. Match the information that an

advertisement should have in, with the samples there are in
activity 3.
a. Title 1. People or organization who creates

the event.
b. Information 2. The name of the event
c. Logo / Credit 3. The most relevant aspects of the
event
d. Offers / Benefits 4. Time, costs, address
e. Special features 5. Bonuses, gifts
7. In pairs, use the information in activity 6 to create your

own advertisement. No limit your imagination. Share your
ad with the class.
67
Lesson 9 WHAT DOES IT
MEAN?
Learning Objective: 3. Read the text again and write true or false.
Can derive the probable meaning of simple unknown
words from short, familiar contexts. a. Colors are present just in things and buildings.
1. What do you usually do when you don’t know the

b. Colors have different shades and brightness.
meaning of a word in a text you are reading? Discuss with
a partner.
c. Colors may have different meanings according the culture.
d. Colors do not interfere in people’s personality.
4. Read the text once again. Answer these questions:
a. What kinds of colors make us feel calm?
b. What kinds of colors make us feel full of energy?

2. Read the text quickly. Choose the best option.
c. What color shows authority?
This is about
a. The importance of colors in your house. d. What color enhances your concentration?
b. Colors reflect your emotions.
c. Color affects how you feel.
5. Read the following sentences. What do the words in bold
means?
All things around us have different colors. Nobody can
a. Nobody can imagine a monochromatic world.
imagine a monochromatic world. They are not only in our
(adj.) Monochromatic means:
houses, clothes, and cars, they are everywhere in different
a. one color b. many colors c. no color
shades and brightness.
b. They are in different shades and brightness.

Colors are part us. They can also show different moods.
Bright colors make us feel energetic and happy while dark (n.) Shade means:
colors make us feel sad or calm. a. a specter b. effect of shadow c. darkness
Colors have different meanings according each culture, (n.) Brightness means:
and they can interfere in your personality while you are a. a promise b. contrast c. luminosity
wearing them, for example, Black means authority and
power; and it is my favorite. White symbolizes c. Colors can also show different moods.
innocence and purity; that’s why brides wear it. Red is the (n.) Moods means:
most intense color. It means passion in all its forms, but a. an emotion b. a doubt c. a position
also romanticism and love. Blue symbolizes loyalty and
peaceful. Green means calm and hope, while Yellow 6. Work in pairs. Answer these questions and share your
enhances concentration. Purple means sophistication and opinion.
elegance and Brown means wistful and submission.
What is your favorite color?
How and when do you use it?
Do you agree with me?
Does it match with your personality? Why? Why not?
68
Lesson 10 LOOKING FOR A
JOB?
Learning Objective:
Can understand information in advertisements for jobs
and services.
1. What thoughts come to your mind when you look at this

picture? Discuss them with a partner.
2. Match these words with their meanings 4. Read the ads again and write T for true, and F for false.
a. partnership related to or restricted to a a. There are two vacancies for the Personal / Office
particular place. Assistant position. ( )
b. self-motivation a part of the publicity for the b. The company also needs a secretary. ( )
first time in any business. c. Fresh Cleaning goes to anywhere within the
c. local association of people in a country. ( )
business. d. You can only visit Fresh Cleaning, you cannot email
d. premiere the initiative to take activities them. ( )
without supervision.
5. Read ads one more time and answer these questions.
3. Look at the following advertisements. Choose which one
refers to: a. Who or what is looking for competent candidates?
a. A service offer b. Job offer

b. What characteristics should the candidates have?
c. What kind of service does the second ad offer?
d. What benefit do you get when you hire the service?
6. Read the ads again. List the information you get in the
advertisement for a job.
7. In groups, use the samples to create your own

advertisement for a job or for a service. Share your ads
with the class.
69
Lesson 11 WHAT A
PROBLEM!
Learning Objective: 3. Read the text again and pay attention to the words in
Can generally understand straightforward factual texts bold. Match them with their meaning.
on familiar topics.
a. To treat someone in a cruel or violent way.
1. Look at this picture. Discuss it with a partner.
b. Likely or intending to cause harm or annoyance.
c. To touch something or someone with force, usually hurting

or damaging.
d. To see something happening, especially a crime or

accident.
2. Read the text. Write an appropriate title for it. Compare

your ideas. 4. Read the text once again and circle true or false for these
sentences.
a. Bullying is a repeated, aggressive behavior where some

body hurts other in different ways.
Nowadays, bullying represents a serious problem in True False
different schools and high schools in our country. In many
b. Bullying only involves physical abuse.
local newscasts, we daily heard about the story of a boy or
a girl who has been the victim of bullies or has witnessed True False
this terrible act.
c. Bullying can happen at school, work or online.
But, what is bullying? In simple words, we can say that it is True False
a deliberate attempt to hurt other several times, and this
involves physical and verbal abuse. Physical bullying d. Bullying online is also called computer bullying.
seems to increase in schools or high schools especially
True False
the ones that have conflicts with drugs and alcoholism, but
incidents with verbal bullying happen constantly. 5. Read the text again. Answer the following questions.
Bullying includes name-calling, starting rumors or lies, a. Which one is the most common form of bullying?
taking someone’s things without permission, not letting
someone play in a group or hitting people.
But there is another form of bullying through social media b. What does Bullying include?
like Facebook or WhatsApp called cyberbullying. It includes
sharing photos or creating new profiles without permission
and sending mean messages. c. What is the cyberbullying?
Bullying doesn’t only affect kids or teenagers, even adult

people at university or work can suffer it. In this case, is
d. What do you call Bullying at work?
called mobbing but the causes and effects are the same.
If someone is mean to you, tell a buddy what is happening,

