Cuadernillo CPI B Uc1

2
UNIT 1: OUR DAILY LIFE
LESSON 1: In Town
By the end of this lesson, you will be able to
● introduce yourself
● ask and answer questions about personal information to get to know your
classmates
● describe your city/town and ask and answer questions about it
● use charts to organise your ideas before writing
● use peer assessment as a strategy for improving your writing skills
3
WARM UP
a) LET'S GET TO KNOW EACH OTHER. In pairs, introduce yourself and ask and
answer questions about personal information. You can use the following chart to
help you.
● Hello. My name is … ● Let me introduce myself; I’m …

● Hi. I’m … ● I’d like to introduce myself; I’m …
● Nice to meet you; I’m … ● May I introduce myself? I’m…
● It’s a pleasure to see you. I’m… ● How do you do? My name is…
● Pleased to meet you; I’m …
My info Questions Possible answers
Hello! I am Ximena. What’s your name? My name is… or I am…
My surname is Maceri, the What’s your My surname is…

spelling M-A-C-E-R-I surname? What’s the
spelling? It is….
I am a professor. What’s your I am a/an…

profession/job?
I am 37 years old. How old are you? I am … (years old)
I am from San Miguel. Where are you from? I am from…
My favourite public places What are your They are…

are the park and university favourite public
places??
4
LEARNING FROM OTHERS

We are going to watch a video about Buenos Aires, but before watching complete the
following activity
BEFORE LISTENING
A) What public places in town do you know?
B) What popular places do you know from Buenos Aires City?

C) Look at the picture and describe the place. Where was this picture taken?
……………………………………………………………………………………………….
……………………………………………………………………………………………….
Source: an image of people eating in an open-air restaurant https://youtu.be/F2sepCUnENg
LISTENING FOR GENERAL INFORMATION

TIP: Remember to use linguistic and non-linguistic clues to get the
general idea.
5
a) Watch the video and write the name of five popular places.
1. ………………………………….
2. ………………………………….
3. …………………………………
4. …………………………………
5. ………………………………..
b) Watch the following parts of the video again and write true or false.
BUENOS AIRES (1.00-1.24)
1. Buenos Aires is nicknamed as La Reina del Plata
2. Almost two million residents live in the metropoly.
3. Buenos Aires was shaped by American immigrants.
4. Buenos Aires is now one of the cheapest capitals.
LA BOMBONERA (2.10-2.26)
1. Diego Maradona began his career there.
CASA ROSADA (3.06- 3.59)

1. You can learn about Evita’s legendary story at the museum in the Palermo
neighbourhood.
2. She married the President and became a famous actress.
3. She was buried at Chacarita cemetery.
c) Which of these places are mentioned? Circle the ones you hear (4.0-4.56)
The Metropolitan Cathedral Museum Malba The subway

The train Station Retiro Colon Theatre Cafe Tortoni
LISTENING FOR SPECIFIC INFORMATION

d) Watch the video again and complete the extract with the phrases below.
(5.23-6.00)
“ End your day with an evening _______in Puerto Madero. Dinner is served
____ ____ _____ and in this rhythmic city you can stay out to dance until the
______ _____ ____ . It’s hard not to fall in love with the jewell ______ ___
______ ___ _____. All you have to do is to look at Buenos Aires to know that
every word about this city is true.
in the crown of Argentina- stroll- the sun comes up- late at night
6
RETHINKING LANGUAGE
a) Look at these sentences from the video:
“Sit down for an al fresco lunch in the harbour of La Boca, where this famous dance
originates.”
“Afterwards, line up for a tango show or drinks in nearby Cafe Tortoni, which has been
a local icon for more than 150 years.”
“The deepest tumb is the most photographed grave in Argentina, though the resident
cats of La Boca cemetery do their best to steal the show.”
“In this rhythmic city, you can stay out to dance until the sun comes up.”
a) Do you think people would understand if we said just the following parts of the
sentences?
“Where this famous dance originates”
“Which has been a local icon for more than 150 years”
“Though the resident cats of La Boca cemetery do their best to steal the show”
“Until the sun comes up”
b) Why?___________________________________________________________
_______________________________________________________________
_______________________________________________________________
What is a subordinating clause?
Like independent clauses, subordinate clauses have a subject and verb. However, a
subordinate clause (or dependent clause) is a clause that cannot stand alone as a
complete sentence because it does not express a complete thought or idea.
We can identify a subordinating clause because it is linked to an independent clause
through a subordinating conjunction or a relative pronoun. These words or
phrases establish a relationship between the two clauses.
Here are some common examples:
- Subordinating conjunctions: after, although, as, because, before, even if, even
though, if, provided, rather than, since, so that, than, though, unless, until,
whether, while, etc.
- Relative pronouns: how, that, what, when, where, which, who, whom, whose,
why, etc.
There are three types of subordinate clauses:
Adverb Clauses
Adverb clauses function as adverbs; they explain where, when, why, how, and to what
extent, and modify verbs, adjectives, or other adverbs.
Example: “I didn’t go because I wasn’t invited”
7
● Think of an example and share it with your classmates.

_____________________________________________________________________
Noun Clauses
Noun clauses function as nouns, representing a person, place, thing, or idea. Noun
clauses often start with how, that, or wh- words (why, who, what, whoever, etc.)
Example: “What you feel is not my problem”
● Think of an example and share it with your classmates

_____________________________________________________________________
Adjective Clauses
These function as adjectives. They modify nouns or pronouns and answer “which
one?” or “what kind?” They usually start with a relative pronoun which is why they can
be called Relative clauses.
Example: “The dog that bit me is constantly barking at people”
● Think of an example and share it with your classmates

_____________________________________________________________________
c) Look at the following sentences and match the beginning with the correct
endings:
1) Nobody visited the park __ so it closed.

2) My sister, who is studying at UNPaz, __ is your decision
3) In which supermarket you buy your food __ loves visiting the library
d) Can you identify which type of clause is underlined in the previous sentences?
1) ________________________________________
2) ________________________________________
3) ________________________________________
e) Read the following description. Can you identify any subordinate clauses?
Underline them.
REMEMBER: they can´t stand on their own, they need an

independent clause to complete an idea.
Hyde Park
Get to know London’s world-famous Hyde Park. It is a 350-acre stretch of
green land that includes sports facilities, cafes, a large lake and Speakers’
Corner.
8
Hyde Park encompasses 350-acres of green space including 400 trees

and a large lake. Start your trail of the park’s landmarks with the Diana
Memorial Fountain, a tranquil monument built to honour the late Princess of
Wales that is made from 545 pieces of Cornish granite.
Other highlights include Speakers’ Corner, which is a historic site of
public protest, speeches and debates once used by Karl Marx, George Orwell
and Vladimir Lenin.
If you are a sports fan, you can make use of the Hyde Park Tennis and
Sports Centre. It includes football pitches, a putting green and a space for lawn
bowls. There are also two horse riding stables in the park and opportunities for
open-air swimming in the Serpentine lake.
You can take the little ones to the Hyde Park Playground to enjoy the
swings and climbing frames, or simply enjoy the more peaceful surroundings of
the beautiful Rose Garden.
Throughout the year, Hyde Park is used for several festivals and
large-scale events including Winter Wonderland, which has an ice rink, giant
observation wheel and other winter-themed activities.
Text adapted from:
https://www.visitlondon.com/things-to-do/place/610718-hyde-park#:~:text=Hyde%20Park%20encompas
ses%20350%2Dacres,545%20pieces%20of%20Cornish%20granite
f) In groups now check the underlined clauses and discuss the following:
- Does the underlined phrase have a subject and a verb?
- Does it provide a complete idea?
- Does it include a subordinating conjunction or a relative pronoun?
SHARING WITH OTHERS

Now, it’s your turn to write about the public places you can find in your town. But first, let’s think
about the organisation of the text. Complete the following activities
ORGANISING AND PLANNING

1) How is the information in the video organised? Watch the video again and put the
sections in order:
6: Final thoughts about the city
__ Population
__ Description of famous places in the city
__ History
__ Location
3: General description of the city
2) Create your own sections for your writing. Take into account that you will have to
include information about you and your city, public places in your town/city, what people
usually do and possible activities as a tourist.
9
1: _______________________
2: _______________________
3: _______________________
4: _______________________
5: _______________________
3) Now, organise your ideas: Complete the following chart with the name of your sections
and the type of information you are going to include in each section (use nouns or
phrases, key vocabulary)
Sections Main ideas to be developed in each section
DRAFT
a) Use the previous chart to write short sentences and organise those sentences
into paragraphs for each section.
b) Proofread:
● check content
● check spelling
● check grammar
● check punctuation
c) Share your draft with your partner and listen to their feedback. Edit what you
consider necessary.
SHARE YOUR DRAFT

Follow these steps to learn more about your classmates and where they live:
a) You’ll receive one of your classmates’ drafts. Read it and add 2 or 3 questions
about what you would like to know more about (personal information or info
about their city)
b) Get back your draft and read the questions. Think about the answers and share
them with the class.
10
- My name is ……………/ I am ……………..

- The first question was: ……………………………………………………….
- (Your answer)
- The second question was:
………………………………………………………..
- (Your answer):
…………………………………………………………………………..
- The third question was:
…………………………………………………………
- (Your answer)
REMEMBER: A useful way of adding extra information is by using

subordinate clauses. Review the rethinking language section.
LANGUAGE PRACTICE
Complete the online activities in our Moodle classroom
LESSON 2: Routines at home & outside

● describe your routine and how often you do each activity
● ask and answer questions about your classmates' daily activities
● Read short texts about famous people’s routines.
WARM-UP
a) Look at the diagram, make notes and talk about you for one minute.
b) Listen to your classmates and ask 1 or 2 questions about their routine.
You can use these structures:

11
What do you do ON + DAY?

What do you do IN THE + morning/afternoon/evening?
How often do you + verb?
Do you + verb +...?
What time do you + verb?
Source:
https://thoughtcatalog.com/brianna-wiest/2015/11/12-daily-routines-of-famous-people-in-history-and-what-you-should-take-from-each/#:~:text=7%3A30%20AM%3A%20Wake
%20up,%3A00PM%3A%20%C2%BD%20hour%20nap.
BEFORE READING
a) Think about the source: the previous text is taken from an encyclopaedia / a
personal blog / an official web page / a writers’ web page
b) Is there a picture? Why is the title written in capital letters?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………………………………………………………………….
c) What type of information does it provide?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………..
12
d) What is the purpose of the text?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
e) Identify all the paratextual elements and write them down. Then, discuss: how do
they help transmit the information?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
GETTING THE MAIN IDEA

a) Read the text and check your answers.
By Brianna Wiest
Updated February 22, 2019
12 Daily Routines of Famous People in History – And what you

should take from each
As time goes on and we begin to realise that perhaps success is more a practice
rather than a serendipitous streak of luck and privilege, we begin to become more
and more fascinated with what remarkable people do routinely. Interestingly enough,
their daily schedules tend to bear striking resemblances. Most people wake up early,
do their most important work immediately, and then schedule downtime for later in
the afternoons and evenings, to reflect, and recuperate. Of course, this is not true of
13
every single successful person in existence, but it’s common enough that it warrants
exploration.
Here are the self-described daily routines of some of the most famous people in
history – past, present, writers, presidents, CEOs and developers among them. They
are most commonly broken up hour by hour, if not “morning,” “afternoon,” and
“evening.” Below each are comments on what you may want to consider adopting
into your own routine. After all, if we aspire to be remarkable, let us not overlook the
resource right in front of us: the daily life of those who did it first.
Routine #1: Barack Obama

6:45 AM: Works out, reads several newspapers, has breakfast with his family.
8:50 AM: Usually begins work just before 9.
10:00 PM: Works well into many evenings, but always stops to have dinner with his
family each day.
What you should take: Barack’s routine is all about simplicity. He focuses just on
what matters. (By the way, he also wears a “personal uniform” to eliminate any
decision making that isn’t crucial.) He works out, reads, eats, and then gets down to
business. Nothing fancy here, and perhaps that’s key.
Source:
https://thoughtcatalog.com/brianna-wiest/2015/11/12-daily-routines-of-famous-people-in-history-a
nd-what-you-should-take-from-each/#:~:text=7%3A30%20AM%3A%20Wake%20up,%3A00PM%3A
%20%C2%BD%20hour%20nap (modified text for instructional purposes).
b) Now read again the text with your partners and answer
1. How many routines are described?
…………………………………………………………………………………………
2. What suggestion does the author make as regards Obama’s routine?
…………………………………………………………………………………………….
READING FOR SPECIFIC INFORMATION

A) What time does Barack Obama start his day? Do you like getting up early?
…………………………………………………………………………………………
………………………………………………………………………………………..
14
B) What does the phrase “personal uniform'' stand for?

