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Jolanta Polk Reyes
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Jolanta Polk Reyes
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1
© Global English, English 4º Medio - Guía Didáctica del Docente
Original text Jolanta Polk Reyes

Teaching English as a Foreign Language,
Dublin, Ireland
Teacher training, translation and English Literature,
University of Silesia, Poland
Reimpresión © 2013 Ediciones Cal y Canto®

ISBN: 978-956-8623-98-2
N° de Inscripción: 197.519
Reimpresión © 2012 Ediciones Cal y Canto®

ISBN: 978-956-8623-98-2
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ISBN: 978-956-8623-98-2
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The student’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Book methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Learning Progress Maps as support material for teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Internet in the language classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
The teacher’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Suggested Year Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
UNIT 1: LOVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
UNIT 2: LITERATURE AND FILMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
UNIT 3: TECHNOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
UNIT 4: YOUNG ART . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
UNIT 5: SCIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
UNIT 6: IN BUSINESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Thematic bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
3
PLAN OF THE STUDENT'S BOOK
UNIT 1 UNIT 2 UNIT 3
HOW READY ARE HOW READY ARE YOU FOR HOW READY ARE
YOU FOR THIS UNIT? ............7 THIS UNIT? ............................27 YOU FOR THIS UNIT? ..........47
LESSON 1 LESSON 1 LESSON 1
Reading Reading Reading
Love in Writing (love letters) .....8 A Book and a Film Planet Saving Technology
Language Note (extracts from a book and (brochure) ................................48
The modal verb might .............12 from a magazine; a poster) .....28 Language Note
Application Task – Writing Language Note The Subjunctive with that .......52
A love letter ..............................13 -ing forms ................................32 Application Task – Writing
LESSON 2 Application Task – Writing A brochure ................................53
Listening A film review ............................33 LESSON 2
From the Heart LESSON 2 Listening
(news story, song) ...................14 Listening The Technology of Living Things
Language Note Dark Fantasy (interview) .........34 (interview) ...............................54
Intensifiers ................................16 Language Note Language Note
Application Task – Speaking Gerunds ....................................36 The Subjunctive (continued) ...56
Love stories...............................17 Application Task – Speaking Application Task – Speaking
CONSOLIDATION An interview.............................37 Discussion of a scientific issue .57
ACTIVITIES ............................18 CONSOLIDATION CONSOLIDATION
JUST FOR FUN ......................20 ACTIVITIES ............................38 ACTIVITIES ............................58
CHILEAN CONNECTION ......21 JUST FOR FUN ......................40 JUST FOR FUN ......................60
TEST YOUR KNOWLEDGE...22 CHILEAN CONNECTION ......41 CHILEAN CONNECTION ......61
SELF-EVALUATION ..............25 TEST YOUR KNOWLEDGE ..42 TEST YOUR KNOWLEDGE ..62
SELF-EVALUATION ..............45 SELF-EVALUATION ..............65
plAn oF tHe BooK

4
UNIT 4 UNIT 5 UNIT 6
HOW READY ARE HOW READY ARE HOW READY ARE

YOU FOR THIS UNIT? ..........67 YOU FOR THIS UNIT? ..........91 YOU FOR THIS UNIT? ....... 115
LESSON 1 LESSON 1 LESSON 1
Reading Reading Reading
Urban Rhythms (brochure) .....70 The Magic of Dna (article).......92 Business Letter
Language Note Language Note (business letters) .................. 116
The Past Perfect tense ..............72 Reporting verbs........................97 Language Note
Application Task – Writing Application Task – Writing Reporting verbs – indirect
An article on a music or A scientific article.....................99 questions (continued) .......... 121
a painting style ........................75 LESSON 2 Application Task – Writing
LESSON 2 – MOBILE ART Listening A business letter.................... 123
Listening Asking the Right Questions LESSON 2
Mobile Art (conversation) .......76 (conversation) ....................... 100 Listening
Language Note Language Note Describing jobs
The Past Perfect tense Reporting verbs – indirect (three conversations) ............ 124
(continued) ..............................79 questions ............................... 103 Language Note
Application Task – Speaking Application Task – Speaking Indirect questions ................. 127
Discussion of an art form.........81 Discussion of a Application Task – Speaking
CONSOLIDATION scientific topic ....................... 105 A presentation about a job ... 129
ACTIVITIES ............................82 CONSOLIDATION CONSOLIDATION
JUST FOR FUN ......................84 ACTIVITIES ......................... 106 ACTIVITIES ......................... 130
CHILEAN CONNECTION ......85 JUST FOR FUN ................... 108 JUST FOR FUN ................... 132
TEST YOURKNOWLEDGE ...86 CHILEAN CONNECTION ... 109 CHILEAN CONNECTION ... 133
SELF-EVALUATION ..............89 TEST YOUR KNOWLEDGE 110 TEST YOUR KNOWLEDGE 134
SELF-EVALUATION ........... 113 SELF-EVALUATION ........... 137
ANSWERS ................138 THEMATIC INDEX ...147 BIBLIOGRAPHY ......151 WEB SITES ...............151
plAn oF tHe BooK