6. Have you ever been a victim of Bullying or Mobbing?
don’t bully back. Look for a friend who supports you and What would you do to stop this problem? Think about three
helps to solve this problem. possible solutions. Share your ideas with a partner.
70
Lesson 12 A SPECIAL
ROUTINE
Learning Objective: 4. Complete the sentences with the correct information
Can extract relevant details in everyday letters, according to the letter.
brochures, and short official documents.
a. Mrs. Hidalgo has the position of
1. What do you usually write for? Make a list. Compare it in Portoviejo.
with your classmates.
b. Mrs. Hidalgo is to her parents.
Shopping list
c. Mrs. Hidalgo will carry out

of her exit.
d. Mrs. Hidalgo’s official serving date is

2. Read the following letter. Is this a …?
.
a. Complaining letter.
5. Read the letter one more time. Answer the following
b. Enquiring letter. questions.
c. Resignation letter.
a. Who is the letter sent to?
Portoviejo, August 27th, 2018

b. Why does Mrs. Hidalgo write this letter?
Mr. Carlos Mendoza,
Cleaner Labs - Ecuador
Quito.
c. What is the medical emergency Mrs. Hidalgo has?
Respected Sir:
This is to inform you that I am putting my immediate d. What is the promise Mrs. Hidalgo does?
resignation from the position of chief distribution officer
in Portoviejo because of a medical emergency at home.
I am the only child to my parents and my Dad suffered a
serious heart attack and I have to move indefinitely to my 5. Discuss with a partner.
hometown to take care of him.
a. Do you think Mrs. Hidalgo is affected with this situation?
How?
I promise that I will do everything possible to update the
candidate replacing through phone and internet when re-
quired. I will also carry out the legalities of my exit from 6. Write a resignation letter to your boss. Do not forget to
the company. I hope you will consider my unfortunate let him/her know the reason why you are leaving your job.
situation and grant me a premature resignation from the
company as opposed to my official serving date which is
September 30th.
Sincerely,
Susana Hidalgo
Chief Distribution Officer
3. Read the letter again. Match the words in bold with their
meaning.
a. Resignation To give or allow someone

to have something.
b. Chief The town or city that a
person was born and lived while
he/she was young.
c. Grant The leader of a group.
d. Hometown The act of telling your

employer that you are leaving
your job.
71
Lesson 13 LET’S
CELEBRATE!
Learning Objective:
Can make simple inferences based on information Her grandfather walked in. He had in his hands a big box
given in a short article. wrapped in pretty brilliant color paper and tied with an
elegant pink bow. She smiled and quickly tore off the
1. Look at the pictures. Match them with the words in the
box. paper to reveal a box with a beautiful doll inside. She
hugged and kissed her grandpa and run to call her aunty.
a. New baby c. Graduation e. Engagement The day was starting off wonderfully.
b. Promotion d. Birthday f. Baptism
3. Read the text again and mark True or False
a. The girl was expecting for her important day many years
ago. ( )
b. In that morning, Anna woke up very late. ( )
c. A cake was inside the oven. ( )
d. Inside the big box, there was a little pony. ( )
4. Read the text once again. Infer the answers to these

questions. Support your ideas.
a. Who do you think the author of this text is?
b. How old do you think the girl is?
c. What do you think the girl was waiting for all night?
2. Read the text. Write an appropriate title for it.
d. How do you think the girl felt when she woke up?
She was expecting for this day many weeks ago.

Although she didn’t know exactly the dates, she counted e. Why do you think her grandfather gave her the gift?
days with her little fingers and marked with something like
hearts a kind of calendar she had drawn and put on the
wall.
5. Which one has been the best day of your life?
How did you celebrate it?
Nobody else at home understood why it was very Share your ideas with a partner.
important for us. It was our secret and we keep it in our
hearts, even when she had a brilliant light in her eyes,
and I just smiled because of her happiness.
In that morning, my dear Anna woke up early and ran

down the stairs with a huge smile on her face.
She had been waiting all night for Sunday to arrive. She
ran into the kitchen. It smells delicious. A cake was being
baked in the oven. On the dining table, there was a cup of
milk with chocolate, some eggs, and a pile of her favorite
pancakes with a candle in them.
72
Lesson 14 I AM 3. Read the letter again and choose the sentence that best
summarizes it.
HAPPY
Learning Objective: Is this
Can generally understand details of events, feelings,
a. An informal letter. b. A formal letter.
and wishes in letters, emails, and online postings.
1. Answer the following questions and discuss with a This letter it sent to:
partner.
b. Offer apologies.
a. Who are the most important people for you? c. Make a complaint.
b. How often do you say “I love you” to your mom?
d. Express appreciation and thanks.
c. How do you usually express your feelings?
4. Choose the correct option to complete the sentences.
2. Match the next emotions and feelings with their emoji.
a. You have brought back all the and
Scared Confused Happy to my life.
Embarrassed Angry Sad b. I feel so because you are part of me.

c. I feel very and very
of you.
5. Read the letter once again. Answer the questions.

a. What is the relationship between the author and Cristina?
a. b. c.
b. Why is he writing her a letter?
c. What do you think he is feeling while he is writing the

d. e. f.
letter?
2. Read the text. Is this…?