…………………………………………………………………………………………
…………………………………………………………………………………………
C) According to the author, Obama ________ into many evenings but _______
________ to have dinner with his family each day.
D) Describe his routine
6.45 AM 8.50 AM 10.00 PM
E) The author at the end of the paragraph writes “Nothing fancy here, perhaps
that’s the key”. What does she/he refer to?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
RETHINKING LANGUAGE
a) Now read again the text with your partners and find words or phrases
connected with routines
……………………………………………………………………………………………………
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
b) Brianna tells us about the routines of famous people. Let’s read the highlighted
phrases to answer the questions below.
12 Daily Routines of Famous People In History – And What

You Should Take From Each
As time goes on and we begin to realize that perhaps success is more a
practice rather than a serendipitous streak of luck and privilege, we begin to
become more and more fascinated with what remarkable people do routinely.
Most people wake up early, do their most important work immediately, and
then schedule downtime for later in the afternoons and evenings, to reflect,
and recuperate. Here are the self-described daily routines of some of the
most famous people in history – past, present, writers, presidents, CEOs and
developers among them.
Routine #1: Barack Obama
6:45 AM: Works out, reads several newspapers, has breakfast with his
family.
15
8:50 AM: Usually begins work just before 9.
10:00 PM: Works well into many evenings, but always stops to have dinner
with his family each day.
1. What do people usually do every morning according to the author?

……………………………………………………………………………………
……………………………………………………………………………………
2. What does Barack Obama do in the morning?
……………………………………………………………………………………
……………………………………………………………………………………
3. Use your answers, the text and the questions to complete the following
chart:
In this text, Simple Present is used to describe

…………………………………………………………………………………
…………………………………………………………………………………
In affirmative sentences: subject + verb

________________ + verb. For example: People wake up early.
_______________ + add s/es to the verb*. For example:

_______________________________________________________
*Add ‘es’ to the verb, when the verb ends in s, ch, sh, x, o
In negative sentences: Subject + don’t / doesn’t + verb

I / you / we / they + don’t / do not + verb
For example: I ____ wake up early.
He / she / it + doesn’t / does not + verb (base form)

For example: Barak doesn’t ________ breakfast alone.
In questions:
Yes/No questions: Do/does + subject + verb + …+?
____ + I/you/we/they + verb + …?
Yes, I/you/we/they ______ / No, I/you/we/they ______
For example: _________________________________________
____ + he/she/it + verb + …?

Yes, he/she/it ______ / No, he/she/it ______
For example: _________________________________________
16
Wh-questions: question word + do/does + subject + verb +...?

Question word + _____ + I/you/we/they + verb + …?
For example: _________________________________________
Question word + _____ + I/you/we/they + verb + …?

For example: _________________________________________
4. a) How often does he have dinner with his family? How often does he
begin work before 9? Go back to the text and pay attention to the
underlined words highlighted in pink.
…………………………………………………………………………………..
……………………………………………………………………………………
b) Use your answers and the text to complete this grammar tip:
ADVERBS OF FREQUENCY
We use the adverbs of frequency to tell us how often something is

done.
For example: _________+ _________+ verb + …

Obama
______________________________________________________
EXPRESSIONS OF FREQUENCY
17
Expressions of frequency are placed at the end of the sentence:
For example: I go to university ______________ a week.
QUICK CHECK
a) In pairs, ask and answer questions about routines and free time activities to get
to know each other better. Use the following words:
What do you ….? How often …?

When do you ….? Where …?
What time do you …? Does your ….?
What time does your …………? Do you …?
What does your………………..?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………..
b) Write down what you remember about your partner’s routine and use adverbs
or expressions of frequency. You can ask your partner for clarification.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
18
……………………………………………………………………………………………………
……………………………………………………………………………………………………
c) check your partner’s paragraph and give him/her/them feedback.
SHARING WITH OTHERS

In this final section you are going to focus on your routine. To write about it, it would be
helpful to create a draft with your ideas.

a) Read the following questions and start jotting down your thoughts:
● Who am I writing to? ______________________________________________

● What information do I want to share with that audience? Am I going to focus on
me or should I include information about others that could be relevant in my
routine? ________________________________________________________
_______________________________________________________________
_______________________________________________________________
● How can I organise my writing to make it easy for my reader to understand it?
Should I follow a logical, chronological or any other order? _________________
_______________________________________________________________
_______________________________________________________________
● Use a ‘graphic organiser’ or a table to organise your notes for each paragraph.
b) Now share your notes with your classmates. How are they similar or different?
DRAFT
You are ready to write your first copy: Use your previous notes to write your draft.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
19
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
c) Exchange your first draft with a classmate. Take down notes to comment on
each other's productions later.
My notes about my classmate’s first draft:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
SHARE YOUR DRAFT

Share your notes respectfully. Then take your time to read your own production again
and make corrections if necessary. Finally, prepare your final copy to hand in.
LANGUAGE PRACTICE
Watch the videos and complete all the online activities posted in our Moodle
classroom.
20
LESSON 3
● Talk about someone you admire and describe his/her/their achievements
● Listen to a song and identify main topics
● Use relative clauses to add more information and enrich your description of
objects or people
WARM UP
Do you like taking photographs? When do you take them? Why do people take
pictures? Share your answers with your classmates.
You can use the following:
I love/like/hate taking pictures when….
I think people take pictures because ….
21
LEARNING FROM OTHERS I
The picture shows a boy playing a piano. It was obtained from https://www.youtube.com/watch?v=nSDgHBxUbVQ
BEFORE WATCHING THE VIDEO

a) Look at the picture, read the following and choose the correct options:
1. Where was this taken from? Instagram / Facebook / YouTube
2. What is this video about? Bloopers / Musical instruments / A song
3. Is the information of the author included? No, it isn’t / Yes, it is ________
b) We are going to listen to a song about memories but before that, take the quiz
and compare your answers with a classmate. Are they similar?
Quiz:
1) When I miss someone...
a. I call them.
b. I text them.
c. I Skype with them.
2) When it comes to photographs…

a. I keep albums with photos of my childhood.
b. I don't have a single photo of my childhood.
c. I have a couple of photos here and there.
22
3) I value first and foremost..

a. my school.
b. my family and friends.
c. my pets.
4) When someone hurts me…

a. I don´t forget and I don't forgive.
b. I feel hurt for a day or two and then, I forget it.
c. I forgive them right away.
5) My relationships usually last…

a. days.
b. months.
c. Years.

a) Listen to the song one time and choose what you think is the best option:
“The song is called PHOTOGRAPH because…
1. it is the description of an old photo”
2. photography is the author’s hobby”
3. photographs hold memories”
4. he is heartbroken, looking at a picture of an old love”
b) What do you think this song is about? Read the incomplete lyrics in the next
activity and discuss your thoughts with your classmates. Write a possible
answer you all agree on:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

a) Now listen to the song and try to complete the missing verbs:
PHOTOGRAPH
(Performed by Ed Sheeran)
Loving can hurt

Loving can hurt sometimes
But it's the only thing that I (1)________
And when it gets hard
You know it can get hard sometimes
It is the only thing that (2) ________ us feel alive
BRIDGE:
We (3)________ this love in a photograph
We (4)________ these memories for ourselves
Where our eyes are never closing
23
Hearts were never broken

And time's forever frozen still
CHORUS:
So you can (5)________ me
Inside the pocket of your ripped jeans
Holding me close until our eyes (6)________
You won't ever be alone
Wait for me to come home
Loving can heal

Loving can mend your soul
And it's the only thing that I know
I (7)________ it will get easier
(8)________ that with every piece of you
And it's the only thing we take with us when we die
We keep this love in a photograph...

So you can keep me...
And if you (9)________ me

That's okay baby, only words bleed
Inside these pages you just (10)________ me
And I won't ever let you go
Wait for me to come home (3X)
Oh you can (11)________ me

Inside the necklace you got when you were sixteen
Next to your heartbeat where I should be
(12)________ it deep within your soul
And if you hurt me...
When I'm away, I will remember how you (13)________ me

Under the lamppost back on 6th street
Hearing you whisper through the phone
(14)________ for me to come home
RETHINKING LANGUAGE I
In the previous section, you had to complete the lyrics with some common verbs such
as keep, take, get and come. In the English language we normally find words that
often go together. These frequent combinations of words are called “collocations”.
Collocations can be fixed, where it is difficult to replace one of the words with an
alternative, or freer, allowing for more choice of words. For example: 'Utter disaster' is
a fixed collocation, as there are few words that can be used instead of 'disaster'. 'Make
a cake' is a freer collocation, as there are many words that can be used instead of
'cake'.
24
Try to place the following words or phrases next to the corresponding verbs from the
song:
a secret - married - home - time - to an end - in touch - home - a shower
KEEP: _______________________________________________________________
TAKE: _______________________________________________________________
GET: ________________________________________________________________
COME: ______________________________________________________________
The following picture shows the search button of the online dictionary
www.wordreference.com. In it, you can select the type of dictionary and the information
you want to look up.
25
Here is the result of that search:
* “v” stands for “verb” and “n” for “noun”
QUICK CHECK
a) Now is your turn to practice. Complete the following sentences with one of the
collocations from the previous activity. You might need to change the tenses.
1. I still ____________________ with my friends from primary school.

2. I usually ____________________ after breakfast, before I leave for
work.
3. On weekdays I never ____________________ before 8pm because I
work late.
26
4. I admire my sister because she always ____________________ to go to

the gym.
5. Nowadays not many people ____________________. They just move in
together.
b) Write sentences about a person in your family, using the verbs we worked with in
the previous exercise.
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
c) Now find a new collocation with one of those verbs and invent a sentence. Then
share what you wrote with a partner.
_____________________________________________________________________
__________________________________________________________________
You should always check collocations when you are working on

your drafts.
LEARNING FROM OTHERS II

In the previous song, taking pictures is a way to keep memories alive, to remember
and be remembered by the beloved ones. But people have different ways to be
remembered, such as painting, writing stories or articles, to grab everyone's attention.
Now you are going to listen to an interview about ‘emerging explorers’ and their way to
continue developing professionally. These people were especially chosen because
they stand out in their field. Have you ever had a dream to follow, developed it
completely and felt proud about?
source: Doummet, P. (2013) Life Upper intermediate. National Geographic Learning

27
BEFORE LISTENING
a) In groups, think about the meaning of this phrase, what boundaries have you
pushed so far ?
…………………………………………………………………………………………
…………………………………………………………………………………………
b) Have you ever heard or read about National Geographic?
…………………………………………………………………………………………
…………………………………………………………………………………………
c) What do you think the interview is about? What are they going to talk about?
……………………………………………………………………………………….

a) Listen to the interview and check your previous answer. Have you identified any
other topics?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
b) What is the Emerging Explorer Programme?
……………………………………………………………………………………………
………………………………………………………………………………………….…
c) How is social media used these days according to the interview?
………………………………………………..…………………………………………
….…………………………………………………………………………………………

You are going to listen to the interview again and complete the text with phrases from
the box.
a) Each year between eight and fifteen explorers,
_______________________________, are selected.
b) Emerging Explorers are generally people ______________________.
c) The magazine is place _______________________________.
d) National Geographic awards each explorer Us$ 10.000,
______________________.
e) There are all these people doing important work out there in the various
fields ___________________________.
28
that I have described- whose work is really outstanding- who are at an early stage of
their careers- which is intended to go towards further research-where other
interested people can read about their work.
RETHINKING LANGUAGE II
So far, we have listened to an interview, worked with a song and talked about our
interests and boundaries.
In this part of the unit, we are going to focus on relative clauses. Now we will work with
some phrases taken from the interview “Pushing the boundaries” and we will help you
to learn relative clauses through the following exercises.
Relative clauses give us more information about the person or thing mentioned.
a) Read the following examples taken from the interview and spot the relative
clauses
1. The magazine is a place where other interested people can read about
their work.
2. Each year between eight and fifteen explorers, whose work is really
outstanding, are selected and given money to (...)
3. (...) National Geographic awards each of them Us$10.000, which is
intended to go towards further research and exploration.
b) There are defining and non-defining relative clauses. Use the previous sentences to
complete this grammar explanation:
Defining relative clauses

This clause contains essential information for identification.
She is the woman who won an award for her photography.
Non-defining relative clause

This clause contains extra information, separated by one or two commas.
……………………………………………………………………………………………
29
c) RELATIVE PRONOUNS
WHO WHICH THAT WHOSE WHERE
She is the This is the This is the Alejandra The magazine

woman who award which research that Cousto , is a place
won the is mentioned won last year. whose father where other
award in the was a famous interested
interview. storyteller, is people can
interested in read about the
how social new research.
networks can
spread
environmental
message.
Read the previous examples and complete the following summary with relative
pronouns:
● We can use________ or that to talk about people. that is more common

and a bit more informal.
● We can use ________or that to talk about things. that is more common
and a bit more informal.
● ___________ can refer to a time.
● ___________ can refer to a place.
● ___________ refers to the person that something belongs to.
QUICK CHECK
a) Match to complete the sentences:
Alexandra Cousteau…. , ______ father was an oceanographer

and a great advocate for environmental
protection, is also a storyteller.
Alexandra Cousteau….. ______ are old fashioned.
Cousteau says the environmental ______ she hopes will teach people how
movement uses communication tools …. to live on a Water Planet.
She is currently working on a book … is a conservationist _______ believes

that water will be the most important
issue in the 21st Century .
b) Write the complete sentences using the correct relative clause.