5
INTRODUCTION
A message from the author
Global English has been developed taking into Indeed, it is through dialogue and interaction that
account the patterns and activities most relevant to curriculum objectives come alive. Collaborative
the effective learning processes suitable for 12th learning offers students enormous advantages not
grade students. available in more traditional forms of teaching
because a group - whether it be the whole class or a
learning group within the class – can accomplish
What was most taken into consideration was how to
meaningful learning and solve problems better than
keep students’ interest in the contents of the book,
any individual can alone.” (*)
i.e. subjects and themes of special relevance and
attraction to young people of this age group.
The majority of the listening and reading texts have
been taken from authentic sources. Where this was
Youngsters are often criticised for their apparent lack
not possible, they were specially written trying to
of interest in contingent issues. We firmly disagree
make them as real as possible.
with this idea. It is true that they show certain
disenchantment with some aspects of the globalised
world, but time and time again the younger All our cartoons are original and the result of many
generation has shown that they are interested in hours of thinking, the extra sections have been
what goes on around them. That is why the units in included to provide additional information in
the book have been developed around key issues different forms, and both the book as a whole and
that interest our students. each individual page have been carefully designed
to contribute to the establishment of a pleasant
learning environment.
“It is primarily through dialogue and examining
different perspectives that students become
knowledgeable, strategic, self-determined, and Finally, the purpose of the book, apart from
empathetic. Moreover, involving students in real- providing learning contents, is to offer fun and
world tasks and linking new information to prior diversion in the sometimes dry and arduous
knowledge requires effective communication and knowledge acquisition process.
collaboration among teachers, students, parents,
and other actors in the educational process.
We hope that both students and teachers will enjoy
Global English and use it to its maximum extent.
The Author
(*) Tinzmann, Jones, Fennimore, Bakker, Fine & Pierce. (1990). What is the Collaborative Classroom?
Retrieved August 1, 2010, from http://www.arp.sprnet.org/admin/supt/collab2.htm
Introduction
6
THE STUDENT’S BOOK
Global English consists of six units The After you Read tasks connect the text with
Unit 1: Love. students’ own reality, give practice on specific
Unit 2: Literature and Films. grammar points extracted from the reading texts,
Unit 3: Technology. and provide opportunities for oral and written
Unit 4: Young Art. expression.
Unit 5: Science.
Listening
Unit 6: In Business.
The tasks to develop listening skills in Global English
Each unit has been divided into two lessons of help students to learn strategies that will improve
gradually increasing complexity and level of their understanding of spoken messages.
difficulty, both of them with before, while and after The same as for the development of the reading
reading or listening activities. skills, its methodology adopts a three-phase
Each unit contains the following sections: approach with before, while and after listening
tasks, to provide a setting, motivation and linguistic
Introduction preparation, as well as activate previous knowledge,
There is an attractive, motivating photo that focus students’ attention on specific tasks and
illustrates the main topic of the unit and reduce anxiety produced by unknown messages.
accompanies the learning objectives of the unit,
presented on the same page. Writing and speaking
The development of these two skills is carefully
How ready are you for this unit? guided and always based on the content of a text,
Short activities that have a double purpose: to making use of a variety of activities and strategies.
motivate and create interest, and to evaluate how In each Reading lesson there is a section called
much students already know about the topic(s) to APPLICATION TASK - WRITING, in which students are
be covered. asked to develop a written text imitating what they
Reading have read in the lesson and following clear steps
When students have a purpose for reading, they can and instructions.
adopt different reading strategies to suit different In the Listening lessons, there is an APPLICATION
types of texts and different reasons for reading. TASK - SPEAKING, where students participate in a
The Before you Read activities motivate students to speaking activity imitating models and following
read and encourage them to predict and anticipate clear instructions.
information. They are essential for reading skills Additionally, there are JUST FOR FUN activities to
development. Making predictions is a core strategy stimulate students’ development and self-study
for reading comprehension; proficient readers skills. An important component of this section is the
constantly attempt to ‘read ahead’ of an author, CHILEAN CONNECTION, which explicitly relates the
picking up clues and predicting what might unfold. topic of the unit to the Chilean context. This part of
When we predict, we are going beyond what is the book is 'owned' by students and the role of the
explicitly stated to anticipate what, where, why, how, teacher is simply to guide and answer questions,
who, if. Developing students’ abilities to make but not to intervene, reward, or punish for exercises
reasonable predictions helps to sharpen their either done or not completed.
inferential thinking. The three following parts of the book respond to
The Reading tasks focus students’ attention, show Bloom’s Taxonomy of Cognitive Domain. Namely,
them how to look for specific information, locate there is no complete learning process without
clues, and separate essential from non-essential consolidation activities (CONSOLIDATION
information, and teach them that it is not necessary ACTIVITIES), testing activities (TEST YOUR
to know and understand every single word in the KNOWLEDGE) and self-evaluation activities (SELF-
text to accomplish the tasks and get the EVALUATION).
required results.
7
American v/s British English • they help to correct errors and reinforce strengths;
Special boxes will show students differences • they provide an attractive and entertaining setting
between American and British English both in for the contents of the unit.
spelling and in pronunciation. Students are
frequently confused with the different spelling or Formal evaluation - Test your Knowledge
pronunciation and the idea of this explanation is to This part of the book provides the teacher with the
show them that both ways are perfectly acceptable. necessary elements to formally evaluate students’
Make it clear to students that they can use either learning process. There is a strong need not only for
way (spelling and pronunciation), but that they must the adequate marking of students’ acquired
stick to one way only throughout their oral or knowledge, but most importantly, for determining
written production. the shortfalls and stumbling blocks on the road to
consolidated knowledge.
Did you know that …?
The aim of this section is to provide interesting bits Therefore, the teacher should not consider this part
of information on the main topic of the lesson and as exclusively the rewarding / punishing tool for
motivate students to find more similar details on acquired / not acquired knowledge, but rather as
their own. the basis for establishing reinforcement procedures
and techniques.
Language Note
This section encourages students to identify Self-evaluation
characteristics of a language point that has By getting involved in their evaluation, learners
appeared in the reading or listening texts, provides come face to face with their learning problems and
more examples, and helps students to deduce some consciously try to tackle them. Self-evaluation
general rules. requires students to be more aware of the changes
they are experiencing, motivates them to form a
Learning tip realistic and honest perception of their own work,
This is an additional tool we have provided to make and to try to take responsible steps to solve their
learning more accessible and contents easier to problems. Self-evaluation enables students to
understand. Learning tips can be done by students become independent learners as well as
on their own or you can analyse them with the independent thinkers.
whole class, helping the students to understand and
There are two formal instances of self-evaluation in
put them into practice.
Global English.
Internet resources (@) • Minitest. In every lesson there is a short testing
Global English makes use of information technology activity which students must carry out within a time
by suggesting Web sites to access resources when limit and for which they must assign themselves
the students need to gather information on various points. The teacher is strongly advised to encourage
topics or prepare for a presentation. They provide a students to analyse their performance, identify
good opportunity for independent work. strengths and weaknesses, and consider steps to
Throughout the book, students and teachers will improve.
find website-based resources to expand their • Self-evaluation. There is a final self-evaluation
knowledge of specific subjects. Exploitation of these section at the end of each unit, divided into two
resources is important, as self-study is part of many parts. The first part helps students to assign
school improvement approaches. themselves marks in the final test of the unit (TEST
Consolidation activities YOUR KNOWLEDGE). The second part provides
They play an important role in the learning process students with statements that help them to decide
because: how much they have learnt, putting them in a
• they let both teachers and students find out position to make an assessment of their whole work.
where they are still lacking;