d. How do you think Cristina feels when she reads the letter?
a. An e-mail b. A postcard c. A
letter
6. Write a short letter to your mom. Express through it all

the feelings and emotions you have because of her.
Dear Cristina,
These words are not enough to let you know how

important you are for me and all the emotions you make
me feel in my heart. Since the first time I saw you, I have
experienced the most grateful moments a man could
have. You have brought back all the happiness and
cheer to my life. I feel so blessed because you are part
of me.
Now that you are a woman, and you have to go to

another city to reach your goals, I only can say thanks
for letting me be by your side, for allowing me to walk
together until you can do it alone, for giving me reasons
to live and miss you a lot.
I feel very lucky and very proud of you. I wish you the
best and may all your dreams come true.
With love,
Dad
73
RITING
Lesson 1 ???
Learning Objective:
Can write simple informal emails/letters and online postings giving news or opinions.
1. Do you like to watch news? What kind of news do you 4. Read the post again and match the number in
like to get? Where do you get news from? Works in small parenthesis with the elements of a news.
groups. Discuss these questions.
Opinion ( ) Place ( ) Fact ( )
2. Match the headlines with the types of news. Name ( ) Details ( )
a. ( ) 2018 World Cup Moments

b. ( ) Megan and Harry enjoy Royal Ascot with the Queen.
5. Write a post describing some news. Include your
c. ( ) 107.000 square foot digital only museum to open in
opinion.
Tokyo.
d. ( ) World cup reported sexually assaulted in live tv.
e. ( ) The 4 best credit cards for 2018
f. ( ) Trump makes political gamble with immigrant lives.
(1) Fashion (2)

Business (3)
Technology (4)
Sports
(5) Politics
(6) Crime
3. Read the post and choose the objective main of it.
a. To create support groups for war survivors.

b. To report suicides among war survivors.
c. To give ideas to help war survivors.
Gazans have survived years of war.

Now depression is killing them.
“(1) Fathi Harb (2) wanted to commit suicide by soldier
(3). So he went to a protest this spring along Gaza’s
border, hoping Israeli snipers would shoot him, his
grandfather recalled. When they didn’t, Harb, 22, tried
again, returning to another protest soon after and again
he survived. Then, last month, he set himself on fire on a
busy street in Gaza City, later succumbing to his wounds.”
(4) I read this news this morning and couldn’t stop
thinking about this situation. I think that helping those
people is not just to save them from the war, but give
them a safety place to stay in, and trustworthy people to
spend their lives with. I also believe that look for
professional help is also a good idea to make the people
who survive a word have a better and happy life.
74
Lesson 2 ??
?
Learning Objective:
Can write a basic description of experiences, feelings and reactions, given a model
Can write about personal experiences in a diary or online posting, given a model.
1. Do you like to post? Why? Where do you usually post? 4. Read the text again and answer the questions:
What kind of information do you usually post? Work in
small groups. Discuss these questions. a. How did the writer feel when he saw the kneeling child?
b. How did he feel when the little girl started to run?
c. How did he feel when the girl disappeared?
5. Write your own personal experience. Include the facts,

some details and your feelings.
2. Have you ever had a supernatural / crime experience?

What was it? How did you feel? Work in pairs. Tell your
partner your experience.
3. Read and choose the right topic of the text.
a. A crime experience. ( )
b. A supernatural experience ( )
c. A romantic experience ( )
“When I was a child, about 8, I suddenly awoke in the

middle of the night and saw a young child kneeling near
my bed praying. I was very surprised. At first I thought it
was my younger sister so I asked her what she was doing,
then, she slowly looked at me and stood up and started
running. I felt scared, but curious, so I jumped from the
bed and stared follow her down my stairs and out my front
door, we had a long driveway and I followed her all the way
to the end and then she simply vanished. It was incredible
I felt really frightened and I went back to my room. Nothing
like that has happened since.
75
Lesson 3 ??
?
Learning Objective:
Can make simple, logical paragraph breaks in a longer text.
Can clearly signal the end of a simple narrative or description.
Can write the concluding sentence or sentences of a basic paragraph, given a model.
1. What do you think about living in the country side? Do
you think is better than living in the city? Talk to your (2) However, there are a lot of positive aspects of living in
partner about it. the country side, there are also some disadvantages.
Living in the country is slower. People don't need to hurry
and have a lot of time. People in the country don't have to
2. Work in pairs. Complete the chart about advantages and work so many hours as they do in the city. On the other
disadvantages of living in the country side.
hand, they don't earn so much money. Moreover, there
aren't such interesting things to do during free time. The
LIVING IN THE COUNTRYSIDE unemployment rate is also much higher than in the city.
Advantages Disadvantages The problem may be also the communication. If you don't
have your own car, you may have problem how to
commute to work. The same problem concerns the access
to the hospitals, schools, police stations and shops, which
are usually located far from the village. Last of all, there are
some dangers connected with country life such as heavy
snowfall or rainfall.
(3) I truly think that living in the country may have a lot of
advantages such as fresh air, breathtaking landscapes and
comfort, but a lot of people decide to stay in the city, due to
the fact that the life in the town is easier. The easy access
3. Read the text. Add more information in the previous
chart. to shops and other institutions are the great advantage.
( 1 ) Living in the countryside can be an awesome Anonymous. Retrieved from