1. …………………………………………………………………………..
2. ……………………………………………………………………………
3. ……………………………………………………………………………
4. ………………………………………………………………………… ….
30
c) Guessing game
Describe people, places and objects using a relative clause. Read it aloud without
mentioning the person, place or object so your classmates can guess.
- a picture
- a friend
- a student
- university
- your bedroom
- the library
SHARING WITH OTHERS

Now we will think about someone you admire for the work they do or have done. We
will speak about their achievements. Take into account the information you want to
share, the source, and the use of relative clauses. You have to talk for 2 minutes.
1) Think about someone you admire

2) Find information about his/her/their life and achievements and write down notes
3) Check your sources and make a list of the ones you are going to use.
4) Think about the important points you want to mention and write notes. Organise
your ideas with diagrams or tables.
SCRIPT
a) Use your ‘graphic organiser’ to organise your speech. You can write down
your ideas here.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
b) Proofread:
● check content
● check grammar
c) Practice saying it aloud several times.
SHARING
Share with your mates and teacher. Remember you’ll have to talk for 2 minutes.
LANGUAGE PRACTICE
You will find some grammar exercises in our Moodle classroom.
31
LESSON 4
● Use phrases to buy or offer products
● Describe products and places in the city
● Be able to ask for permission/information
WARM UP
a) Do you like going shopping? Where do you usually go shopping? What do you
usually buy there? (Think about 4 objects)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

In previous lessons, when talking about your routine, you probably mentioned specific
places in town such as your workplace, or where you develop your hobbies (the gym,
guitar lessons, a salsa studio, etc).
BEFORE LISTENING
You are going to listen to a
conversation1. Look at the
picture and answer these
questions:
a) What places in town
might be mentioned?
_________________________
_________________________
b) Now think about the

products you can buy in each of those places. Write down notes and share
them with the class.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
1
Source: https://learnenglish.britishcouncil.org/skills/listening/beginner-a1/shopping-for-clothes
32
LISTEN FOR GENERAL UNDERSTANDING

a) Now you are going to listen to some short dialogues. Where do you think the
people are?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
b) Listen again and tick the topics they mention:

● Somebody is looking for the changing rooms
● Somebody wants a red jumper
● Somebody wants to pay in cash
● Somebody offers a bag
LISTEN FOR SPECIFIC INFORMATION

a) Listen again and complete the dialogue between a shop assistant and a
customer.
1.
Shop assistant: Hello, ___________I help you?
Customer: I’m _______looking, thanks.
C: Excuse me?
SA: Yes?
C: Where are the _________ ________?
SA: They’re over there. ________ you.
C: Thank you.
2.
Customer: Hi. Excuse me again. Do you have this ______ in black?
Shop Assistant: Yes, just a moment. What size do you _______?
C: Extra small, please.
SA: Here you are.
3.
Customer: How much is this?
Shop assistant: it is 29 pounds.
C: _______I pay by credit card?
SA: Yes, you can. Of course.
4.
Shop assistant: ________you_____a bag for that?
Customer: yes, please.
33
RETHINKING LANGUAGE I
In this lesson we are going to learn how to buy or offer products. We will find lots of
new words and phrases related to this language. Let’s have a look at the following
phrases taken from the previous conversation between a customer and a shop
assistant.
Can I help you?

Can I pay by credit card?
What size do you need?
Would you like a bag for that?
MODALS
WOULD We use would + like for Would you like a bag for that?
offers. It’s very useful for different
situations.
CAN is one of the most commonly used Can I help you?

modal verbs in English. It can be used to
express ability or opportunity, to request
or offer permission and to show
possibility or impossibility.
NEED is a semi modal verb because in What size do you need?

some ways it is like a modal verb and in you don’t need to buy more shoes.
others it is the main verb. We use need
mostly in the negative form to indicate
there is no obligation or necessity to do
something.
Provide more example using need, can and would

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
In order to check you have completely understood this topic, let’s complete the
following exercise.
Complete the sentences using CAN- WOULD-NEED
● He ___________ to buy a new pair of shoes.

● I ________ like to buy something nice for her.
● I ______ go with you if I could.
● ________I borrow your pen, please?
● You ___________pay now. You can start next month.
● You________ use this computer. It is out of work.
34
QUICK CHECK
Work in pairs: Use the following prompts to start a conversation with your
classmate and role play.
● You go to the greengrocer’s. Buy some fruits and vegetables.

● Your friend gave you a sweater for your birthday, but it is a bit small. Go to the
shop and change it for a bigger one.
● You go to the cinema with some friends. Buy the tickets. Then, go to the snacks
stand and buy something to eat and drink.
● You need a new cell phone. Go to the tech shop and buy a new one.
Remember to check it has everything you need!

BEFORE READING
Picture and text taken from https://www.legoland.co.uk/explore/theme-park/rides-attractions/miniland/
a) Look at the picture and explain:

1. Where can you find it?
________________________________________
2. Who is more likely to go there? _________________________________
3. What is its purpose?__________________________________________
b) You are going to read a text taken from www.legoland.co.uk. Before you read it
in detail, give it a look and try to guess what it is going to be about. Choose from
the following list, the information you believe will be included in the text:
35
□ A description of the place

□ A piece of news of a crime committed in the place
□ A person’s experience visiting the place
□ How to get to the place
□ Opening hours and prices
READING FOR GENERAL INFORMATION

A. Now read the text and check your previous answers.
MINILAND
Imagine you’re a tourist and it’s your first time in London. You’re interested in
all the famous places like Trafalgar Square, Tower Bridge and Covent Garden
market. But you have only got one day to visit the city.
There’s an answer. Visit Miniland! It isn’t in the middle of London. It is in the
Legoland park in Windsor. There’s only half an hour by train from London Paddington
Station and it’s open March to November from 10 am.
Miniland has got some nice buildings from Edinburgh, Amsterdam and Paris,
but there are hundreds of interesting places from London! There are pretty parks like
St. James Park or shops like Hamleys. All of these places are very small and they’re
all Lego bricks.
There are about 40 million bricks in Miniland. One building has got 200.000
bricks - that is the Canary Wharf office building.
Visit the places in Miniland and take photos of ‘London’ for your family. It’s not
real London, but relax - you're a good tourist!
b) In groups, discuss possible titles for each paragraph:
Example A: Famous places in London.

A:__________________________________
B:__________________________________
C: _________________________________
D:__________________________________
E:__________________________________
a) Read it again and write true or false:
a. Miniland is 30 minutes by train from London to Windsor. _____

b. Legoland is open all year. _____
c. There's a shop in Miniland called Hamley´s. _____
d. The buildings in Miniland are very big. _____
e. Miniland has got millions of bricks. _____
f. Tower Bridge in Miniland has got 200,000 bricks. _____
36
b) Rewrite the previous sentences to make them true.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
RETHINKING LANGUAGE
You have read about Minland now we will see what Miniland looks like to describe it for
a friend who would like to go in the future.
a) Watch the following video and identify the places of a city you can see on the
video.
Source: https://youtu.be/khqY6n0XgOU
b) Can you see any of the things mentioned in the Miniland text? Which ones?
_______________________________________________________________
_______________________________________________________________
37
c) Look at the following picture2. Can you describe what happens if you go to
Legoland?
Source: https://www.legoland.co.uk/explore/theme-park/rides-attractions/
Complete the following ideas:

If you go to Legoland, you _______________________________________
If we visit the Flight of the Sky Lion Attraction, we ______________________
If you love water rides, ___________________________________________
You can use the following information to write your sentences:
CONDITIONAL SENTENCES TYPE 0

If + Present Simple + Clause with Present Simple
It refers to things that happen every time, real facts. For example:
If you go to Legoland, there's something for the whole family.
CONDITIONAL SENTENCES TYPE 1

If+ Present Simple or Present continuous + Clause with Future Will
It refers to a possible condition and its probable result. It can be used to express plans.
For example: If the weather is fine, we will go to Legoland.
2
Source https://www.legoland.co.uk/explore/theme-park/rides-attractions/
38
QUICK CHECK
a) Write 4 sentences using conditional type 0 and 1 to help your friend decide if
he/she/they should go there.
Example : If you go to Legoland, you will have fun.
1. ………………………………………………………………………………….
2. ………………………………………………………………………………….
3. …………………………………………………………………………………
4. ………………………………………………………………………………….
b) Imagine you are in the park. Write a short description of it for a friend who would like
to go in the future.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
LANGUAGE PRACTICE
Complete the online activities in our Moodle Classroom
SHARING WITH OTHERS

FINAL PRODUCTION
Throughout this unit you have been dealing with routines, places you go in your town,
activities you do and who you do them with, etc.
For this final task, you’ll have to create an instagram post about your daily life, to share
with your partners.
The post should include a short video and about 4 pictures with their descriptions:
● A short video introducing yourself

● And pictures of:
- your town or neighbourhood
- your job or hobbies and describe when and where you do it
- places you frequently go and what you do there (shops, gym, etc). Include a
short description of it for a friend who would like to go in the future.
39
Remember that for every production, it is important to follow a few basic steps:
1. Read carefully the instruction and make sure you understand the
objectives
2. Start writing down the first ideas that come to your mind
3. Organise those ideas to meet the objectives of the task. Remember to
use graphic organisers as a guide.
4. Make a draft
5. Check your first attempt yourself and with a partner
6. Make any necessary changes.
7. Create your final copy or version of the production
8. Finally, share it.
Design online tools:
For this task, we recommend you use the following web: https://www.canva.com/
because it is free, and it offers many free templates to create your own Instagram
posts. There is also a free app for your mobile phone.
You can work on your project and once it is finished, you can download it and then
hand it in through the campus
You’ll find some useful tutorials on campus / Here is a useful tutorial:
a. https://www.youtube.com/watch?v=qCmNgfvq264&t=90s
b. https://www.youtube.com/watch?v=AlrC-XaKwew
CULTURE BITS: University students’ routines

1. Analyse how your routine has changed since you started University. Think
about two or three examples.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
2. Do you think it happens to students around the world? Why? Why not?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
BEFORE READING
Analyse the paratext to answer these questions:

A. Where is this text taken from? _______________________________________
B. Who is the writer? Where is he/she from? ______________________________
40
C. Where is his/her university located? Analyse the source. __________________

D. What kind of text is it? _____________________________________________
E. What topics are going to be developed in the text? What’s the relation between
the title and the pictures? ___________________________________________
_______________________________________________________________

a) Read the text quickly to check your previous answer. Were you right?
b) Did you find any coincidences with your university routine? Discuss it with your
partners
c) Now give the text another look and try to identify in which parts, the following
information is mentioned:
a. Activities she does at the weekend _____
b. The time students spend studying _____
c. The career she is studying _____
d. Her cooking habits _____
e. People’s ideas about a university student’s routine _____
PART 1
There are many misconceptions about university.
Some of you might think that uni students have lots

of free time as we only have 8-10 hours of
lecture/seminar time and the rest of the time it looks
as though we just watch Netflix.
Others might think that due to the level of study, all

we do is sit in the library 24/7 revising or working on
our assignments.
41
Guess what – neither of those are correct. It’s true we have a lot of ‘free time’ due
to the low amount of contact time but if you’re clever you use that time to work on
your assignments so you can relax in the evenings/weekends.
(...)
PART 2
Of course, your degree should be one of the most important parts of your life,
however, it is important to have fun too. I find that going to the gym helps me to
relax after a long day at uni. Being a member of SportBU means I can go to my
fitness classes as soon as I finish at the library and there is no excuse as the
gym and library are just a few meters away from each other.
Saturdays are my food shopping days. Having my car at uni is useful as I can go
on a massive food shopping trip with my housemates without worrying about
carrying everything back. We normally get carried away with our shopping and
buy way too much.
Sundays are my food prep days. I normally try to plan my lunch and dinners for
the coming week and cook dinners for at least four days.(..)
PART 3
There is always something happening in Bournemouth too. I am always keen to

try new things and go to different events in the local area. I guess it also links
😉
with my Events Management degree – I put going to events and having fun as
part of my research
Source: Extract taken from

https://microsites.bournemouth.ac.uk/student-blog/2017/03/07/my-uni-routine/

Read the text again find information to complete this summary:
Agatha writes about her experience as a student at ____________ University. She
says that students have ______ hours of seminars or lectures. So they _________a lot
of free time but they should use it to work on their assignments. To relax after a long
day, she ___________________________________________________________
She lives with other students and as she has a car, they
_________________________ on Saturday. On Sunday, she __________________
She likes ________________________________ in Bournemouth.
42
FINAL THOUGHTS
Think about your classmates’ routines and your university characteristics and discuss
these questions in groups.
● Do you have a lot of free time as university students? How many hours of
seminars or lectures do you have?
● What are the differences as regards accommodation facilities between
Bournemouth and UNPAZ?
● How’s your routine different from Agatha’s daily life?
43
Unit 2: EXPERIENCES IN THE

NEIGHBOURHOOD
Lesson 1
LEARNING OBJECTIVES:
● Compare types of houses in Argentina and the UK.
● Talk about living experiences with neighbours.
● Describe common conflicts in neighbourhoods and offer advice
Warm Up
● Look at the pictures. Are any of these places similar to the one you live in?
(Sources: https://amba.com.ar/cual-es-la-situacion-del-amba/,
https://www.uber.com/es-AR/blog/barrios-de-la-ciudad-de-buenos-aires/,
http://www.viviendasnewhouse.com.ar/viviendas-casas-countries.htm,
http://revista.fhycs.unju.edu.ar/revistacuadernos/index.php/cuadernos/article/view/239/340,
https://www.greengroup.com.ar/detalle.php?a=viviendas-ypf---barrio-31&t=4&d=267,
https://chequeado.com/el-explicador/urbanizacion-de-barrios-populares-una-deuda-que-trasciende-a-los-gobiernos-nacionales)
44
● Discuss the questions with a partner:
a) Where do you live? Do you live in a house or a flat? Do you live on your own or
with your family? What is your home like? Take down notes here: _______
_______________________________________________________________
_____________________________________________________________
b) What type of houses do you know in your country? Write down some examples:
_____________________________________________________
______________________________________________________________
c) Do you think houses are different in other parts of the world? Write down any
other types of houses you know: ___________________________________
______________________________________________________________