8
BOOK METHODOLOGY
Task-based learning Working in groups develops several very important

Global English helps students to develop language skills, including collaboration, error correction, and
and learning skills to carry out sequences of tasks. respect for other people’s opinions. In addition to
completing the task at hand, you could ask students
Some advantages of task-based learning are: to evaluate how well they worked as a group after
• increased motivation, as learners become each group exercise using this simple instrument.
personally involved;
• Our Effectiveness as a Group
• all four skills - reading, writing, listening, and
Evaluation scale: 1 – 2 – 3 – 4 – 5 – 6 – 7
speaking - are integrated;
Low High
• autonomous learning is promoted as learners
become more responsible for their own learning;
a. Members of the group felt free to state their real
• there are learning outcomes, learners have an end opinions. _______________
product;
b. The group defined its task. _______________
• the tasks are authentic and therefore the
c. All members accepted responsibility for the
language input is more authentic;
outcome. _______________
• interpersonal relations are developed through
d. All members of the group were productive.
working in pairs or groups;
_______________
• there is always a break from routine and the
e. All members were respectful at all times.
chance to do something different.
_______________
Collaborative work f. All members of the group feel positive about the
work done. _______________
Students work in teams to explore real-world
Adapted from: Stopper, R. (2004). Small-Group Discussion.
problems and create presentations to share what
Pp. 299 – 303. Bloomington, IN, USA: Xlibris.
they have learnt. This approach has many benefits
Learner training
for students, including:
This concept has to do with developing students’
• deeper knowledge of subject matter; awareness of how they learn and how they develop
their learning strategies so that they become more
• increased self-direction and motivation;
effective and independent learners. Teachers should
• improved research and problem-solving skills. constantly encourage students to analyse their
learning process, making them think about their
Additionally, it gives the teacher the grounds for
learning, what problems they have and how they
evaluating what students have learnt and how they
could improve their performance in order to take
apply that knowledge to real-life situations, and an
the appropriate steps to optimise their learning.
excellent opportunity to observe the following
components of group / team dynamics: Mixed ability
• the ‘natural forces’ at play – who is the leader, who Global English caters for mixed-ability classes in a
lags behind, who needs encouragement or variety of ways. The teacher needs to develop
'pulling back'; techniques which allow students of all levels to
benefit from the lesson. Individual feedback is
• real group / team behaviour (cooperation,
advisable in any class, but in a mixed-ability class, this
respect, support, encouragement, responsibility);
attention to detail can increase student satisfaction.
• need for interventions to make the effect of those The teacher should always try to make some mental
dynamics more positive. –if not written– notes about each student in such
classes. As the course progresses and opportunities
arise, the teacher should congratulate individual
Book Methodology
9
students on their improvements and make tactful working in pairs and small groups.
suggestions on areas to work on. A few sentences • Kinesthetic learners. They learn through physical
during general monitoring are better than nothing. activities, competitions, board games, role plays, etc.
These details show that the teacher is aware of the
• Tactile learners. They like board and card games,
individual needs of students.
demonstrations, projects, role plays, etc. While-
listening / reading activities are motivating for
Additionally, each lesson in Global English offers at
them. For example, students can be asked to fill in
least one activity that can be done by fast learners,
a table while listening to a talk, or to label a
while the rest of the class is finishing a task, and
diagram while reading.
there are still other optional activities to cater for a
variety of learning styles.
Global English has considered these important facts
and it comprises different kinds of activities to suit
Discussions
students’ needs in a class.
Any pair or group discussion is aimed at stimulating
free expression among students. The teacher Vocabulary
should avoid interrupting or correcting at that very
The active vocabulary in each unit is the vocabulary
same moment, as it inhibits their free expression.
students need to carry out the tasks. There is
When correcting, avoid words such as wrong,
development of students’ passive vocabulary
incorrect, or bad. Instead, use expressions such as
through a rich variety of lexis in the texts. There are
How about…? Why don’t you …?
specific vocabulary sections and practice activities.
Students should be trained to develop effective
Games
strategies for learning vocabulary and for keeping
A teacher should bear in mind that games are clear vocabulary records. There should be
important while teaching a foreign language systematic use of a vocabulary column on one side
because they are motivating and help students to of the board in which any words or phrases that
sustain the effort of learning. However, games are crop up during the lesson can be recorded. At the
the means and not the end - they are simply a way end, students can copy these, with an example,
of making learning more entertaining, so never picture, or translation in their notebooks.
treat a game as time filler or something students
should do when you are stuck for ideas. Each game When especially difficult words appear in a text or
should have a purpose, with teacher supervision in an activity, their meaning is given in a glossary
and sometimes prior preparation. section at the bottom of the page.
Learning styles Grammar
Research and teaching experience have shown that Global English deals with grammar with the purpose
students are better motivated and learn more when of making it more meaningful and useful for students.
their different intelligences and learning styles are Structures that are essential for the understanding of
taken into account in the teaching and learning oral or written texts are presented and practised in a
process. As there are different personalities, there very controlled way. The learning of the structures is
are also different learning styles in a classroom. not an aim in itself, but it is important for the reading
or listening comprehension task(s).
• Visual learners. These students need to see things
in the class. For example, wall displays, posters, In order to activate students’ language awareness,
realia, flash cards, graphic organisers, etc. the course highlights some morphosyntactic
• Auditory learners. They learn better by listening to elements, such as cognates, false cognates,
audio recordings, DVDs and songs. They like synonyms, antonyms, etc.
Book Methodology
10
Cognates • Verb + noun: throw a party / accept responsibility.
Cognates are words in different languages related • Adjective + noun: square meal / grim determination.
to the same root, for example, education (English) - • Verb + adjective + noun: take vigorous exercise /
educación (Spanish). make steady progress.
• Adverb + verb: strongly suggest / barely see.
The different lessons in Global English provide • Adverb + adjective: utterly amazed / completely
students with a question to help them to notice useless.
and recognise cognates. The teacher should
• Adverb + adjective + noun: totally unacceptable
encourage students to find the cognates whenever
behaviour.
they face a new text.
• Adjective + preposition: guilty of / blamed for /
False Cognates happy about.
Students might get confused because there are • Noun + noun: pay packet / window frame.
several words in Spanish that are similar in English, Prefixes and suffixes
but have a different meaning. A word can consist of three parts: the root, a prefix,
and a suffix. The root is the part of the word that
Here are a few examples of false cognates: contains the basic meaning, or definition of the
• Actually = en realidad, not actualmente (at word. The prefix is a word element placed in front
present, currently). of the root, which changes the word’s meaning or
• Embarrassed = avergonzado/a, not embarazada makes a new word. A suffix is a word element
(pregnant). placed after the root, which changes the word’s
meaning as well as its function.
• Realise = darse cuenta, not realizar (carry out, fulfill).
• Approve = aprobar = agree with something, not Common Prefixes
aprobar un examen (pass an exam). Prefix Meaning Example
• Lecture = conferencia = a talk about a topic, not pre- before preview
lectura (reading).
un- not untidy
• Try = tratar de hacer algo, not tratarse de (be
dis- not dishonest
about) or tratar con (deal with).
re- again reactivate
• Politics = la política, not los políticos (politicians)
mis- not misunderstand
• Library = biblioteca, not librería (bookstore)
im- not impossible
• Familiar = estar familiarizado con, not familiar
(relative) bi- two bicycle
• Parents = padres, father and mother, not de- not decaffeinated
parientes (relatives).
Common Suffixes
Collocations Suffix Meaning Example
When words are used together regularly, rules are -er doer teacher
formed about their use not for grammatical reasons,
-able able imaginable
but because of the association. Black and white
appear in that order because of collocation; the two -ous full of joyous
words are always in that order and to put them the -ness state of being happiness
other way around seems wrong. -ful full of wonderful
-ly or -y like heavenly
Here are some common collocations in English with
a few examples. -ment state of agreement
Book Methodology
11
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING11
What we have in common makes us human. Our Primary Education to 4th Year of Secondary Education.
differences make us individuals. In a classroom where The Maps can be used in day to day classroom work
there is very little or no differentiated teaching, only to establish students’ position, their differences, and
the similarities among students seem to be the focus their learning needs. Once this reflection and
of attention. In a differentiated class, the common awareness task is done, it is possible to design a variety
areas are acknowledged and exploited, and the of teaching strategies to cater for students’ needs.
differences among students also become important
elements in the teaching – learning process. Learning progression and diversity
Carol Ann Tomlinson 12 Children’s learning – as shown every day in the
teaching process - shows progressive development
The Chilean Ministry of Education has presented the as they move up from one level to the next. Older
community with a new curricular tool, the Learning students generally know more about a subject and
Progress Maps. It is possible that the teachers may show more complex cognitive abilities than younger
have a lot of information about them, from different students; when comparing abilities and knowledge
and probably more complete sources than those of a 4th Year of Secondary Education with those of a
provided here.13 student in 1st Year of Primary Education, it can easily
be noticed that the former is much more competent
This brief and concise document does not intend to
than the latter in all the learning areas. Between these
be exhaustive nor replace any of those sources. It
two students, who represent the extreme levels of
only intends to present the Maps in a particularly
achievement during the school cycle, it is possible to
specific context, that of a very specific training in
distinguish several intermediate stages.
evaluation for learning, as it is in that area that they
can be very useful in the different steps of that On the other hand, children in a particular level make
training. use of different abilities to understand the same
topic, and have different ways to explain what they
This is a brief introduction to the Maps that considers
understand. There is progression not only from one
the inclusion principle that guides them, the way in
level to the next; it is normal that in the same class,
which they are presented, an example, and some
students are at different levels and show different
details to understand their pedagogical and
degrees of understanding and achievement of the
evaluative usefulness. Rather than theoretical or
required abilities.
conceptual details, special importance is given to the
elements that facilitate their use by teachers. However, not all students progress in the expected
direction. Inadequate attention to differences can
Introduction
produce delay in students’ learning. This delay, in
The Learning Progress Maps have been developed to
turn, has a cumulative effect; it tends to increase in
show teachers, students, and parents the way in
the upper levels, and when this happens, its effects
which learning progresses along school life, and
are more difficult to revert. Therefore, it is important
especially the expected direction for each of the areas
to clearly understand the state of students’ learning.
of the curriculum. They are neither a new curriculum
nor a curricular alternative; they are based on the The Learning Progress Maps are a support instrument
existing Curricular Framework. Their objective is to to diagnose achievement and differences among
describe the types of learning promoted by the students to help them to move on in their school
Fundamental Objectives and the Obligatory work according to the expected outcomes promoted
Minimum Contents, and to indicate the by the national curriculum; they offer common
characteristics of their development from 5th Year of criteria and language to observe learning.
Please note that this document has been translated directly from the document prepared by the Unidad de Currículum y Evaluación of the Ministry of Education; the superscript
references have been kept the same as in the original document.
11 Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007.
12 Tomlinson, C. A. (2005). Estrategias para Trabajar con la Diversidad en el Aula. Madrid: Editorial Paidós.
13 The full Maps are published in the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.
LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING

12
Evaluation for Learning in Practice The concept of learning underlying this model is
It is important to distinguish Evaluation for Learning another distinctive feature. Today’s approach to
as a particular model that is different from the learning suggests that, eventually, it is students
traditional interpretations of evaluation. Here is a themselves who are responsible for their own
summary of its main characteristics. learning (nobody can learn for them). Consequently,
Evaluation for Learning must necessarily involve
In this conception, evaluation: students in the evaluation process so as to provide
• is considered an intrinsic part of teaching information on their performance and guide their
and learning. efforts to improve. An important part of this
• requires that teachers share with their students information is the feedback the teacher gives
the learning achievements expected from them. students, but another part must be the result of the
direct participation of students in this process
• helps students to know and identify the standards
through self-evaluation. In the context of
they must reach.
promoting life-time learning, it is more and more
• involves students in their own evaluation. important to develop in students the capacity to
• provides feedback that tells students what they have know how much they have learnt and the ability to
to do, step by step, to improve their performance. guide and manage their own learning.
• assumes that every student can improve his / her
performance. So, what actually happens in the classroom when
• involves both teachers and students in the evaluation is used to improve learning?
analysis of and reflection on the data provided by
the evaluation. To begin with the more obvious aspects, the
teachers are involved in the collection of information
This model contrasts with the type of evaluation that, about their students’ learning and must motivate
in practice, means adding evaluation procedures or them to revise their work critically and constructively.
tests at the end of the programmed units of work.
These procedures or tests are separable and The methods to obtain information about the learning
independent from the teaching of the unit. The are well known. These are the most frequently used:
feedback is to get a mark. Although, according to this
model, evaluation is a teachers’ issue (the State, for • to observe students and listen to them when they
example, does not get involved), it tends to have a reason and describe their work;
summative rather than formative objective. • to ask students open questions, inviting them to
explore their ideas and reasoning;
However, the term formative can have several • to propose ideas that require students to use
interpretations; very often it only means that certain abilities or to apply ideas;
evaluation is frequent in a period of time and has • to ask students to communicate their ideas not only
been planned together with the teaching. In this in writing, but also through drawings, artifacts,
sense, formative evaluation does not necessarily actions, dramatisations and concept maps;
consider all the features identified as characteristic
of Evaluation for Learning. Evaluation can be • to discuss key words and analyse how they must
formative because it helps the teacher to identify be used.
areas where more explanation or training are
Of course, teachers can collect this information
needed. From the point of view of students,
through the methods identified above, and then
although their final mark and the comments written
use it to improve learning. The use of this
on the margins of their work may signal their weak
information requires that teachers and students
and strong points, they do not give them clues as to
make decisions and act; they must decide on the
how to progress towards the achievement of more
next steps in the learning process and help students
and better learning.