experience. The country is less polluted and the traffic isn't https://www.bryk.pl/wypracowania/jezyki/angiels-
so heavy. You are fit and you don't need to worry about ki/16580-the-advantages-and-disadvantages-of-li-
your health condition, because in the countryside the air ving-in-the-country.html
and water are so clean. In the country there are many plant
species. There aren't any huge blocks of flats, modern 4. Read the text again and match the paragraph with the
skyscrapers or bothersome traffic jams. In the country you information.
are free to admire the breathtaking landscapes such as
a. The writer opinion. ( )
huge meadows, peaceful hills or forests. You can enjoy
b. Advantages of living in the countryside. ( )
walking in the forest and picking mushrooms or hunting.
c. Disadvantages of living in the countryside. ( )
Another advantage is that you may easily build a big house
and the garden, because charges for ground are much 5. Complete the chart with some advantages and
lower than in the suburbs. Moreover, living in the disadvantages of living in big and modern cities.
countryside is cheaper than it is in the city, so you probably
LIVING IN BIG CITIES
may afford many other things, because the prices are lower.
Advantages Disadvantages
What is more, you can invite your friends to the barbecue
organized in your garden. It would be great! The other
positive side is the safety. In the rural area the crime rate is
much lower. There aren't a lot of housebreaks and the
possibility of burglary is also lower. In the countryside
people usually and keep eyes on neighbour's estates. They
always react when something strange is happening.
6. Use your notes above to write about the advantages and
Country life is very peaceful and silent. You will enjoy the disadvantages of living in big and modern cities. Include
feeling of peace. your personal opinion.
76
Lesson 4 ??
?
Learning Objective:
Can write an email/letter congratulating someone on something.
1. Work in pairs. Look at the pictures. Talk about these
celebrations. What do you usually do on these occasions? Chone, July 29th, 2018
Dear Daniel:
Congratulations on receiving your degree! I know that

the physics program is one of the toughest at the
University, and I am quite impressed with you for
sticking with it. Your commitment to using your training
to improve urban life is commendable. Don't lose the
vision!
Good luck in beginning your new career!
Best wishers,
Amanda
4. Read the letters again and complete the chart with the right information.
Joseph’s letter Amanda’s letter
Date:
Greeting
Objective
Closing
2. Work in small groups. What other occasions are usually Signature

celebrated?
5. Complete the third column of the chart with information
about your own letter.
3. Read the letters. Match them with the occasion.
a. Graduation
b. Getting a new job 6. Write a letter congratulating someone on something. Use
the notes in the chart.
Manta, July 19th, 2018
Dear Amanda:
Congratulation on your new job! I was delighted to hear

that you had landed the position. This comes as no
surprise, of course, to any of us who are acquainted
with your work. The company will soon discover how
lucky they are to have you.
Please accept my best wishes for your continued

success
Yours sincerely,
Joseph
77
Lesson 5 ??
?
Learning Objective:
Can write a short, simple description of a familiar device or product.
Can write simple instructions on how to use a device or product, given a model.
1. Work in pairs. What are the most important devices at 4. Read the text again and complete the instructions to use
home? Make a list of them. What are these devices used a microwave.
for? Compare with your partner.
a. Microwaves are efficient because …
2. Do you think microwaves are useful at home? Why? Why

not? What do you know about them? Work with a partner.
Share your ideas. b. The microwave works when…
c. A waveguide and stirrer blade…
d. When the door is opened or the timer reaches zero..
5. Work in small groups. Complete the chart description about a device you choose.
3. Read and tick (√) the main idea of the text.
a. A description of microwaves. Color

b. How microwaves work.
c. How to clean microwaves.
Material
Microwave ovens are so quick and efficient because they
channel heat energy directly to the molecules (tiny particles)
inside food. Microwaves heat food like the sun heats your Shape
face—by radiation.
The microwave works when the high voltage is converted to
waves of electromagnetic energy, which is a How it works
combination of electrical and magnetic energy. This energy
is in the frequency band of radio waves, not x-rays. A 6. Use the information above to write a short description of
waveguide and stirrer blade work together to make sure the a familiar device.
energy reaches all areas of the oven interior. When the door
is opened or the timer reaches zero, the energy
automatically stops, so no microwave radiation leaves the
oven. All ovens also have two independent systems that
ensure the electrical activity stops as soon as the door is
opened.
Never try to repair your own microwave. It is a complex

appliance that includes a magnetron, high voltage
transformer, thermal protectors, and complicated circuits.
78
Lesson 6 VACATIONS
Learning Objective:
Can write a simple, structured informational leaflet/bro
chure, given a model
1. Where do you usually go on vacations? What do you

think are the best places for going on vacations? Work with
a partner and share your ideas.
2. Look at the elements of some touristic places. Tick the

ones you think are the best important to choose a place
for vacations. Compare with your partners. Explain your
reasons.
o Views
o Food
o Hotels
o Touristic guiders
o Transportation
o Wi-fi
o Night activities
o Sports
o Family guided activities
o Extreme guided activities
o Language
o Price
5. Read the brochure again and complete the chart.
3. Read the brochure and writhe True or False next to each