BEFORE READING
a) Think about the source: the previous text is taken from an encyclopaedia / a
personal blog / an official web page / a writers’ web page
b) Is there a picture? Why is the title written in capital letters?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………
c) How is the image related to the title?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………
d) What is the purpose of the text?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………
e) Identify all the paratextual elements and write them down. Then, discuss: how do
they help transmit the information?
……………………………………………………………………………………………………
………………………………………………………………………………………………
45
[Part 1]
Recently, my parents downsized their home to a smaller house.
While on vacation in South Dakota (yeah, I vacation in South Dakota), I got to see it for the
first time.
During our stay, I was surprised at how often my mother commented that “they just love
their smaller house.” I wasn’t so much surprised that she felt that way about living small (I
am a minimalist after all), but I was surprised at the frequency. It was a comment that she
repeated over and over again during our one-week stay.
Toward the end of the week, I sat down with my mom and asked her to list all of the
reasons why she is experiencing more happiness in her smaller house. And this post is the
result.
[Part 2]
Some people decide to start living small once they find that there are many advantages to
downsizing. A smaller home means smaller bills and a smaller set of responsibilities.
People buy larger homes for a number of reasons:
● They “outgrow” their smaller home.
● They receive a promotion and raise at work.
● They are convinced by a realtor that they can afford it.
● They hope to impress others.
● They think a large home is the home of their dreams.
Another reason people keep buying bigger and bigger homes is that nobody tells them not
to.
The mantra of the culture again comes calling, “buy as much and as big as possible.” They
believe the lie and choose to buy a large home only because that’s “what you are
46
supposed to do” when you start making money… you buy nice big stuff.
Nobody ever tells them not to. Nobody gives them permission to pursue smaller, rather
than larger. Nobody gives them the reasons they may actually be happier if they downsize
their home.
Here are 12 reasons why you may be happier if you downsized and bought a smaller
house:
1. Smaller homes are easier to maintain.
2. You spend less time decluttering.
3. Smaller homes are less expensive.
4. Living small means you go into less debt and less risk.
5. Owning a smaller house is mentally freeing.
6. Smaller homes have a smaller environmental impact.
7. You free up more time.
8. Smaller homes encourage family bonding.
9. Downsizing your home forces you to remove baggage.
10. Smaller homes lessen the temptation to accumulate.
11. You’re less obligated to decorate.
12. Smaller homes are in a wider market to sell.
[Part 3]
Downsizing your home and living small is a very personal decision that weighs in a large
number of factors that can’t possibly be summed up in one 800-word post.
This post was not written to address each of them nor was it written as a “how to
downsize your home” article.
Only you know all the variables that come into play when making your decision.
I just think you’ll be happier if you buy smaller—rather than the other way around.
Useful Resources:
The Essential Declutter Your Home Checklist
Source: text modified for instructional purpose.

https://www.becomingminimalist.com/12-reasons-why-youll-be-happier-in-a-smaller-home/
GETTING THE MAIN INFORMATION

a) Read the text and check your answers.
b) Read the text with your partner and answer the questions.
47
1. Why was he surprised at his mother's comment?

…………………………………………………………………………………
…………………………………………………………………………………
2. Which are some of the positive aspects of living small? List them.
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
3. What does the author suggest when he says that “living small is a very
personal decision”?
………………………………………………………………………….
…………………………………………………………………………
4. What is the author’s final opinion?
……………………………………………………………………………….
………………………………………………………………………………

A) What is the meaning of downsizing?
……………………………………………………………………………………
………………………………………………………………………………..
B) What is to be a minimalist?
……………………………………………………………………………….
………………………………………………………………………………
C) Complete the sentences
a. __________ homes are easier to maintain
b. You spend ______ time decluttering
c. Smaller homes are less __________
d. Living small means you go into _______ debt and ______risk
RETHINKING LANGUAGE
a) Now, you are going to read the text again and find examples of comparative sentences.
……………………………………………………………………………………….
………………………………………………………………………………………
b) Look at the following example
“ Smaller homes are less expensive”
“Smaller homes have a smaller environmental impact”
c) What do the highlighted words mean?
………………………………………………………………………………
………………………………………………………………………………
48
d) Analyze the chart: Comparative adjectives.
We use comparative adjectives to compare two people or things.
short adjectives Small + er : Smaller than ….
long adjectives more + expensive : more expensive than

….
Less expensive than ….
irregular adjectives
good better
bad worse + than
far further
We already know that an adjective or adverb can be used to create comparative

expressions either by adding the suffix ‘-er’ or by preceding that word with ‘more’.
But if we want to form opposite constructions, we can use the following phrases:
i) Use the expression ‘not as X as’:
Small houses are not as expensive as big houses
ii) Use the word “less X than”

Small houses are less expensive than big houses
iii) Comparative expressions can also be strengthened or emphasised by words

such as ‘a lot’, ‘even’, ‘far’, ‘much’ and ‘rather’:
Smaller houses are a lot more convenient.
This house is even smaller than our previous house
iv) Comparative expressions can also be strengthened or emphasised by ‘than

ever’
Small houses make us happier than ever.
QUICK CHECK
Look at these two houses from different parts of Argentina, compare them using
the adjectives below the pictures.
The first cottage house is in San Carlos de Bariloche and the second house is in a
valley in Jujuy.
49
source source
https://www.jamesedition.com/real_estate/bariloche-argentina/arunco https://www.intentional-collective.com/travel-itinerary-northe
-house-in-llao-llao-villa-golf-11176910
rn-argentina/
BIG - EXPENSIVE - COMFORTABLE - COSY - HUGE - SMALL - HOMELY
1. …………………………………………………………………………………………..
2. …………………………………………………………………………………………..
3. ………………………………………………………………………………………….
4. ………………………………………………………………………………………….
5. ………………………………………………………………………………………….
6. ………………………………………………………………………………………….
7. ………………………………………………………………………………………….
TIP: REMEMBER TO USE MORE WHEN THERE IS A LONG ADJECTIVE AND

NEVER FORGET THE WORD “THAN” TO MAKE THE COMPARISON.

a) Think about your personal experience with your neighbours and tick the
sentences you feel are true to you:
● They organise a lot of parties

● I have a great relationship with my neighbours
● They are often noisy
● Some of my neighbours play musical instruments
● There are many pets in my neighbourhood
● People are sometimes loud when they argue
50
Source: https://www.youtube.com/watch?v=JVt5iGmQJto
BEFORE LISTENING
b) You are going to listen to part of a news programme about having problems with
neighbours. There are different sections in this audio. Read about them in
groups and write the order in which you think they will appear in the listening:
__ People’s experiences
__ Examples of the problem
__ Analysis of the problems and what to do about them
__ The presenter introduces an expert
__ The presenter introduces the topic
LISTENING FOR GENERAL UNDERSTANDING

a) Listen to this part of a news programme and check if the order you chose in the
previous activity was correct.
b) Listen again and put the following parts of the audio in the order they appear.
__ “Dom thank you very much indeed. And I know you yourself have a parrot for
a pet but you keep it very well behaved, don’t you?” (Farewell)
51
__ “Loud voices and arguing is what’s top of the list of annoyances. 41% of
people have problems with it. 29% were disturbed by music and stereos being
turned up too loud. And slammed doors drove 27% of people up the wall”
(Common problems)
__ “There’s an awful lot of things that can upset neighbours you know…you’ve
got things like trees and boundaries and pets and parking and rubble. You
know, there’s lots of things as well as noise but the majority of it is noise”
(Examples of reasons for conflicts)

a) Pay attention to the people’s comments (minutes 1.07 - 1.28) They talk about
their experiences and some give advice on what to do about problems with your
neighbours. Complete the statements with the following words or phrases:
That’s the way it should be - Don’t care - You never know - Was letting
Speaker 1: “Immature neighbours _______________ for anybody else but

themselves”
Speaker 2: “One neighbour _______________ her child run up and down the
flat above me for nine hours at a time”
Speaker 3: “We talked. It was a promise. _______________ . You don’t want

enemies, I don’t want enemies in life. I want friends. _______________ when
you’re gonna need your neighbours”
b) Listen to the news programme section (minutes 1.28 - 3.35) one more time to
decide if the expert makes the following recommendations or not. Put a tick or a
cross where it corresponds.
1. You can knock on your neighbour’s door _____

2. You can call the police _____
3. You can contact the council _____
4. You can complain to the local ombudsman _____
5. You can write down dates, times, what the noise is and film it. _____
RETHINKING LANGUAGE II
TALKING ABOUT REALISTIC SITUATIONS IN THE PRESENT OR FUTURE
We use the first conditional to talk about a realistic situation in the present or future. In
this case, besides describing a realistic situation, Dom is giving advice on what to do if you
52
have these problems with your neighbours. So, use Dom’s advice to complete the
structure of the first conditional in each sentence:
IMPERATIVE FORM
SHOULD/MUST/ + VERB
CAN + VERB
WILL + VERB
a) If things get bad, knock on their a) IF + present simple clause,+

door and explain the situation. ________________________
b) If the problem persists, you should b) IF + present simple clause,+
start writing everything, dates, ________________________
times, what noise it is, and actually c) IF + present simple clause,+
film it on your phone. ________________________
c) If things get out of control, you will d) IF + present simple clause,+
have to declare that when you sell ________________________
the house.
d) If you are not satisfied with what the
council does, you can complain to
the local area ombudsman.
TALKING ABOUT IMAGINARY SITUATIONS AND GIVING ADVICE
Let’s go back to the previous situations and imagine what you would do in their place:
what advice would you give them?
a) PROBLEM: My immature neighbours don’t care for anybody else, just for
themselves. They keep music and stereos too loud.
IF I HAD THAT PROBLEM, I PROBABLY WOULD___________________________
___________________________________________________________________
b) PROBLEM: My neighbour lets her child run up and down the flat above me for
nine hours every day.
IF I WERE YOU, I WOULD _____________________________________________
___________________________________________________________________
Use the second conditional to talk about imaginary situations which are unlikely to
happen in the present or future. You can use the second conditional to give advice too.
IF + PAST SIMPLE CLAUSE, SUBJECT + WOULD/COULD + VERB
SUBJECT + WOULD/COULD + VERB + IF + PAST SIMPLE CLAUSE
QUICK CHECK
Work in pairs to talk about your relationship with your neighbours. Choose the first or
second conditional to tell your partner what to do or give him/her advice.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
53
SHARING WITH OTHERS

In this section you are going to focus on helping a friend who has been having many
problems with her/his neighbours. Read her/his whatsapp messages and prepare an
audio response with some advice. You only have to answer about two of the
problematic situations. Remember you are not in her/his situation so you will have to
imagine what you would do if you were.
“Hi there! S.O.S I need your help! You know I recently moved to a new
building…well….it hasn’t been great! 😖 …I really need your advice. Check this
list! I’m going bananas!🙈🍌
- Sandra in 1B always leaves the lift’s door on hold
- The cute guy in 3C listens to loud heavy metal
- Crazy dude in 4B has 7 cats and the hall smells awful!
- The kids in the flat above mine are always running and shouting
- The old lady next door’s TV is always terribly loud
- The woman in 2A is always taking up part of my parking space
- The family in front of me never takes the garbage when they have to
- …and the worst: CRIMINAL BEHAVIOUR! Somebody stole my umbrella!
What would you do? Please, please HELP ME! 🙏 ”
a) To prepare your answer you will first need to choose the problems you want to
help her/him with. For that purpose, write down the first ideas that come to your
mind. What can she/he do?
PROBLEM 1
You can…_______________________________________________________
_______________________________________________________________
_______________________________________________________________
PROBLEM 2
You can…_______________________________________________________
_______________________________________________________________
_______________________________________________________________
b) Now think about the language you will have to use in the voice message. Say
what you would do in your friend’s situation and suggest how to act about the
problem. Go over the “Rethinking language” section and write two sentences
about each of the problems.
PROBLEM 1
If I were you I___________________________________________________
So I think you___________________________________________________
54
PROBLEM 2
If I were you I___________________________________________________
So I think you___________________________________________________
c) Now include a greeting and a farewell and write down a draft script.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________
d) Practice reading it in pairs and provide each other feedback. Pay attention to
the following:
- Objective: Is the message clear?
- Language: Are there any errors?
- Punctuation: It will help with the rhythm of the message
e) Finally record your voice message and send it to the group or play it in class.
LANGUAGE PRACTICE
Complete the online activities in our Moodle classroom.
LESSON 2: PAST EXPERIENCES

By the end of this lesson, you will be able to:
● Read a short story and talk about your memories
● Describe your last holidays
● Help your audience follow your story by using time expressions and sequence
connectors to organise your speech.
Warm Up
Whenever we go on holidays, we experience different adventures, stories and
memories. We will share our past memories together.
55
a) What memories come to your mind? Where did you go? What did you do there?
Write down notes and share them with the class.
_______________________________________________________________
_____________________________________________________________
a) What objects do you always take before you leave home?
_______________________________________________________________
_____________________________________________________________
b) What was the last thing you did when you left your house today?
_______________________________________________________________
_____________________________________________________________
c) In groups decide what you would do if you left your ID in a bus:
_______________________________________________________________
_____________________________________________________________
BEFORE READING
Now, look at the picture, the title and answer the following questions:
1. Who is the writer? _________________________________________
2. What type of text is it? ______________________________________
3. Where can you find this text?
________________________________________________________
4. What do you think the text is about? ___________________________
________________________________________________________
a) Read the story sent by a reader to an online magazine and check your previous
answer. Were you right?
b) Now say in which paragraph he mentions the following:
1. What his problem was ___

2. Where the anecdote took place ___
3. How he felt about it ___
4. What he did to solve it ___
56
PASSPORT, TICKETS, MONEY, PHONE.
By Stuart, from Exeter, UK.