13
to get started. It is of the utmost importance to • The key dimensions of learning from the point of
remember that it is students who must do the work; view of the learning area and the learning level of
consequently, by being more involved in the students constitute the criteria used for the
process, students will better understand how to evaluation of learning.
extend and improve their learning. A plan that • The criteria must be shared with students so that
involves students in the judgement of their own they know and understand them, and can then
work – instead of being passive to face their direct their work accordingly.
teachers’ judgement – has higher probabilities of
• Self-evaluation and peer-evaluation must be
raising learning and achievement standards.
done using pre-established criteria. If this does
not happen, their validity will be questionable,
This is a different conception of feedback. The food
because different individuals naturally evaluate
the teacher offers is a reflection of the objective to
according to their own personal criteria.
reach, of the standard or goal towards which the
student must aim at and which, in this way, • It must be remembered that evaluation
constitutes a point of comparison for his / her work. necessarily involves value judgements. This
The role of the teacher – and what constitutes the happens when a teacher assigns a numerical
core of teaching – is to provide students with the qualification to a student’s test, and also when
skills and strategies required to take the steps they concepts are used, for example poor or excellent
need to improve their own learning. to indicate a student’s level of achievement at a
certain moment.
Key Principles of Evaluation for Learning • The teacher must take responsibility for the
Evaluation is a process that allows the collection of evaluation instruments he / she develops and
evidence on the learning achieved by students at a uses with students; this means that he / she must
given moment. The object of the evaluation is the make sure that they really let him / her collect
work produced by the student, never the student. information about the learning outcomes defined
in the pre-established evaluation criteria.
What Learning Progress Maps are What Learning Progress Maps are not
They are materials for each area of the curriculum that describe the usual They do not state that learning is linear (a sum of specific learnings)
road followed by students in their learning. They assume that progress is nor do they propose an exact description of the learning progress
the result of maturity and exposure to learning opportunities in specific that all students experience.
stages of school life.
They express knowledge and abilities, that is to say, the competences They are not an expression of all the knowledge and abilities
that students typically reach at certain moments of their school life. students can achieve in a specific level.
They indicate what we value as learning goals and the sequence in which They are not a new curriculum and they do not assume that all the
they are achieved; they provide a framework to monitor progress and students in the same class should be in the same level of learning.
communicate results.
They are presented as concrete descriptions of learning and offer They are not checklists for test correction.
examples of possible achievements in each level.
They provide a guiding framework for teaching; they let users elaborate They are not an instrument to classify students and they do not
evaluation tasks that will indicate the level of each student, and organise support a specific teaching model to achieve learning.
teaching strategies accordingly.