Touristic place
statements.
Places to visit
a. Brochures are written in a very formal way.
Location
b. Brochures have many colorful pictures. Accommodation
Activities
c. Brochures contain relevant summarized information.
6. Work in pairs. Complete the following chart with
relevant information about a touristic place from the Hi-
ghland region in Ecuador.
4. Read the brochure and tick the information you can find
it.
o Location Touristic place

o Accommodation
Places to visit
o Places to visit
Location
o Food
o Sports Accommodation
o Activities
Activities
o Prices
7. Make a touristic brochure. Use the information in the chart above.
79
Lesson 7 GREAT
PEOPLE
Learning Objective:
Can write a story with a simple linear sequence.
Can write descriptions of past events, activities, or personal experiences
Can use common connectors to tell a story or describe an event in writing.
Can write short, simple biographies about real or imaginary people.
1. Do you know these people? Who are they? What did they 3. Read the text and again and answer the question
do? Talk to your partner. Share your ideas.
a. Where was Christian Benitiz born?
b. What teams did he play with?
c. What prizes did he win?
d. Where did he die?
4. Read the text and circle the words that connect

sentences.
2. Read the text and underline the right answer.
5. Complete the chart with information about a famous
a. The text is a story/biography. person you want to write about.
b. The text is in past/preset tense.
Name:
Christian Rogelio Benitez Betancourt, also known as “El
Chucho” was a famous Ecuadorian football player. He Date and place of birth
was born in Quito, on May 1st 1988. His parents were the
Place of residence
footballer Enmen Benitez and Rita Betancourt. In 2007 he
got married with Liseth Chala and in August, 2009 they
Personal relevant facts
became parents of twins.
Career relevant facts

He started his football career in El Nacional team from
Ecuador. Then, he joined Santos de Laguna. With this Prizes
team he won the prize for the Best Player of the Closing
Tournament in 2008. He also played with the Birmingham Date and place of death
City team, but a year later he came back to Santos de
Laguna where he had a successful performance. Due to
his skills as forward, the Mexican America SC got him by 6. Use your notes in exercise 5 and write the biography of
the person.
paying ten million dollars.
El Chucho participated in many games with the Football

Ecuadorian Selection and did an excellent participation in
Germany World Cup in 2006.
In July 2013 Benitez travelled to Qatar to play with the

Jaish SC. He debuted in the Qatar team just one day
before he died.
He died in July 29, 2013 due a heart attack in Qatar.
80
Lesson 8 LET’S ORDER A
PIZZA
Learning Objective:
Can write fractions using both digits and words.
1. Do you usually use delivery products? What do you usually ask for? When? Talk to your partner. Share your ideas.
2. Read the text and write True or False next to the 4. Complete the chart writing the fractions you already
statements. circled.
a. The text is about the benefits of eating pizza.

b. The text is about the advantages of using delivering
services. 1/30
c. The text is about the disadvantages of using delivering
services. 1/15
Nothing more relaxing than eat at home. Wearing your

favorite pajama, watching a good movie and tasting a 3/15
quarter of a delicious pizza is really a terrific experience
everyone should live. Fortunately living this experience is 5. Read the statements about how to write fractions and
possible thanks to delivery services. You can get everything underline the right option.
you need at home just making a phone call and after a half
a. Use ordinal / cardinal numbers to write the figure on the
hour your order is granted. People needs a least three
quarters of an hour to go to a store and buy something but top of the fraction.
five minutes to order by phone. b. Use ordinal / cardinal numbers to write the figure on the
bottom of the fraction.
c. When the figure on the top of the fraction is bigger than
one, you need /don’t need to add an -s at the end of the
3. Read the text again and circle the fractions.
figure on the bottom of the fraction.
6. Complete the sentences with fractions.
a. I need (2/3) pounds of sugar for the

cake.
b. I’m buying (5 1/3) of rice. I’m
waiting visitor tonight.
c. (3/4) of milk are enough for this
soup.
d. This pizza is really big. We could get
(3/8) of slices of it.
81
Lesson 9 NEXT 5. Read the text again and underline the future sentences.
HOLIDAY
Learning Objective:
6. Make notes of your plans for vacations.
Can write a description of a future event or activity.
1. Make a list of the common activities you do on holidays.

Then, compare the list with your partner. Places to visit
2. What are the next holidays in your city? What are you
People who go with
going to do in these vacations? Talk with a partner. Report
your ideas.
Activities to do
3. Read the text and tick (√) the right information.
a. The text is in future tense.
b. The text is about exams. 7. Write about your plans for vacations. Use your notes
c. The text is about a holiday. above.
Carnival is coming. There are a lot of funny things to do

on these days. Fortunately the final exams are going to
finish before, so I will be free for fun. This year I will
participate in the parade for the Carnival opening in
Crucita. I’m going to be part of the dancers who represent
Portoviejo. Then, I will meet my friends in Atacames. We
are going to stay in a friend’s house all holidays. The
house is right in front of the beach, so we are going to
have a terrific view every day. I’m sure we are going to
do water sports, because all my friends are very sporty
and adventurous, so we are going to make sailing and
windsurfing in Atacames and canoeing in Sua. And
probably we are going to do hiking since there is a big
and natural forest around the city. The nights in Carnival
are very exciting. There are a lot of activities we can do.
We are going to make a fire on the beach and sing old
songs. Pedro plays the guitar, so he is going to play with
us. We are also going to go dancing to any of the clubs
there are in Atacames and of course we are going to sing
in a karaoke, it’s very funny, and we love it. I’m sure I’m
going to have terrific days in carnival with my friends.
4. Read the text again and complete the chart.
Sports Night activities
82
Lesson 10 A HORROR
STORY
Learning Objective:
Can write a basic summary of a simple text using the original wording and paragraph order.
1. Work in small groups. What kind of texts do you prefer 3. Read the text again and answer the questions
reading? Stories? Novels? News? Instructions? Share your
ideas. Report to the class. a. What kind of house did the couple buy?
2. Read the text. What is it about? Choose the best topic.