A
Last year, I went on holiday to the Alps with a group of friends. First, we climbed a
mountain – well, it wasn´t really a climb, but it was a long walk – and it took about
two hours to get to the top. When we got there, we had lunch. The view was
amazing - we could see in the distance. We took photos and just sat in the sun for
a while.
B
Then, we went down again, and when we got back to the car, I wanted to take
another photo, but I couldn't find my phone – it wasn't in my bag. I thought “Oh
no! it's probably at the top of the mountain, where we had lunch.” Some minutes
later, I decided the only thing to do was to go back up the mountain to get it,
because I didn't want to leave my phone up there. My friends said “OK, but you
can't go on your own”, so finally, we all went up again, which was another two
hours.
C
When we got to the top, we spent about half an hour looking for the phone, but
we couldn't find it anywhere. Later, it started to get colder – it was now late
afternoon- so I took my jacket out of my bag, and … my phone was in my jacket
pocket!
D
I felt terrible, and really stupid! My friends were very nice about it, but they never
let me forget it!

a) Read the story again. Correct the bold information and rewrite it below.
1. Stuart went to the Alps with his family.

Stuart went to the Alps with his friends.
3
Adapted text from English File PI 2018
57
2. One day, they went cycling.

________________________________________________________
3. It took three hours to get to the top of the mountain.
________________________________________________________
4. They had a snack at the top of the mountain.
________________________________________________________
5. The view wasn’t very good.
________________________________________________________
6. Stuart wanted to take another photo, but he couldn’t find his camera.
________________________________________________________
7. He went back up the mountain with one of his friends.
________________________________________________________
8. They spent an hour looking for the phone.
________________________________________________________
9. It started to get warmer.
________________________________________________________
10. He found his phone in his bag.
________________________________________________________
11. His friends were angry about it.
________________________________________________________
b) Read the following sentences of a summary of Stuart’s text and put them in
order.
___ It was an amazing view.
___ Last year, I went to the top of a mountain in the Alps with a group of
friends.
___ I wanted to get it back and for that I had to go back up.
___ I felt terrible and although my friends were nice about it, they never let me
forget it!”
___ We reached the top and looked everywhere but we couldn’t find it.
___ Luckily my friends went with me.
___ After some time it got colder so I decided to take my jacket and to my
surprise, the phone was in its pocket!
58
___ Unfortunately, when I came down I noticed my phone was missing!
RETHINKING LANGUAGE
a) Whenever we think of HOLIDAYS, we use verbs and nouns related to places to

describe our best memories. Look at the following examples taken from the text
I went on holidays to the Alps
It took about two hours to get to the top.
We took photos and just sat in the sun for a while.
I didn't want to leave my phone up there
SIMPLE PAST We use the Simple Past with finished actions,states or habits
at a moment before now.
TYPES OF VERBS In the simple past, there are two types of verbs: regular and
irregular verbs in the positive form. The first ones end in ed
and the second ones change.
Example
Climb: REGULAR VERB climbed
Take: IRREGULAR VERB took
NEGATIVE FORM The negative form of the simple past tense is formed with
the auxiliary DID NOT ( DIDN’T)
When a sentence is written in negative we must use this
auxiliary + the verb in the infinitive form
Example
I didn't want to leave my phone up there
INTERROGATIVE FORM To make questions in the Simple Past form

we must use the auxiliary DID if we are
referring to action verbs.
Did+ subject+ infinitive verb
Example
Did you take photos?
Yes, I did.
59
TIP: WHEN THERE IS A QUESTION OR A NEGATIVE FORM SENTENCE THE

VERBS ARE WRITTEN IN THE INFINITIVE FORM AND YOU MUST INCLUDE DID
OR DIDN’T IN BOTH CASES.
b) In the next activity there are HOLIDAY PHRASES. Can you put the verbs in the
correct place to form a holiday phrase?
BOOK - BUY – HAVE HIRE - RENT - SPEND – STAY – SUNBATHE - TAKE
1. ____________ in a hotel/at a campsite/with friends

2. _____________ photos
3. ______________ on the beach
4. _______________ souvenirs.
5. _______________ on the beach
6. _______________ a good time
7. _______________ money (or time)
8. _______________ an apartment.
9. _______________ a bicycle
10. _______________ a flight online/or a hotel/hostel
c) When writing a text in the past besides considering the correct use of the verbs, we
need TIME EXPRESSIONS and SEQUENCE CONNECTOR to link ideas. Have a
look at the following examples. The SEQUENCE CONNECTORS are the words in the
English language that are used to connect views, ideas from one sentence to
another sentence and are used to provide paragraph attachment.
TIME EXPRESSIONS
IN (1991) IN THE PAST

THE DAY BEFORE YESTERDAY LAST WEEK
YESTERDAY LAST MONTH
WHEN I WAS BORN LAST NIGHT
(ONE) WEEK AGO YESTERDAY EVENING
SEQUENCE CONNECTORS
Go back to the text and find examples of sequence connectors to complete this chart:
TO START OFF - FIRST OF ALL - __________

NEXT - AFTER THAT - __________ - __________
AT LAST - AT THE END - ______________
60
Examples:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………
QUICK CHECK
a) Read the next sentences taken from the article and complete with the correct
verb in the Simple Past form.
● I________ on holiday to the Alps with a group of friends
● It ______ a long walk
● we _____back to the car,
● I ________the only thing to do was to go back up the mountain
● I ______________leave my phone up there.
not want to- go- be- decide-get
b) When the sentences are complete you have to put them in the correct sequence
according to the text in the previous exercise. You have to use the sequence
connectors. Share your production with your classmates.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
LANGUAGE PRACTICE
You will find some online activities on https://campusvirtual.unpaz.edu.ar/ to keep

practising.
SHARING WITH OTHERS

In this section you will have to get creative! You’ll need to get in the mind of a writer to
change the ending of the story from the section Learning from others.
61
Follow these instructions:

Re-read the story "PASSPORT, TICKET, MONEY, PHONE". You will have to change
paragraphs C and B to give the story another ending.
When you finish, send your production through the Campus.
Writing is a process, so let’s stop to think about it:
a) You’ll need to read the story again and identify the vocabulary connected to it.
What words do you think are more related to the story?
JOBS - DAILY ROUTINES - HOLIDAYS - CELEBRATIONS - TOURISM

b) Then you’ll have to decide if you want to continue that way or give a twist to
your ending and turn it into a mystery, romance, suspense or any other type of
story.
So, decide what you are going to do and write some useful vocabulary for that
purpose: ______________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
___________________________________________________________
c) Now pay attention to language. It is important to look at the tenses in the story.
In this case, it is told in the past. So, before you start writing, review the
Rethinking language section and pay attention to:
- Tenses and the coherence with the subject
- Time expressions
- Connectors
d) You are ready to begin your draft. Organise your ideas first. You can follow a
logical or chronological order.
Think about some possible endings and try to identify a sequence of events
leading to that.
Write about 5 sentences following those ideas:
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
e) Now add the following to the previous sentences:

- Connectors
- Descriptions using adjectives
- Time and place references
_______________________________________________________________
62
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
f) It’s time for checking! You’ll need to proofread your production:

- Vocabulary
- Grammar
- Spelling
- Punctuation
- General understanding - Coherence
Then share your production with your classmates for feedback.
g) Finally, share your final copy!
LESSON 3
By the end of this lesson you will be able to:
● Talk about your memories/life experiences and how you felt at that time
● Read a story and identify the atmosphere and imagery
● Create an atmosphere in your own story.
Warm Up
These events happened some time ago. Can you match the event with the picture?
1- President Fernandez announces lockdown.
2- Maradona dies.
3- Argentina wins Copa América

63
Do you remember these events? Can you remember what you were doing when they
happened? What were your feelings when you heard the news?
SHARE YOUR IDEAS WITH THE CLASS: Write down the feelings that are mentioned.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Source https://myneighbourhoodpablonogues.blogspot.com/
BEFORE READING
a) Look at the picture and think about the source: Where is the text taken from? What
type of information are you going to find in this kind of place/source?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
64
b) Is there a picture within this article? How is it related to the title?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
c) Analyse the paratextual elements and discuss with your classmates: What is this
text going to be about? Write down all the possible topics than come to your mind
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Hi! My name is Natali, I was born in the Province of Buenos Aires and I grew up in Ingeniero Pablo
Nogues Neighbourhood. Now, it is like a medium size city but at that time, I’d say that the train
station was the only place that was clearly known by everybody.
In the past when I was about twelve, this place used to be quiet. It seemed to be part of a movie
from very old times. I can remember going around with my friends riding our bikes until late night
and nothing would happen.
But one particular evening, when the autumn was beginning and the brown leaves were flying
over the air, my friends and I noticed something peculiar about the old house at the end of the
street.The air became dark and it smelled like a big bonfire had been started.
It was known by everybody that nobody could go over there, not even stand near the gate of the
house because it was said that the old man that lived there could get you in and never let you go.
My mum used to say that he was as old as the neighbourhood itself. This very old man lived alone,
some people said that he used to have a family but to tell you the truth I never met them.
Later that evening I remember that a noise came out of the house, but it was an extremely loud
noise, like a train horn. We wanted to see what was happening but as we got closer a cold feeling
came throughout our bodies. It seemed as if that part of the block got more and more obscure,
the trees became taller and the street smaller.
65
At last we got very near the house, I had never had the opportunity to look at it so closely. It was a
nice house, it seemed to be an old cottage, brown like the wood, the windows were really big and
the surroundings looked very isolated, like they were abandoned for ages.
We saw the man standing, cutting some wood, the sound continued louder and louder but he
didn't even notice it.
We were almost deaf by the sound, it was horrible, and how could this man not hear it? Which
was the problem with him?
Next, when we turned around to see, there was fire all over the house, it was getting on fire so fast
that we couldn't react. It was the fire alarm, getting louder and louder.
Everybody started to get out of their houses and one of my grown up neighbours got into the
house and rescued this old man. He could have never heard the fire alarm because he was deaf, he
could see us from a distance but couldn't understand why everybody was there. He was so focused
on cutting wood that never realised that he had left the oven on and the kitchen was on fire.
Luckily nobody got hurt, and we could understand why this old man was so solitary and never
spoke to anybody.
One anecdote of many that I keep in my mind and my heart.
note: no pictures were taken since at that time children didn't have mobile phones or cameras but
I posted a photo of the train station of Pablo Nogues.
Source https://myneighbourhoodpablonogues.blogspot.com/

a) Read the text to check your previous answer. Were you right about the main
topic? Would you add any other topics?
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………
b) Where did this story happen?
………………………………………………………………………..
……………………………………………………………………….
c) How were the evenings described?
………………………………………………………………….
………………………………………………………………….
d) Why does the author mention that she doesn’t have an original picture of the
place?
66
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

Let’s focus on these two concepts: IMAGERY and ATMOSPHERE to analyse specific
information from the text
IMAGERY ATMOSPHERE
It is a literary device that refers to the use Atmosphere in literature is the feeling,
of figurative language to evoke a sensory emotion, or mood that an author creates in
experience or create a picture with words a narrative through descriptive language.
for a reader. Example
Examples I was sick—sick unto death with that long
agony; and when they at length unbound
The autumn leaves are a blanket on the me, and I was permitted to sit, I felt that my
ground senses were leaving me. The sentence—the
dread sentence of death—was the last of
Her lips tasted as sweet as sugar. distinct accentuation which reached my
ears.
Source
https://literarydevices.com/atmosphere/#:~:text=Atmosphere%20in%20literature%20is%20the,a%20narrative%20through%20desc
riptive%20language.
Now, let’s go back to the text and focus on that kind of descriptions:
a) How were the evenings described when she was a kid?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
b) Read the following extracts and answer the questions:

● What feeling is mentioned in it? What metaphor does the author use to describe
it?
“We wanted to see what was happening but as we got closer a cold feeling came
throughout our bodies”
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
● What kind of imagery is it? visual-olfactory- auditory- tactile- gustatory
“But one particular evening, when the autumn was beginning and the brown leaves
flew over the air, my friends and I noticed something peculiar about the old house at
the end of the street.The air became dark , it smelled like a big bonfire had been
started. ”
67
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
● What words or phrases does the writer use to describe the atmosphere?
Later that evening I remember that a noise came out of the house, but it was an
extremely loud noise, like a train horn. We wanted to see what was happening but as
we got closer a cold feeling came throughout our bodies. It seemed as if that part of the
block got more and more obscure, the trees became taller and the street smaller.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
c) Which of these two concepts IMAGERY and ATMOSPHERE do you find more
interesting when reading a text? Why?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
RETHINKING LANGUAGE
In the last few lessons we have been working with different types of texts. In this
lesson in particular, we analysed personal anecdotes and experiences.
Among narrative texts we can find Fiction and Nonfiction.
Fiction is made up, you need to use your imagination when you are writing it. Types of
fiction include plays, stories and poems.
There are many different types of Nonfiction writing, such as newspapers, adverts,
brochures, reference books and biographies. A nonfiction book is about facts. You
can't just make it up.
● What type of text is the one we read in the previous section? Why? ________
______________________________________________________________
In narratives, we normally find Narrative Tenses. These are verbs we use to talk
about the past: past simple, past continuous, past perfect and past perfect continuous.
● Look at this extract from the text:
“But one particular evening, when the autumn was beginning and the brown leaves
were flying over the air, my friends and I noticed something peculiar about the old
house at the end of the street”
68
Pay attention to the underlined parts and think: What event occurred first?____
_______________________________________________________________
_______________________________________________________________
● Let’s focus on the tenses. Read and complete with Past Simple or Past
Continuous:
a) We use the _______________ for something that happened and finished in the
past. We use it when we say or know the time when something happened. It is
often used in stories, when one thing happens after another.
For example: “We saw the man standing, cutting some wood, the sound
continued louder and louder but he didn't even notice it”
b) We use the _______________ to describe a scene or situation in the past or for

an action that continued for some time.
For example: “Next, when we turned around to see, there was fire all over the
house, it was getting on fire so fast that we couldn't react”
● We have seen in the previous Booklet how to form these tenses. Review your
notes and complete the following statements:
Past Simple
- Affirmative: I __________ (grow) up in Ingeniero Pablo Nogues
Neighbourhood
- Negative: I ____________________ (grow) up in Pilar.
- Questions: Where ____________________ (grow) up?
Past Continuous
- Affirmative: The autumn wind __________ (blow).
- Negative: The autumn wind ____________________ (blow).
- Questions: __________ the wind __________ (blow)?
● Look:
1. Negative and question forms take an auxiliary verb
2. There are some verbs that we don’t usually use in the continuous form.
They are often verbs related to the senses and thinking, for example:
hear, see, smell, hate, know, understand, believe, notice, want, need,
seem, wish.
69
LANGUAGE PRACTICE
In the campus, you will find activities and a website to practice the grammar
tenses seen.
SHARING WITH OTHERS

Now is your turn! You are going to write about an important event in your life:
something that happened to you and you will never forget. Then we will share these
anecdotes in class.
PLANNING AND ORGANISING:
In this case, your writing is going to be longer than you are used to. So, it would be
necessary to devote some extra time planning it. Let’s get started!
1. Go back to lesson 4: The phantom of the opera and review the parts of a
story.
2. Write down an idea for each of the following parts:

a) The beginning of your anecdote (setting)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
b) The middle (problem or conflict)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
c) The ending (solution or open ending)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Now think about elements you could add to your story, to provide imagery:
- Visual: __________________________________________________
- Olfactory: ________________________________________________
- Auditory: _________________________________________________
- Tactile: __________________________________________________
- Gustatory: ________________________________________________
70
4. Now think about elements that could help you create an engaging atmosphere.
Adjectives are really helpful. You can use a dictionary to find some to show the
following emotions:
- Happiness: _______________________________________________
- Sadness: ________________________________________________
- Surprise: _________________________________________________
- Fear: ____________________________________________________
- Anger: ___________________________________________________
5. Remember that graphic organisers can help you with the order of the events,
the sequence of the story. In this case, a timeline can be really useful!
DRAFT:
You are ready to start writing. Take your time to think about the information you want to
include in every paragraph so your reader can understand the story better. Write your
story below:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
● Now check:
- Are the parts of your story clear? (beginning, middle, ending)
- Did you include details (imagery, atmosphere)
- Do the tenses in your story allow the reader to understand the sequence
of events?
- Did you include the necessary time references and connectors?
71
● Exchange your story with a partner and then discuss them: Was it clear? Did
you understand what happened?
Write down some comments for your partner:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
● Finally proofread your piece. Pay attention to:

- Punctuation
- Vocabulary and grammar
- Spelling
- General understanding - Coherence
SHARING:
● Share your production with your classmates. Read it in class and upload it in
the forum on campus.
LESSON 4
● Talk about scary experiences in the past
● Read short narratives about scary events
● Write a short horror story to be published in our blog
● Learn about scary legends from Latin America and reflect upon their connection
to culture
72
WARM UP
Look at the pictures above: Do you like horror stories? Have you ever experienced or
heard from your friends about a paranormal event or a really scary experience? Tick
the ones you have heard about:
● Ghosts,
● haunted houses,
● poltergeists
● the communication with the dead
● …………………………………………………………………………………………………………………………….
● …………………………………………………………………………………………………………………………….
Work in groups and think about your neighbourhoods, have you heard about local
ghost stories or horror stories? Which ones? Write down notes and tell your
classmates. Are there similarities or differences?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
BEFORE READING
a) Have a look at the text and choose the best statement to answer the question
“What is the text about?”
1- It is about different authors biographies

2- It is about modern literature
3- It is about a selection of horror stories
4- It is about Halloween stories
b) Now look at the text and complete the following information:

73
1. Where was this found? ___________________________________________

2. When was the text written? ________________________________________
3. Who is the author? ______________________________________________
4. What stories appear in the text? ____________________________________
______________________________________________________________
c) What vocabulary do you think you will find in the text? Provide possible
examples: ______________________________________________________
_______________________________________________________________
_______________________________________________________________
a) Read the first story one time and choose the best order of events:
___ She attends her high school reunion
___ Beth flies to her school hometown
___ She finds out Jim was dead
___ Beth attends school with Jim
___ Beth gives Jim a lift home
b) Now read the second story and do the same:

___ A man is reading a magazine
___ His partner sees the same
___ He grabs his pistol and jumps out of the truck
___ He starts to feel something strange
___ He sees a procession of Native Americans walking through the vehicle
11 Of The Scariest Ghost Stories From Reddit

Leave the lights on when you read these bone-chilling stories of average people
74
encountering the paranormal.
August 05, 2021
By Beth Braden
It was good to see an old friend

When I was 37, I went to my high school reunion. I flew into the nearest airport and
rented a car. The distance was about 35 miles through a very rural and almost abandoned
part of the country. About three miles outside of town I see someone on the side of the
road, flagging me down. It turned out that it was one of the guys I had attended school
with. Jim (not his name) gets in the car and we start talking. I had not seen him in twenty
years, but he still looked the same, maybe a little older. We get to town and I ask him if he
wants to come to the VFW and have a drink. He says "No, just take me home." Jim's
parents had lived only a few blocks from my grandmother’s house, and I turned in that
direction but he said to take him to the outskirts of town. There was a mobile home park
out there, and I figured that is where he lived. When we reached the end of the turn off
he said, "Just drop me here. It was good to see you again" and he walks off into the night.
I went to the VFW, met some of my old classmates, and we started to talk. As we are
talking about who is coming to the reunion, I mention that I had just picked Jim up three
miles east of town and had dropped him off. Everyone gets quiet; even the guy singing
karaoke stops and lays down the mike. My cousin goes white as a new t-shirt.
"Barb, Jim died on that curve eight years ago. Rolled his car. We were all at his funeral," I
was told. I started to feel really dizzy, and I went out to the car to take some deep breaths.
There on the seat is the local newspaper, printed eight years previous, containing Jim's
obituary. I still have the paper.
The Death March

My dad used to work as a corrections officer at a rural prison. He drove the perimeter of
the property for his entire shift, where he would check empty buildings for runaway
inmates. It was generally a boring job.
One night, my dad was parked on a hill reading a magazine when he started to feel a
thumping in his body. He described it as the feeling you get when speakers are playing a
song with really heavy bass.
He put the magazine down and checked his rearview mirror where he saw someone
outside the truck. He grabbed his pistol and jumped out of the truck with his weapon
drawn. Outside the truck, he realised it was a procession of Native Americans walking
through the truck (and directly through his seat) only to disappear at the exact spot he
was sitting. He said it was clear they were ghosts because many of them appeared injured.
This went on for a few seconds, and then the whole procession disappeared.
He called the other perimeter guy on his walkie to try to explain, and the other guy almost
75
immediately stopped communicating. Turns out the other guy had seen this happen
before but didn't believe in ghosts, so he wouldn't talk about it.
You can find more short horror stories here:

https://www.travelchannel.com/interests/haunted/articles/11-of-the-scariest-ghost-storie
s-from-reddit

Read the text again. Then read the following statements and decide if they are True or
False:
1. The complete selection of stories includes only the two mentioned in this
text _____
2. The author is an East Tennessee area newspaper reporter _____
3. In the first story, the author stays at a friend's house. _____
4. In the first story, the author hadn’t seen her friend in more than a decade.
_____
5. In the first story, the author and Jim had been neighbours. _____
6. In the second story, the author’s father was a chauffeur. _____
7. In the second story, the author’s father was playing cards when he
started to feel the shaking . _____
8. In the second story, the man saw ghosts. _____
76
RETHINKING LANGUAGE
Have you ever been in a scary situation? Let’s have a look at these examples taken
from the text.
When I was 37, I went to my high school reunion
Turns out the other guy had seen this happen before but didn't believe in ghosts (...)
Two tenses are used in this article, one of them is the Simple Past Tense and the other
one is Past Perfect .
SIMPLE PAST PAST PERFECT

As we studied in the previous lesson, the We use the past perfect simple to talk about
simple past is used for finished actions in the time up to a certain point in the past. We can
past. use the past perfect to show the order of two
There are two kinds of verbs that are used past events. The past perfect shows the earlier
REGULAR and IRREGULAR verbs. action and the past simple shows the later
Example action.
Past perfect with before
I started to feel really dizzy, and I went out to
the car to take some deep breaths. We can also use the past perfect followed
by before to show that an action was not done
or was incomplete when the past simple action
happened.
Adverbs
We often use the adverbs already (= 'before the

specified time'), still (= as previously), just (= 'a
very short time before the specified
time'), ever (= 'at any time before the specified
time') or never (= 'at no time before the
specified time') with the past perfect.
Examples
It turned out that it was one of the guys I had

attended school with.
(..) I mention that I had just picked Jim up three

miles east of town (..)
NOTE: When we write a sentence in Past Perfect

we use the following structures
Affirmative sentences
77
I had attended school with him
Subject+ had+ past participle verb
Negative sentences
Subject+ had+not+past participle verb.
I had not seen him in ages.
Interrogative form
Had you seen him before that night?

Had + subject + past participle verb + time expression
No , I hadn’t .
TIP: We use the simple past to say what happened in the past, often in
sequential order. The past perfect expresses events and actions that occurred
prior to another past action (usually expressed in the simple past). In spoken
English, it is common to use only the simple past and not the past perfect.
Source https://english.lingolia.com/en/grammar/tense-comparison/simple-past-past-perfect
QUICK CHECK
Have a look at the next sentences, decide which one is the correct tense. Remember
the difference between Past Simple and Past Perfect.
a) Complete the sentences with the correct form of the verbs in the Simple Past.
1. We ________ (go) on a cruise holiday last June.It ________ (be) really

fantastic.
2. Logan ________ (collect) all the rubbish in the school garden and
________ (throw) it into the litter bin.
3. Florence ________ (eat) two sandwiches and ________ (drink) two
glasses of lemonade at lunch
b) Complete the sentences with the correct form of the verbs in Past Perfect.
1. They ________ (finish) answering the questions before the bell rang.
2. When Matthew arrived at home , his wife ________ (cook) the meal.
3. Mrs.Lawrence ________ (open) the window before she went to bed.
c) Simple Past or Past Perfect?