14
How many LPMs have been prepared? The Reading Map emphasises the importance of
Each area of the curriculum has sub-divisions that working with authentic texts as early as possible;
represent topics or abilities that must be developed their degree of complexity increases as students
during school life. A Map has been designed for move from one level to the next. By the end of their
each of them. secondary school education, students should be
able to read authentic texts of intermediate
English complexity, which implies beginning their learning
Our country’s active participation in different areas using simple authentic texts.
of the international sphere, together with the
The Reading Map does not reject the use of the
changes produced by globalisation, make the
mother tongue as a resource to monitor learning
learning of English essential to successfully face the
when the situation requires that students show
demands of society in the 21st century.
evidence of comprehension and interpretation rather
Learning English is a challenging and attractive than oral production. It is a well-known fact that
activity at any age, but particularly for young students of a foreign language can understand much
people who see it as a tool to access information more than they can express orally or in writing. For
and technology and as a means of communication this reason, the answers to the tasks presented as
with other realities and cultures. Learning English, examples in the Map are in Spanish. This does not
or any other foreign language, contributes to the mean that students are not allowed to express
understanding of the mother tongue, and at the comprehension in English or that there is an
same time it widens the opportunities to access intention to work these abilities separately.
information in other areas of study.
In the following pages you will find an excerpt of
Presentation of the Maps the Reading Progress Map. It begins with a
synthetic presentation of all the levels. Then, each
The Maps are organised in seven levels that cover
level is presented in detail, with its description and
students’ learning life from 1st Year of Primary Education
some examples of performance that illustrate how
to 4th Year of Secondary Education. Each level describes
that level of learning can be recognised.
the expected learning outcome for two school years.
For example, Level 1 corresponds approximately to 1st Reading Progress Map
and 2nd Year of Primary Education, Level 2 to the next
The aim of the English curriculum is to get students
two years, and so on. The last level (7) describes a
to use and apply the language in different tasks that
student whose outcome when finishing school is
imply they can understand oral and written texts,
'outstanding'.
and solve simple communicative situations orally or
All this information and the complete maps can be in writing. From this point of view, four English
found in the web site of the Unidad de Currículum y Learning Maps have been designed, around the
Evaluación, www.curriculum-mineduc.cl. following linguistic abilities:
• Reading
Relevant aspects of the Reading Map • Listening
In concordance with the curricular emphasis aimed • Written Expression
at the development of the abilities and the use of
• Oral Expression
language with the purpose of acquiring information
and gaining access to other cultures and The Maps of English have been designed using the
technological advances, grammar is not the focus of international standards of the Common European
attention of the Reading Map. Its role as facilitator Framework (CEF) for teaching, learning and
of understanding and communication is evaluating languages, and those of the Association
acknowledged, but the role of grammar will of Language Testers of Europe (ALTE). CEF level A2
become more evident in the Writing Map.
15
and ALTE 1 (Waystage User) are associated with b. Reading abilities. This dimension includes
Level 4, which describes the expected learning students’ capacity to extract specific information,
achieved by the majority of students by the end of to infer information and to show global
8th Year of Primary Education; level B1 and ALTE 2 comprehension of what they have read. The Map
(Threshold user) are associated with Level 6, which describes how these reading abilities become
describes the expected learning achieved by the more complex from one level to the next, also in
majority of students by the end of 4th Year of relationship with the increasing complexity of
Secondary Education. the texts read.
To describe progress in reading comprehension, the In the light of these dimensions, the Map describes
Reading Map is organised around two dimensions: a student’s reading comprehension progress, from
the ability to identify some highlighted information,
a. Text-types. In this dimension the progression is to make simple inferences and state the main topic
given by the complexity of the topics students read of a very short, simple text (in Level 3), to end up
about and the complexity of the language used in being able to reach a higher level of inference and a
the texts. There is progression from concrete to deeper understanding of linguistically and
abstract topics, and from language expressed in conceptually more complex texts (Level 6).
simple sentences to language expressed in
compound sentences of intermediate complexity.
Reading Progress Map

Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up
Level 7
the main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are
(Outstanding)
related to personal interest topics.
Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view,
Level 6 and attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium
complexity structural patterns and are related to well-known or personal interest topics.
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and
Level 5 identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium
complexity structural patterns, and are related to well-known or personal interest topics.
Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or
information, and identifies with some detail the main idea(s) explicitly stated, relating information found in
Level 4
different sections of the text. Understands brief texts that include simple structural patterns and are related to
well-known concrete topics.
Identifies explicit information that is highlighted. Infers information and identifies one main idea using information
Level 3 explicitly stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences,
and are related to concrete topics of the student´s immediate environment.
Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short
Initial level
sentences, and are related to concrete topics of the student´s immediate environment.
In our teaching proposal for 3rd and 4th Year of Secondary Education, evaluation is conceived from the following level:
Identifies explicit key information, discriminating it from distractors. Infers subtly suggested ideas and identifies messages,
Level 6 points of view, and attitudes to build up the main meaning of the text. Understands texts that include a variety of simple
and medium complexity structural patterns and are related to well-known or personal interest topics.

16
How can one recognise this level of learning? a. Types of texts. It refers to students’ capacity to
Examples of performance. write a variety of texts of increasing complexity
in terms of topic and purpose. The topics grow
When a student has reached this level, he / she can from very concrete and close in the lower levels
do the following activities: to less concrete and more varied topics in the
• compare information to identify relevant data in higher levels of the Map.
the text;
This is what the purposes consider:
• identify in the text words or sentences that reflect
an opinion or an attitude; • give instructions or indications. For example, a
message or the steps to carry out a task;
• identify and organise the main ideas to state the
main meaning; • describe. For example, people, objects and places;
• contrast information from the text to identify • narrate. For example, daily situations and
opinions and messages that are not obvious; special events.
• identify words and expressions that provide
These purposes are expressed in texts of highly
coherence to the text;
practical use, for example, messages, postcards,
• identify words that can have different meanings recipes, faxes, e-mails, personals letters, business
according to the context (polisemia); letters or letters for educational purposes, a short
• identify a variety of terms for the same concept. curriculum vitae, a composition.
Example: big, huge, enormous.
b. Mastery of the language. It considers the
Written Expression Progress Map following skills:
The Written Expression Progress Maps describe • communicate, in writing, increasingly more
the development of skills and knowledge complex information, which goes from the
students display when they write in English. This inclusion of general information to the ability to
activity is understood as students’ competence to incorporate details and complementary
solve, in writing, simple communicative situations information;
which are personally relevant and have clearly • use formal aspects of the language. This means
defined purposes. to show increasing mastery of:
- the thematic vocabulary in terms of quantity
According to the curricular framework, writing in
and pertinence;
English is a process that begins in 5° Year of
Primary Education, when students have already - the morpho-syntactic elements needed for
developed this competence in their mother communication.
tongue. Therefore, in this process of expressing
themselves in English in writing, students transfer Progress in the use of morpho-syntactic elements
to this new domain what they learnt during their is described from students’ capacity to write very
literacy process in Spanish. Writing in another simple texts using chunks of language, and the
language is a complex and slow progressive writing of texts with very simple grammatical
construction process that is developed along an structures that include the verb forms first learnt
extended period of time. In this Map, the progress by students. As from Level 5, students use simple
of this competence is described considering two structures that include some sequence markers
dimensions: the types of texts students can write and the combination of some verb tenses. In Level
and the mastery of the foreign language students 6, students can incorporate grammatical
display when writing texts. structures of medium complexity to their writing,
such as markers that indicate a clear organisation
of introduction, development and closing, and
the combination of more complex verb tenses.