b. What did they have to do?
a. A new house rebuilding.
b. A couple buying a new house.
c. A crime in a house.
c. What did the woman find?
We bought an old house, my boyfriend and I. He's
in charge of the "new" construction – converting the d. What did she do?
kitchen in to the master bedroom for instance, while I'm
on wallpaper removal duty.
The previous owner papered every wall and ceiling!
e. What did the police find?
Removing it is brutal, but oddly satisfying. The best
feeling is getting a long peel, similar to your skin when
you're peeling from a sunburn. I don't know about you
but I kind a make a game of peeling, on the hunt for 4. Read the text again and circle the main idea in each
paragraph. Underline the supported ideas.
the longest piece before it rips. Under a corner section
of paper in every room is a person’s name and a date.
Curiosity I got the best of me one night when I googled 5. Use the ideas to write a summary of the text.
one of the names and discovered the person was
actually a missing person, the missing date matching
the date under the wallpaper! The next day, I made a
list of all the names and dates. Sure enough each name
was for a missing person with dates to match.
We notified the police who naturally sent out the crime
scene team. I overhead one tech say "yup, it's human."
Human? What's human? "Ma'am, where is the material
you removed from the walls already? This isn't
wallpaper you were removing."
Retrieved from
https://www.scoopwhoop.com/world/short-scary-sto-
ries-reddit/#.agkgdbj1h
83
Lesson 11 ADVIC
E
Learning Objective:
Can write personal emails/letters giving advice.
Can give basic advice in writing using simple language.
Can show a basic direct relationship between a simple problem and a solution
1. Look at the pictures. Match then with the words. 3. Read the text again and complete the statements.
Headache ( ) stomachache ( ) Bit ( ) a. The problem is
Sore throat ( ) Burn ( ) b. The 3 advices are:
4. Match the problems with the advice.
a. Ana has a headache ( ) She should clean the wound

and cover it
b. Patty got a mosquito bit ( ) She should take an aspirin
c. Sofy cut her finger. ( ) She should avoid to scratch
1 2
and use alcohol
5. Write an advice for the problem
a. Mili has toothache.
3 4
b. Marina just left from a surgery
2. Read the text and tick the information in each paragraph.

6. Write a letter to a partner. Give him/her advice for a
a. Paragraph 1: Salutation ( ) Problem ( ) Advice ( )
problem.
b. Paragraph 2: Greeting ( ) Problem ( ) Advice ( )
Dear Pamela
I’m so sorry to hear about your badly situation. Sunburn

has been a common problem from tourists in the Coast
Region, because due to the high temperature people use
to wear very fresh clothes like tops and shorts, exposing
a big part of the bodies to the sun which can cause seve-
re sunburn, as in your personal case.
For your next vacations there are some useful tips you
need to follow to protect yourself from the sun. You
should wear a hat or a cap when you go outdoors. You
can wear comfortable clothes, but you should use a solar
protection cream on the exposed areas of your body, like
your arms, shoulders and face. You should also drink
plenty of water to avoid dehydration.
I hope you feel better and you can come back on your
next vacations.
Love,
Polita
84
Lesson 12 REQUEST
S
Learning Objective:
Can write a basic email/letter of complaint requesting action.
1. Have you ever complain about something? What did you 3. Read the letters again and complete the chart.
complain about? How did you do that? Work in pairs.
Share your ideas.
Complain
Letter 1
2. Read the letters. What is the purpose of each one?
Request action
a. To congratulate
complain
b. To complain
Letter 2
c. To offer something
Request action
d. To ask for a requesting action
4. Look at the problems. Write some requests to solve them
2
June 23rd, 2018 Problems Requests
1 A new traffic light is needed.

Mr. Agustin Casanova
June 12th, 2018
PORTOVIEJO MAJOR
There are many potholes on
Mr. Carlos Sanz. your neighborhood streets.
Dear. Mr. Casanova:
Dear Mr. Sanz: There are not police officers

I have just learned of the city around the park in the
I’m writing about your ground
council's proposal to build a evenings.
on the corner of Juan
new street connecting 5 de
Montalvo and Sucre street.
Junio street with Manabi
It has not fence and it is full
Avenue. Many of the 5. Work in pairs. Make a list of the problems there are in
of straw, and it has been
residents and small your neighborhood and the possible solutions.
used by burglars to hide and
business owners in the area
attack the people who walk
are strongly opposed to such
around. I live just in front of it, Problems Requests
a development. There are
so I’m very concerned for this
many reasons: For
situation, because my family
example, more than one
and me don’t feel save even
hundred elementary school
in our house.
students would have to cross
I would like to ask you to deal
that road twice each day, and
with this problem by cleaning
many small stores would
the area and making a fence
close. Others have equally
around it, so the burglars
valid concerns.
can’t find a place to hide. Or
We understand that the
maybe you would like to sell
council has proposed an
the ground, so someone build 6. Work in pairs. Choose of the problems in exercises 5
alternative route in an area
something there. I hope you or 6. Write a basic email or letter of complaint requesting
where there are no homes action
act as soon as possible in
or schools. We strongly urge
order we can feel save again.
you accept that proposal. I
Your sincerely,
think time will show the
wisdom of that choice.
Mr. Antonio Ruiz
Truly sincerely,
Mr. Tobias Arauz
85
Lesson 13 CONDOLENCES 4. Read the letters and find this information
Learning Objective: To show Offering