78
1. The robbers left / had left the bank when the policemen finally arrived / had
arrived.
2. When the rain started / had started , the Atkinsons finished / had finished
planting trees.
3. By the time Rebecca went / had gone into the store , she got / had got soaked.
4. Darcey saw / had seen this castle before she came / had come again last
Sunday.
5. Mr.Palmer didn't speak / hadn't spoken any Chinese before he moved / had
moved to Peking.
6. Sonny got / had got fainted by the time the ambulance reached / had reached
the hospital.
Source https://englishwsheets.com/
LANGUAGE PRACTICE
Complete the online activities in our Moodle classroom.
SHARING WITH OTHERS

In this final section you are going to create a book of short stories to be published
in our blog. For that purpose you are going to work in groups to write a horror
story.
● First let’s decide the topics:
Each group can choose one or two from the following list:
Vampires - ghosts - zombies - werewolves - disappearances - scary toys -
monsters - demons - serial killers - witchcraft - etc
● Now use a dictionary to look up useful vocabulary connected to those topics:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
● Next you need to agree on the main ideas for each section:
Setting: ________________________________________________________
_______________________________________________________________
_______________________________________________________________
79
Characters:_____________________________________________________
_______________________________________________________________
______________________________________________________________
Conflict: _______________________________________________________
_______________________________________________________________
______________________________________________________________
Ending: _______________________________________________________
_______________________________________________________________
______________________________________________________________
● Go back to the ORGANISING AND PLANNING sections in previous lessons to

get ready before writing your draft.
In this case you are going to write fiction so it would be useful to review the
following concepts:
- Parts of a story
- Imagery and atmosphere.
- Tenses used in stories.
- Time references and connectors.
DRAFT
● Once you feel ready you can start working on your DRAFT.
Bear in mind that when you are doing collaborative writing, it is really useful to
edit an online document. Try Google Drive. You can visualise everybody’s
editing and leave comments for the rest of the participants among other things.
There are many ways to organise the writing of the text. One possibility is to
work on each part together. Another is to divide tasks for every member of the
group and then edit together.
However you decide to do it, it is important to understand that the final product
should reflect a team effort and every member of the group should feel
comfortable with the result.
80
● It’s time to SHARE your productions. Your teacher is going to provide a link to a
common file or document so all the groups can edit and add their productions to
create the book.
Good luck and enjoy the process! 😄🍀
CULTURE BITS
Legends are related to the way of life of the people who produce them: their
ceremonies, their institutions, their crafts and so on. They also express their beliefs,
customs, attitudes and their way of thinking.
In this section we will have a look at different legends and their scary stories. Look at
the picture and the source of the video4 and try to anticipate its content:
a) Where are these stories or legends from?

b) How many stories are going to be mentioned in this video?
c) Which ones do you think are going to be included?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Now watch the video and answer the questions:
4
https://www.youtube.com/watch?v=7mDbHKF_ikE
81
a) Check your previous answer. Were you right?

b) List the names of the legends mentioned and where they are from:
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
c) Watch again and choose one story to focus on. Pay attention to the details and
write down notes about it:
Name:
Description of the creature:
What does it do?
Who should be afraid?
Final Thoughts
Work in groups and discuss
a) Have you heard about these legends before? Where? Who told you about
them?
b) What do you think is the relation between these legends and the culture/s
where they originated?
c) Which horror stories or legends do you know from your country? And how are
they related to culture, beliefs, history, way of thinking, etc?
Extra: If you want to read more about these stories, check the following link:
https://remezcla.com/lists/culture/13-terrifing-spooky-and-awesome-latin-american-horr
or-monsters-legends/
Haunted places in Latin America:

https://remezcla.com/lists/culture/scariest-haunted-sites-can-visit-latin-america/
LESSON 5: Legends
LEARNING OBJECTIVES
● Read and listen to Latin American Folktales
● Describe folktales characters and share the stories you know
● Talk about what you would do in different situations
82
WARM UP
Source: https://jeanleesworld.com/2021/06/01/the-power-of-oralstorytelling-in-history-reading-and-writing/
● Look at the pictures and think about how to complete the following sentences
for each of them. You can take down notes.
I can see… __________________________________________________________
There is…___________________________________________________________
There are… _________________________________________________________
I think / I believe / In my opinion…________________________________________
● Compare your answers in groups

What did your classmates include that you missed? __________________________
___________________________________________________________________
___________________________________________________________________
● What do you think the statement “Your stories are snippets from history”
means? Do you agree? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
83
Source: https://youtu.be/BNY7L_RdObA
BEFORE WATCHING/LISTENING
a) What do you think about the Oral tradition of Storytelling?
……………………………………………………………………………………….
……………………………………………………………………………………….
b) Do you know any popular legends?
………………………………………………………………………………………
………………………………………………………………………………………
c) Do you believe in them? What is the purpose of a legend?
………………………………………………………………………………………….
………………………………………………………………………………………….
d) You are going to watch and listen to a video called The Oral Tradition of Storytelling.
Tick the ideas you think will be mentioned in the video:
● Storytellers were teachers and historians.

● Storytelling was a method of teaching the young ones.
84
● All the stories were pure fantasy.

● A giant bird was the responsible for the storm and the lightning

a) Listen and watch the video (1.59) again and write True or False
1. Legends like stories contain lessons or morals ____

2. The medicine bear was a healer and people honer and respected
him____
3. When the people haunted the bear and cooked it, its ashes came to the
sky and became rain ____
4. When people abandon their believes and turn their back to things they
consider sacred, nothing good comes out of it ______
b) What does this phrase mean according to the narrator “ the consequence of our
actions will be felt for generations to come”?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
c) What is the narrator's last recommendation? Do you agree? Why? Why not?
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
WATCHING/LISTENING FOR SPECIFIC INFORMATION
a) Complete the following extracts from the video (0.33-1.08)
1. “ Having no written language it was storytelling the preservation of our

_________, our __________ and much of our culture”.
2. “_______________________ was also used as a method of ________”
3. Teaching the young ones and sometimes reminding the not so
_________ _________ how to live in a good way.”
85
4. “Some of their stories were actually accounts of historical events, and

others were ______ ________, usually created to reach some type of
lesson or moral.”
b) Focus on the definitions:
Storytellers were _________ and historians [...] Some of those stories were actually
accounts of ______________ and others were __________.
Legends are different. They were created in an attempt to __________ things that
were really not understood by the ancient ones, things like ‘What is thunder?’ or
‘Where does lighting come from?’ [...] Legends like stories can also contain lessons or
__________ but usually a bit more subtle.

After learning about the importance of storytelling and legends for different cultures,
we will focus on these types of stories and their importance for Latin American
cultures.
BEFORE READING
86
Source
https://www.reddit.com/r/mythology/comments/hxv9yk/i_think_latin_american_mythologyfolklore_is/
a) Look at the photo and list all the Latin American legends mentioned.
………………………………………………………………………..
………………………………………………………………………..
………………………………………………………………………..
b) Have you ever heard about them? Choose one and tell your classmates about
it.
What’s the name of the legend?
Where is it from?
What is it about?
How does the story begin?
What's the problem?
How does the story end?
Is there a moral lesson?
87
c) Can you match the names in the pictures with the following phrases?
The weeping woman A water dog
A scary dog Mythological creature with snaky hair
The goblin in a hat An evil light
The alligator man A deformed human monster
Mother Mountain or Mother of the A monstrous creature that attacks
Forest animals
Female phantom with a mare face The Mother of Water serpent
Mythological creature with backward A hairy Anaconda
facing feet
d) Why do you think the following story is called “The weeping woman”?
______________________________________________________________
______________________________________________________________
______________________________________________________________

a) Read the text and check your previous answer. Then do the activities below.
The Weeping Woman (La Llorona) by Joe Hayes

This is a story that the old ones have
been telling to children for hundreds of
years. It is a sad tale, but it lives
strong in the memories of the people,
and there are many who swear that it
is true.
Long years ago in a humble little
village there lived a fine looking girl
named Maria. Some say she was the
most beautiful girl in the world! And
because she was so beautiful, Maria
thought she was better than everyone
else. As Maria grew older, her beauty
increased and her pride in her beauty
grew too. When she was a young
woman, she would not even look at
the young men from her village. They
weren't good enough for her! "When I marry," Maria would say, "I will
marry the most handsome man in the world."
One day, into Maria's village, rode a man who seemed to be just the one
she had been talking about. He was a dashing young ranchero, the son of
88
a wealthy rancher from the southern plains. He could ride like a

Comanche! In fact, if he owned a horse, and it grew tame, he would give it
away and go rope a wild horse from the plains. He thought it wasn't manly
to ride a horse if it wasn't half wild. He was handsome! And he could play
the guitar and sing beautifully. Maria made up her mind- that was, the man
for her! She knew just the tricks to win his attention. If the ranchero spoke
when they met on the pathway, she would turn her head away. When he
came to her house in the evening to play his guitar and serenade her, she
wouldn't even come to the window. She refused all his costly gifts. The
young man fell for her tricks. "That haughty girl, Maria, Maria! " he said to
himself. "I know I can win her heart. I swear I'll marry that girl." And so
everything turned out as Maria planned. Before long, she and the ranchero
became engaged and soon they were married.
At first, things were fine. They had two children and they seemed to be a
happy family together. But after a few years, the ranchero went back to the
wild life of the prairies. He would leave town and be gone for months at a
time. And when he returned home, it was only to visit his children. He
seemed to care nothing for the beautiful Maria. He even talked of setting
Maria aside and marrying a woman of his own wealthy class. As proud as
Maria was, of course she became very angry with the ranchero. She also
began to feel anger toward her children, because he paid attention to
them, but just ignored her.
One evening, as Maria was strolling with her two children on the shady
pathway near the river, the ranchero came by in a carriage. An elegant
lady sat on the seat beside him. He stopped and spoke to his children, but
he didn't even look at Maria. He whipped the horses up the street. When
she saw that, a terrible rage filled Maria, and it all turned against her
children. And although it is sad to tell, the story says that in her anger
Maria seized her two children and threw them into the river! But as they
disappeared down the stream, she realised what she had done! She ran
down the bank of the river, reaching out her arms to them. But they were
long gone.
The next morning, a traveller brought word to the villagers that a beautiful
woman lay dead on the bank of the river. That is where they found Maria,
and they laid her to rest where she had fallen. But the first night Maria was
in the grave, the villagers heard the sound of crying down by the river. It
was not the wind, it was La Llorona crying. "Where are my children?" And
they saw a woman walking up and down the bank of the river, dressed in a
long white robe, the way they had dressed Maria for burial.
On many a dark night they saw her walk the river bank and cry for her
children. And so they no longer spoke of her as Maria. They called her La
Llorona, the weeping woman. And by that name she is known to this day.
Children are warned not to go out in the dark, for, La Llorona might snatch
them and never return them.
89
Text extracted and adapted from:

https://www.msbronson.com/uploads/5/9/3/0/59307267/folktale_-_mexico_1.pdf
Picture of a statue on the island of La Llorona in Xochimilco, Mexico, 2015 by

KatyaMSL.
b) Write True or False
1. Maria was a wealthy young lady who lived in a big village in

Mexico.____
2. She was a beautiful lady _____
3. She was so proud that she wouldn’t marry anybody from her village.
_____
4. A wealthy man ,who was just as the one she had described,
appeared.____
5. They got married and had three children ____
6. Maria was sad and angry about her situation at the end _____
c) What does this phrase mean?
“At first, things were fine. They had two children and they seemed to be a happy
family together.”
………………………………………………………………………………….…………
………………………………………………………………………………….…………

a) Answer these questions
1. How was the village described in the text?

……………………………………………………………………………
2. Describe Maria’s physical appearance and personality.
…………………………………………………………………………..
…………………………………………………………………………..
3. Provide information about the Ranchero
…………………………………………………………………………
…………………………………………………………………………
4. Which was Maria’s strategy to get the Ranchero’s attention?
…………………………………………………………………………
…………………………………………………………………………
5. According to the story, why did Maria appear dead on the bank of the
river?
………………………………………………………………………..
…………………………………………………………………………
90
RETHINKING LANGUAGE
After reading La Llorona, let’s think about it in pairs. Use the following questions to discuss
about it:
What would you do if you heard someone crying at night? Why?
I would …………………………………………………….
because……………………………………..
If you saw a woman in white walking alone at night, what would you do? Why?
I would / I wouldn’t ………………………. because……………………………………
If you pay attention to the questions, you will see the presence of IF clauses
(conditional clauses) stating impossible or improbable situations to happen. This type
of conditional is called Second conditional:
“The second conditional is used to imagine present or future

situations that are impossible or unlikely in reality.”
Source https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/conditionals-1
Go back to the questions and sentences and fill in the gaps to complete 2nd
conditional structure:
SECOND CONDITIONAL EXAMPLES
The structure is usually: if If we saw a ghost, we would run

+___________ >> + would + like hell.
_________________. If my partner cheated on me, I
wouldn’t kill my children.
I would tell my children about La
LLorona if they didn’t listen to me.
QUICK CHECK
a) Complete the next sentences with the second conditional
1. If I __________ (see) a ghost, I __________ (be) scared.

2. If she ________ (find) some money in the street, she ________ (take) it to
the police.
3. Carla _________ (not be) upset if you __________ (tell) her the truth.
4. If you _________ (stay) at home tonight, you __________ (not see) Tina at
the party.
5. I __________ (learn) Japanese if I __________ (have) time to do it.
LANGUAGE PRACTICE
You will find some online activities to work on the campus.
91
SHARING WITH OTHERS

In groups, you are going to imagine that you met one of the legendary and
mythological creatures of Latin America in your neighbourhood. What would you do?
A) Think of possible places and situations you could encounter them.

B) Then choose a character and a specific place in town and write a short
sentence saying what you would do if you saw them.
C) After that, continue a follow up sentence using the last part of the previous
one as in the example:
- If I went to the university library and found a female phantom with a mare
face, I would read “My Little Pony” stories to her.
- If I read “My Little Pony” stories to her, she would feel happy
- If she felt happy, I wouldn’t be scared
- If I weren’t scared, I would ask her to come to my house
- If I asked her to come to my house, my family would panic, shout and
cry!.....and it would be a great prank!
SHARING
D) Finally post your 5 or 6 sentences in the forum or read them in class.
LESSON 6
LEARNING OBJECTIVES
By the end of this lesson, you will be able to:
● Talk about your experiences and stories or legends from Latin America
● Describe the places where stories take place.
● Listen to stories and ask about the story setting and characters, ask for
reasons and explanations about facts in the story.
WARM UP
The following pictures show mythical creatures of Latin American folktales and
legends. In pairs or groups, take turns to choose one and describe it using the
vocabulary in the box and anything else you might need so your classmates can
guess the creature you are talking about.
92
● Remember to check the dictionary if you don’t know some of the words in the
vocabulary box.
fangs - scales - horn - spikes - claws - wings - fur - tail - clothes / costume - fingers
/ toes
● You can use the following questions as a guide for your description.
a) What does it look like? Has it got any special features? What is the
head or the body like? Has it got limbs?
b) What can it do? Has it got any special abilities?
c) Where is it from?
Source: https://nerdist.com/article/every-countrys-most-famous-mythical-creature/
93
Source: https://www.facebook.com/culturelatin/photos/pcb.608261759929765/608261636596444
In the previous lesson we have seen how myths and legends have been transmitted from
generation to generation through the oral tradition and that they are connected to the places
and regions where they take place. In this section you are going to watch a video about
three Latin American folktales.
BEFORE WATCHING/LISTENING
Look at the YouTube post and its description. Then answer the questions.
94
Source: https://www.youtube.com/watch?v=IjRIn629g1E
1) Who posted the video?