17
Here is part of a presentation of the Written All this information and the complete maps can be
Expression Progress Maps, with a brief presentation found in the web site of the Unidad de Currículum y
of all the levels, and then a detailed presentation of Evaluación, www.curriculum-mineduc.cl.
each level, with its description and some examples
of performance that illustrate how this level of
learning can be recognised.
Writes texts related to familiar or personal interest topics, with narrative, descriptive, and instructive purposes. Organises
Level 7
sentences around a specific topic, incorporating complementary information. Uses simple and complex grammatical
Outstanding
structures and connectors according to the communicative purpose; includes generally accurate vocabulary.
Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific
Level 6 topic, incorporating complementary information. Uses simple grammatical structures, adds some fairly complex elements,
uses connectors according to the communicative purpose, and varied and appropriate vocabulary.
Level 5
topic, incorporating relevant details; uses connectors according to the communicative purpose and some varied vocabulary.
Writes very short texts related to concrete familiar topics, with descriptive and instructive purposes. Organises sentences
Level 4
around a specific topic, uses very simple grammatical structures, some connectors, and frequent thematic vocabulary.
Writes very short texts related to concrete topics of his / her immediate environment, with descriptive and instructive
Level 3
purposes. Uses set phrases and sentences, some very simple grammatical structures, and very frequent thematic vocabulary.
In our teaching proposal for 3rd and 4th Year of Secondary Education, evaluation is conceived from the following level:
Level 6 topic, incorporating complementary information. Uses simple grammatical structures, adds some fairly complex elements,
uses connectors according to the communicative purpose, and varied and appropriate vocabulary.

18
THE INTERNET IN THE LANGUAGE CLASSROOM
Nowadays, in the era of the information revolution How does the Internet help the teacher?
and the widespread use of the Internet in almost all • Teachers can gather information about different
spheres of life, it seems that using computer and varied topics: facts, figures, and formulas;
technology in the teaching process is more and book reviews; historical archives; authors;
more accepted and widespread. collaborative projects; lesson plans.
• E-mails, for example, can serve the goals of the
The Internet can serve as a teaching medium, a rich
teacher reinforcing structures and lexis, enlarging
resource of materials of any kind (texts, pictures,
students’ knowledge of the world, and practising
sounds, music and films), and teachers may use
the conventions of writing.
these as a basis for their lessons instead of texts
from the course book only. In this way, Internet- • Teachers can easily find opportunities for
assisted lessons may supplement teaching by professional development through up-to-date
adding an additional dimension to the classroom. resources and seminars.
Students can use Web resources to gather
information on various topics or prepare to present How can we collect and analyse information?
a project. The use of the Internet allows students to practise
and develop Web searching techniques, as well as
The Internet gives great possibilities for students’ analyse and critically evaluate online sources. It is
individual work, allowing them to work at their own important to make sure that students not only
pace, on the materials they choose themselves, search for and find required information, but also
giving them variety and choice, and offering an understand the materials and use their own words
attractive and interactive learning environment. to paraphrase the websites. In this way, students
This is largely achieved by the use of need to use all their learning skills and favourite
communication tools such as e-mail, chat, or techniques to collect, organise, and present the
discussion groups. Due to these widely accessible information found on the Web. Web searches help
and inexpensive tools, any student can students to develop analysis and synthesis skills, as
communicate with people from different parts of well as stimulate them to think critically.
the world.
Students should be taught how to evaluate sources
How useful is the Internet in the classroom? and discriminate between good and bad ones, and
• Students do online reading, listening, writing or they should be given constant guidance so that they
speaking activities and thus improve their skills. are not overwhelmed by a multitude of resources.
• Students encounter grammatical structures in
How can we develop Internet-safe lessons?
real contexts.
• Never start lessons by having students use search
• The potential of communication tools may be
engines on their own.
exploited through e-mail, chat, discussion groups,
videoconferencing; activities demanding • Ask students to find very specific information, not
collaboration can be developed. just surf.
• Internet-assisted instruction fosters learner • Always ask students to write down the URLs of the
independence. sites they use for reports in a bibliographical format.
• Individual students find partners and can write • Do not send the entire class to the same site at
e-mail letters to them. the same time.
• Collaborative work between schools can • When possible, try to preview sites before
be developed. students visit them.
• URLs of web sites change all the time, so try the
links yourself first.

19
Hypertext Websites made available to students and
HYPERTEXT: digital resources and activities teachers:
http://www.onestopenglish.com
This is a set of multimedia resources developed (MacMillan/Heinemann).
from the printed text.
http://www.holidays.net
It roughly follows the same structure as the printed (a website devoted to information about various
text, with the same contents, but pays more celebrations and religious holidays).
attention to the while-reading and listening
activities, providing opportunities for practising http://www.infoplease.com
pronunciation, speaking and writing. (pages with information about various countries).
It includes a variety of elements that allow students http://esl.about.com

and / or the teachers to make use of the resources, ESL / ELT problems, suggestions for solutions, and
following a dynamic reading that combines static activities.
and moving images, music, and sound. It strongly http://www.eslcafe.com
encourages students’ autonomous work and gives Offers discussion forums, chat room, interactive
them access to different spheres of learning. exercises, online tutorials, and extensive web guide.
The activities have the following characteristics: Also provides teaching ideas and job postings.
• they complement the contents and activities in http://www.pearsonelt.com

the printed text and have a clear didactic purpose; (Pearson Education).
• they can be used for further practice, and also http://www.rong-chang.com/

with evaluation purposes (there are diagnostic A wealth of ideas to teach, prepare materials, use
and final tests per unit); the internet, etc.
• they develop the same contents and work http://www.cln.org/int_projects.html

towards the same outcomes, but in different List of sites that will help teachers who are looking
contexts; for Internet projects for their classes.
• they are interactive, requiring actions that are

consistent with a digital tool, and are meant to
develop different abilities of varied levels of
complexity;
• they provide feedback and correct answers
when required;
• they allow students to make mistakes and try
again.
To make sure that this tool is thoroughly taken
advantage of, the Student’s Book presents an icon
that clearly and explicitly shows the connection
with the hypertext. At the same time, the
hypertext also clearly shows the relationship with
the printed text.