Wishes
Can write an email/letter sending a message of pity for help
Letter 1
sympathy.
1. Look at the pictures. What these cards are to? Talk with
a partner. Share your ideas. To show Offering
Wishes
pity for help
Letter 2
5. Design a plan for writing a sympathy letter.
To
Reason
Phrases too
show pity
Phrases offering
for help
2. Have you ever written a letter, card or mail of sympathy?
What for? Who was it to? Talk with a partner. Share your
ideas.
Phrases
expressing your
wishes
3. Read the e-mail and tick the right information.
a. They are invitations letters.

b. They are congratulations letters. Closure
c. They are sympathy letters.

6. Use your note in exercise 5 and write a sympathy letter
to a friend or relative.
Dear Pablo: Dear friend, I want to show
my feelings and support
I’m really sorry to hear about through this message. I feel
your illness and I’m thinking unable to find words of com-
about the discomfort you are fort for your pain, but I wish
experiencing these days. I to express my deep regret
wish I could help you in some at the loss you just suffered.
way, but I can assure you Remember that those we
are in my thoughts and my love never die, just depart
prayers. I truly hope you get before we do. Be strong and
well soon, so we can spend approach God to have the
time together. comfort only he can offer.
With my best sympathy, With deepest sympathy,
Caroline v Matilde
86
Lesson 14 CONDOLENCES
Learning Objective:
Can write an everyday connected text using a set of short elements or facts and building them into a sequence.
Can write short, simple essays with basic structure on familiar topics.
1. Work in small groups. Discuss these questions: how 4. Read the text again and complete the chart.
did you choose your career? Did you always want to study
it? Did someone guide you to choose your career? Report
your ideas.
Paragraph 1.
Paragraph 1. Supporting sentences
Main sentence
2. Read the text and underline the main topic.
a. The Pygmalion’s effect.

Paragraph 2.
b. The right selection of a career. Paragraph 2. Supporting sentences
Main sentence
c. Experience in high school.
When students finish high school, to choose the right career Paragraph 3.
Main sentence
to study is a challenge that gets their time for meditation in
a series of factors that implies to study a professional
career, which can define their future and the future of their Paragraph 4.
families. Main sentence
Sometimes, youths want to study the same professional

career than their parents did. This is the called the
5. Work with a partner. Choose one of these topics.
Pygmalion’s effect and it means, youths are unintentionally Complete the chart.
guided by the nearest models they have, who can be their
a. University students desertion
parents or someone who is close to them, like a teacher
b. Lack of reading habits among young people
or a mentor. In these cases, for youths are easy to choose
c. Students don’t attend the university
a career, and they have the advantage of their parents’
support due to their experience in the field they decided to
study. Paragraph 1.
Main sentence
Some students, when they finish high school, have serious
doubts about what to study, so they choose the career their Paragraph 2.
friends do. This situation could have bad consequences if Main sentence
the chosen area to study is not the one the youths are good
Paragraph 3.
in. or if their particular kind of intelligence is not strong in Paragraph 3. Supporting sentences
Main sentence
that study area, which probably will cause student
depression or ever desertion from the career.
The best way to choose the right professional career could 6. Use the information in exercise 5 and write a short essay
about the topic you chose.
be to be conscious of the type of intelligence each one have
and to take a decision thinking in their own preferences,
skills and interests. Parents and friends advice are useful,
and can be part of the information needed before to take
the final decision, but he choice is personal.
3. Read the text again and correct the sentences.
a. When youths finish high school they spend their time

planning their vacations.
b. Pygmalion’s effect means that students are guided by

their parents to choose their career.
c. Some students decide to study what their teachers ask

them to do.
d. Youths have to meditate only in their skills when they

decide what to study
87
Lesson 15 A TERRIFIED
EXPERIENCE
Learning Objective:
Can write personal emails/letters giving some details of events, experiences and feelings.
Can write about experiences, feelings and reactions in a simple connected text.
1. Have you ever been a witness? What was it about? Work 4. Read the text again and complete the chart.
in pairs. Share your ideas.
2. Read the text quickly and circle the right option. People Situation Feeling
a. It is formal letter / informal e-mail Leonor Going to banks