________________________________________________
2) How many people have seen it?
_________________________________________
3) What do you think the video will be about?
A - Cartoons
B - Horror stories
C - Popular tales
95
4) What stories or legends could be mentioned?

______________________________________________________________
______________________________________________________________
__________
5) What do you think the viewers might comment below? Write some ideas and
discuss your guesses with your classmates.
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________

1) Watch the video to check your previous answer.
2) Now watch the video one time and choose the correct option for each of the
following phrases:
a) The stories told in the video are El Chupacabras, Maria Angula and The
Muelona / The Toothy Lady
b) The Chupacabras sucks the blood of children / animals.
c) The Chupacabras marks looked like vampire / mosquito bites.
d) People reported different / similar descriptions of The Chupacabras through
the years.
e) There are two / three versions of the legend of Maria Angula.
f) Maria Angula was a good / bad cook.
g) After some time Doña Mercedes wanted to help Maria / take revenge.
h) Maria cooked the guts of a dead person / animal.
i) The third story is about an ugly / attractive woman.
j) Her victims are usually nice / vicious men.
READING/WATCHING/LISTENING FOR SPECIFIC INFORMATION

1. Watch the video again and complete the segments with the phrases in the
box:
sucking their blood - raising rumours - red frightening eyes - was going back home
- would we do - who beat their romantic partners - lying and making trouble -
spent the money
96
A) Minutes 0:05 - 0:20

What ____________________ without all the different myths and legends
which have been transmitted from generation to generation in which transport
us to remote places in distant times?
B) Minutes 1:00 - 1:22
This creature has been described as a type of bipedal animal with spikes on
its back, big claws and ____________________ . It’s between 1.20, 1.50
metres tall and it has sharp teeth that it uses to bite the necks of its victims,
usually livestock and domestic animals, ____________________ .
C) Minutes 5:30 - 5:44
She was fun and bright but people were suspicious due to her strange
behaviour. Maria loved ____________________ . She gossiped about other
people and she enjoyed ____________________ about her friends to end
their friendships.
D) Minutes 8:55 - 9:12
One day she sent her to the market to buy some guts but Maria didn’t listen to
her. She went to play with her friends and she ____________________ her
mum had given her to buy the guts. When she ____________________ , she
was really scared thinking of the punishment her mum had for her.
E) Minutes 12:12 - 12:26
Her preferred victims are men who are either deprived or of dubious
behaviour, mainly compulsive gamblers, cheaters, men
____________________ or alcoholics.
2. Now read the following questions and decide which of the fragments above
answers them:
● What was the Chupacabras like in 1995? ___

● Who does the Muelona mainly attack? ___
● What was Maria like? ___
● What happened to her? ___
RETHINKING LANGUAGE
DESCRIBING THE SETTING (TIME AND PLACE) WHERE THE STORY TAKES PLACE
The setting of a story is where and when it takes place. The story setting involves
both time period and geographic region, as well as individual locations within that
region. If we go back to the video, you will find different ways of describing the
setting for each story:
97
1) It all started in 1995, when Madeline, from Canóvanas, Puerto Rico, said she had
seen a mysterious creature similar to an alien [...] The case became viral. Panic
spread around the island and it made it to other places in Latin America and the
south of the US [...]
2) Throughout time, the story has suffered different variations and turned into different
versions. But the most popular of all talks about the daughter of a landowner, who
grew up in the city of Cayaba, Ecuador.
3) But there is a second version that talks about a different Maria Angula. A fourteen
year-old girl who helped her mother sell Tripa Mishqui, a traditional meal, typical
from a region in the colonial city of Quito…
4) La Muelona o Dientona is a character from Venezuela and Colombia folklore and
it is especially present in legends told around the towns in The Andes region of
Colombia.
Which other ways of stating the time and place can you add? Work in groups:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
ASKING QUESTIONS ABOUT THE STORY
When we are reading a story or listening to it , we want to know more about the characters,
the setting, the time, the end, etc. Below you will find questions structures to understand
how to make questions when somebody is retelling a story.
Option A
Question word Auxiliary Subject Main verb complement
E.g.: Where did you hear about the Weeping woman?
Option B
Auxiliary Subject Main verb complement
Do you believe in the legend?
OPTION C: Subject questions
Question word Verb Complement
What happened at the end of the story?

98
In subject questions we don’t need to add inversion or use “did”, instead we

take out the subject from the answer and add “ who” or “what”.
Some questions may be open questions and others can be close questions, in the
previous examples, option A is an open question and option B is a close question. In
option C, there is an example of a subject question.
Questions are written or made in all the English tenses, have a look at the examples
below:
Have you ever been in a town where the people are used to retelling legends?
Do you like that kind of retelling?
Did you use to be scared of horror stories when you were a child?
Will you visit one of these mysterious places if you have the chance?
Are you going to ask your grandparents or any relative about these stories?
What happened at the end of the story of the Weeping woman?
Who saw the Weeping woman in the legend?
QUICK CHECK
a) Rewrite each question. Respect the Capital letters and the punctuation.
1. Where do you from? (come)

_______________________________________________________________
2. Where the train station? (is)
________________________________________________________________
3. How often you read magazines? (do)
________________________________________________________________
4. Where your friends from? (are)
________________________________________________________________
5. Why you write to me? (didn’t)
______________________________________________________________________
6. Who at the back of the house ? (appear)
_____________________________________________________________________
7. What it to the boy? (give)
_____________________________________________________________________
b) Reorder the words to make questions. Respect the capital letters and punctuation.
1. you a do have car ? → _______________________________________________

2. older is brother your you than ? → _____________________________________
3. often he how to write does you ? → ____________________________________
4. this time start does what class ? → _____________________________________
99
5. Brazil from is friend your ?→ __________________________________________

6. languages how you many do speak ? → _________________________________
7. she born where was ? → ____________________________________________
8. last go where you summer did ?→ _____________________________________
9. described who the creature?→ ________________________________________
10. used what was the victims to bite? ____________________________________
LANGUAGE PRACTICE
Complete the online activities in Moodle
SHARING WITH OTHERS

“Storytelling is the act of telling or writing stories, or narratives. Typically, stories are
told for entertainment, for informational purposes, or for educational purposes. (...)
We do know that all cultures have told stories. Some of the earliest evidence of
stories comes from the cave drawings in Lascaux and Chavaux, France. The
drawings, which date as far back as 30,000 years ago, depict animals, humans, and
other objects. Some of them appear to represent visual stories. It is even possible
that the scenes depicted on those cave walls were associated with some kind of oral
storytelling.
Oral storytelling is telling a story through voice and gestures. Like storytelling itself,
the tradition of oral storytelling is ancient and crosses cultures. The oral tradition can
take many forms: epic poems, chants, rhymes, songs, and more. It can encompass
myths, legends, fables, religion, prayers, proverbs, and instructions.”
Source:
https://www.nationalgeographic.org/encyclopedia/storytelling/#:~:text=Some%20of%20the%20earliest%20evidence,appear%20
to%20represent%20visual%20stories.
The previous text gives us an idea of the importance of storytelling for culture and
societies. In this section, you are going to retell a folktale in groups. You can
choose one that you were told or a popular story from Latin American culture.
Here you’ll find some examples:
https://remezcla.com/lists/culture/13-terrifing-spooky-and-awesome-latin-american-h
orror-monsters-legends/
So, let’s get started!
100
ORGANIZING AND PLANNING

A) Read some examples, discuss your options and choose the story that
interests you the most.
Think about the following:
- Do you have a connection to it? Can your audience empathize with the
story?
- Does it involve interesting characters? A familiar setting?
B) Once you decide what story to tell, you’ll need to find information about it.
- Pay attention to the sources
- Find out what the origin of the tale is, where it came from.
- Check if there are different versions of it.
C) Now with all the information, you can start to organize different parts of your
presentation:
1. Part 1 should include the context, setting, origin and characters.
2. Part 2 will involve problematic situations.
3. Part 3 might reveal the solution to the previous problems, it may leave
the audience with an open ending or show some connections to the
present.
4. Be ready to answer questions about the place, the characters, their
decisions/actions, etc.
D) Create a draft.
Part 1
Part 2
Part 3
101
Part 4 (Write possible questions here)
E) In this section you are going to think about possible graphic facilitators to
help your audience understand your presentation.
● “Graphic Facilitation is a method of using images to lead a group or

individuals towards a goal. (...) What is a graphic facilitator? A graphic
facilitator assists learning and communication between groups and
individuals. What materials do they use? Usually they use large wall
size sheets of paper to capture and summarise the thinking of groups.
Starting with markers, pencils, crayons, flipchart and colored pencils to
poster board displays. The human brain processes information visually
and this is the reason why visual practitioners or graphic facilitators
know how to extract the key messages and knowledge held within a
group. Working graphically helps people understand and SEE what
they “mean” and how to transmit easily and efficiently what they have
in mind.” (Source:
https://ec.europa.eu/programmes/erasmus-plus/project-result-content/dd311d4e-c909
-4e94-b0d8-58e8b22786fc/Graphical%20Facilitation%20Guide.pdf).
Graphic facilitators could be pictures, phrases or words that summarize ideas

or highlight important information.
Think about your tale and complete the following chart of main ideas:
Guiding questions
Important vocabulary
Important concepts
102
SHARING
F) Now it’s time to practice. Get together with your group to practice your
presentation. It should be about 10-15 minutes.
● Remember to introduce yourselves and the story.
● Check the time each of the members have.
● Practice how to show the visual aids
● Double-check pronunciation.
● Be ready to answer your classmates’ questions about your story.
G) The day of the presentation you’ll have to pay attention to:

● The space you have
● The tone and pace of your voice
● Your body language.
H) Listen to your classmates’ stories and ask them questions to picture the story
and understand it better.
Have fun! Good luck! 😊👍🍀

Cuadernillo CPI B Uc1

Uploaded by

Document Information

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

Cuadernillo CPI B Uc1

Uploaded by

Copyright:

Available Formats

2

UNIT 1: OUR DAILY LIFE

● Hello. My name is … ● Let me introduce myself; I’m …

My info Questions Possible answers

Hello! I am Ximena. What’s your name? My name is… or I am…

My surname is Maceri, the What’s your My surname is…

I am a professor. What’s your I am a/an…

I am 37 years old. How old are you? I am … (years old)

I am from San Miguel. Where are you from? I am from…

My favourite public places What are your They are…

LEARNING FROM OTHERS

B) What popular places do you know from Buenos Aires City?

Source: an image of people eating in an open-air restaurant https://youtu.be/F2sepCUnENg

LISTENING FOR GENERAL INFORMATION

CASA ROSADA (3.06- 3.59)

The Metropolitan Cathedral Museum Malba The subway

LISTENING FOR SPECIFIC INFORMATION

What is a subordinating clause?

There are three types of subordinate clauses:

● Think of an example and share it with your classmates.

● Think of an example and share it with your classmates

● Think of an example and share it with your classmates

1) Nobody visited the park __ so it closed.

REMEMBER: they can´t stand on their own, they need an

Hyde Park encompasses 350-acres of green space including 400 trees

SHARING WITH OTHERS

ORGANISING AND PLANNING

Sections Main ideas to be developed in each section

SHARE YOUR DRAFT

- My name is ……………/ I am ……………..

REMEMBER: A useful way of adding extra information is by using

LESSON 2: Routines at home & outside

b) Listen to your classmates and ask 1 or 2 questions about their routine.

You can use these structures:

What do you do ON + DAY?

LEARNING FROM OTHERS

b) Is there a picture? Why is the title written in capital letters?

c) What type of information does it provide?

d) What is the purpose of the text?

GETTING THE MAIN IDEA

12 Daily Routines of Famous People in History – And what you

Routine #1: Barack Obama

8:50 AM: Usually begins work just before 9.

READING FOR SPECIFIC INFORMATION

B) What does the phrase “personal uniform'' stand for?

6.45 AM 8.50 AM 10.00 PM

12 Daily Routines of Famous People In History – And What

Routine #1: Barack Obama

8:50 AM: Usually begins work just before 9.

1. What do people usually do every morning according to the author?

In this text, Simple Present is used to describe

In affirmative sentences: subject + verb

_______________ + add s/es to the verb*. For example:

In negative sentences: Subject + don’t / doesn’t + verb

He / she / it + doesn’t / does not + verb (base form)

____ + he/she/it + verb + …?

Wh-questions: question word + do/does + subject + verb +...?

Question word + _____ + I/you/we/they + verb + …?

We use the adverbs of frequency to tell us how often something is

For example: _________+ _________+ verb + …

Expressions of frequency are placed at the end of the sentence:

For example: I go to university ______________ a week.

What do you ….? How often …?

SHARING WITH OTHERS

For example: _+ _+ verb + …