b. It is about a bank robbery / a store assault
The cashier Pale and trembling
Hi Lina,
How are you? I hope well. I’m really shocked. I was in a
watching the
bank robbery! Imagine! It was really frightened! I’ll tell Leonor
robbery
you.
Yesterday I was in the bank. You know I can’t stand
5. Make a plan of your own experienced.
going to the bank, so I was really upset. I was waiting my
turn
in the line, almost reaching the casher, when suddenly Place Situation Feelings
the man who was next to the cashier showed her a gun.
I couldn’t listen what he said, but I could see the gun and
how the terrified cashier turned pale and trembling while
gave the man all the money she can have in her hands.
Everything was so fast, and nobody except me noticed
what happened. At that point I was horrified. After that,
the robber just took the money and walked rapidly leaving
the bank.
Once he left the place, the cashier started screaming and
everything became a chaos. The bank was closed and
nobody could leave it until the police officers interrogate 6. Use your notes above to write a short e-mail telling your
us. Really like an action movie! By the way, I spent all my experience.
day talking with the police. I really hate going to banks.
Hope we can meet for a cup of coffee so I can tell you
more about my experience.
Leonor
3. Read the text again and answer the questions.
a. Where was Leonor?
b. How did she feel about banks?
c. Why did the casher become pale and trembling?
d. How did Leonor feel at that time?
e. How did Leonor spend the rest of the day?
88
Lesson 16 EDUCATIONAL
COURSES
Learning Objective:
Can complete a form requiring educational information (e.g. applying for a course of study)
Can write a basic formal email/letter requesting information.
1. What kind of courses of study would you like to do?
Why? Order the list according your interests. Share your San Gregorio University
ideas. 213 Metropolitana Avenue
Portoviejo, Manabi
a. Computing course e. Cooking course
b. Speech course f. Drawing course July 29th, 2018
c. Public relations course g. Designing course
d. Writing article course h. TICs course Mr Ernesto Worthin
INVESTIGATION DEPARTMENT
2. Complete the form. Use your own information.

Mr. Worthin:
ENROLMENT COURSE I am writing about the Scientific Writing Course the

department you guide is offering. I’m very interested in
Id: Name: participate in such course, so I would like to know if there
Surname Given name Middle name are available places. I also would like to ask about the
ways to pay. Is there a bank account to deposit money or
Phone number: E-mail address: do I have to pay at the university? If so, what department
do I have to look for?
I really hope to be part of this academic group.
Which program are you in? Graduate studies
Yours sincerely,
University studies:
Do you need this course in order to graduate?
Patricia Mejia
Please, give the reasons that you need or want this
course:
4. Read the letter again and complete the sentences.
What skills do you already have related to this course? a. Patricia is writing to...
b. She is interested in …
c. She would like to know…

Signature: Date:
d. She would like to ask …
5. Look at the form in exercise 2. What questions would

you like to ask to the principal? Write them.
3. Read the letter and choose the main topic of the letter.
a.
b.
a. To give statistic information about the university.
c.
d.
b. To ask information about the new semester.

6. Use the model letter in exercise 3 and the questions in
exercise 5 and write your own letter requesting
information.
c. To ask information about an academic writing course.
89

Better Together 4 - 1st. Edition - Pagenumber

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Better Together 4 - 1st. Edition - Pagenumber

Uploaded by

Copyright:

Available Formats

INDEX

BETTER TOGETHER BOOK SERIES PROJECT

Jesús Fernández Leyva

Joel Loor Ponce

Marlon Cedeño Álava

Francisco Vera Vélez; and Isabel García Farfán

Daniel Mera Moya; and Rosalyn Cedeño Zambrano

Martha Castro Quiroz; and Daniela Loor Lara

Leticia Cedeño Macías

Mauricio Cantos Vélez; and Karina Mendoza Bravo

Mónica Loor Domo; Roberth Ponce Martínez

DIAGRAM AND DESIGN

Irving Cevallos Bumbila

Language-based lesson (a): Presentation – Practice – Production (PPP)

Receptive skills lessons (Reading, Listening)

• to repair a computer “self” ------ singular noun “selves” -----plural noun

4. The reflexive pronoun is used when the subject does

5. Directions: Read the following sentences and fill in the

d. before / workout / how about / some / sleeping / doing / ?

5. Write a suggestion for the situation given in the

a. I feel sick. My whole body hurts.

b. I need to get in shape as soon as possible.

3. Underlines the sentences which express suggestions in

a. how about going to Crucita?

c. What about having an ice cream here in Portoviejo?

e. how about going to my house?

She hasn’t finish her homework.

5. hasn’t / still / solved / the misunderstanding / been

Husband: I am in the mood of some fried beef with

Wife: we only have some vegetables and some

e. Has she heard the truth?

Yet is used to talk about something which is expected to

1. Compare yourself with three people you know well, make

Alike: Different: characteristics, a negative comparison of equality is used.

2. Answer the questions about the interview. Once you

2. Why doesn’t Karina save money? b. Javier is not as studious as Romel.

c. Geo Is not as beautiful as my mom.

d. Eduardo is as smart as I am.

a. Is the text referring to present or past?

I used to study in the library. I used to watch Hey Arnold

c. What form of the verb follows “used to”?

d. What type of verb follows “used to”?

4. Put in order the sentences. Start the sentences with a

a. smoke / my dad / 10 cigarettes a day / used to

b. on time for classes / didn’t / arrive / use to / I

c. get up early / 5 years ago / my sister / used to

d. as much as now / read / used to / never / my friends

1. What activities did you do yesterday? What did you do

a. then I had to breakfast eggs, bread and coffee. First

c. Next I went to work at 8:00 am.

neighborhood, but nobody called me

e. A week later, a man called me but it wasn’t his cat.

If you share the rent of an apartment, you will

• 5. Answer these questions using the first conditional.

• a. What will happen, if you don’t study hard enough?

• b. What will happen if you eat too much junk food?

c. What will happen if you drink too much coffee?

d. What will happen if you drive too fast?

Present Perfect Simple Present Perfect Continuous

• Used to talk about events

•Used to focus on an activity • Used to focus on an activity

c. Buy some milk for the baby.

d. Could you open the door?