20
CLASSROOM MANAGEMENT
Classroom management has to do with methods Discipline

used by the teacher in order to establish One of the reasons for bad discipline is usually a
harmonious class organisation and discipline. The student’s inability to cope with the tasks. The noisiest
following components play an important role in the students will demonstrate their frustration by means
achievement of these goals. of loud outbursts and disruptive behaviour, while the
rest of the class may remain passive.
The teacher
A classroom where learning takes place is a To avoid discipline problems, these preventative
pleasant environment; the teacher is enthusiastic strategies are suggested.
and active and encourages student participation. • Careful planning. When a class is carefully planned,
students realise there is a feeling of purpose which
In most cases the teacher is the only direct contact keeps their attention on the task in hand.
students have with English. It is therefore important
• Clear instructions. Instructions are crucial in a class.
that she / he tries to communicate with them in
They must be given very clearly and assertively so
English as much and as often as possible. Some
that students know exactly what to do.
students may not be used to this, and teachers
should explain, in Spanish, that they may find it
The English class
difficult to understand at first, but it will gradually
get easier. Teachers can also use gestures or mime The main objective of the English class in Global
to help understanding. English is the development of the four skills: reading
comprehension, listening comprehension, oral
Instructions for activities should be given as clearly production and written production; however, the
and as simply as possible, through demonstration teacher may allow students to use Spanish to show
and examples. If it is clear that many students have understanding of some of the reading and listening
not understood, the teacher can ask a stronger texts. Students must be encouraged to use English
student to translate for the class. whenever possible, and the teacher must provide
patterns and clear examples for them to follow.
The students
Large classes
Teenage students are going through a difficult
process of development in their lives, so the teacher Large mixed-ability classes have to be faced every
might face discipline problems, disruptive day by teachers, who instinctively feel that they
behaviour, or unwillingness on students’ part to do could do a better job in a smaller class. Grouping is
the different tasks they are assigned. The topics in one technique that has been used to reduce the
Global English have been carefully selected since it negative effects of large classes.
is known that the choice of an appealing content
for adolescents has an essential influence over When the class is divided into smaller units, many
success or failure. learning activities can be undertaken that would
not otherwise be feasible in a large class,
The responsibility for building a positive learning particularly those of a communicative nature.
atmosphere lies not only in the good relationship
the teacher and her / his students develop, but also All this implies a different role for the teacher. The
in the one students have among themselves. Global teacher must not become less active in the
English helps the teacher in this task through a classroom, but rather less the centre of activity. A
number of carefully designed exercises, very clear teacher who is monitoring, encouraging, and
tasks, and opportunities for students to check and participating in different classroom groups will be
evaluate their own work. even more active than the ‘traditional’ teacher. The
teacher’s role is crucial in determining the rate of
language acquisition and learning in the classroom.
21
By re-organising the classroom to allow more • An important part of making a class interesting
opportunities for communicative interactions and and lively is through directly engaging students
activities, students will be in a better position to by name and on a personal level, and also sharing
acquire the foreign language. personal experiences with them.
• Start every lesson in a way that focuses everyone’s
Pairwork and groupwork attention. This creates expectation and prepares
As stated before, one of the ways of giving students students for what is to come. For example, with
the time they require to practise the language in books closed, write the topic of the lesson on the
the classroom is by dividing the class into groups or board and ask some questions about it, show a
pairs. Grouping helps teachers to individualise or poster / picture related to the lesson, ask who can
match their teaching to individual learners. In remember what they did the previous class, etc.
implementing grouping, several aspects should be • Students should not open their books until
taken into account, such as the teaching context, everyone is paying attention.
the teaching content, and the individual learner.
• End an activity before students get bored with it.
Grouping provides opportunities for peer Equally, do not hurry students or end the activity
interpretation and sharing of experiences and insights. too soon if they are obviously enjoying it.
It may also help a teacher to accommodate learner • Ask students their opinion.
differences by varying student roles and varying the • Do not assume that if one student says they
types of student involvement. Thus, teachers should understand, everyone else does.
think of grouping as a way to appreciate all the unique • Ask (elicit) rather than tell. Students get bored of
individuals that they may find in a classroom. listening to the teacher explaining. Someone in
the class will probably know the answer.
Teachers must bear in mind that this type of work
encourages students to share their skills and • Do not ask students to explain difficult things,
knowledge, and learn from each other. It also such as definitions of words in English.
increases students’ involvement and active • Do not interrupt students during pair / group
participation, and develops positive attitudes. It is speaking activities to correct their English. It is
important to share with students the importance of better to note the main, common mistakes, put
these activities, which will give them an opportunity them on the board, and correct them with the
to learn the social and communicative skills required class at the end of the activity.
to work with other people. • Do not insist on 100% accuracy all the time.
Mistakes are a normal part of the learning
The teacher should take an active role in group and process, and a valuable source of information for
pair formation, so that students do not always work the teacher.
with the same people, to take full advantage of the
• Give praise and encouragement, especially to the
variety of learning styles and abilities. Besides,
weaker students. Write positive comments on
students should assume different roles each time
their work. Let them know what they are doing
(coordinator, secretary, researcher, presenter,
well, as well as what they need to improve.
artist, etc).
• Remember that you are the main motivator in the
Some basic teaching reminders classroom!
• Teachers should prepare the lesson beforehand, • Make use of alternative assessment and
given that thorough prior preparation allows evaluation strategies, for example:
them to develop some useful ideas. It is their - Make use of recordings of formal and informal
chance to make the class entertaining and to oral language experiences (May I go to the
involve students in the learning process. bathroom; Excuse me… How do you say …?, etc.)
22
and then assess these according to pre- - Have students write in journals.
determined criteria which are based upon - Share with students during the writing and
student needs and curriculum objectives. reading processes, and observe them during
- Use checklists as concise methods of collecting peer activities.
information, and rating scales or rubrics to - Involve students in developing some or all of
assess student achievement. the evaluation criteria whenever it will be
- Interview students to determine what they beneficial to do so.
believe they do well or areas in which they need Taken from: Spandel, V. and Stiggins, R. (1990) Assessment and
to improve. Evaluation. Portland, OR: Assessment Training Institute.
- Have students keep portfolios of their writing

tasks, and language abilities checklists and • Teachers are advised to consider this diagram
records. when planning the use of resources throughout
- Keep records of students’ reading and writing the book.
activities and experiences.
Gestures, Pictures, Written

signs, picturesque videos, posters, symbols and notes
language slides
The visible
teacher uses:
Flow charts, Markers,

Colourful and
diagrams, rubrics, stickers, coloured
attractive extra
graphs paper
material
23
THE TEACHER’S BOOK
This component includes: avoid interrupting students when they are doing
• an introduction with a description of the course oral communication activities; make notes of the
and the course components, the methodology common mistakes and then correct with the whole
used, and suggestions for classroom class at the end of the activity.
management;
CD
• background notes for the teacher, related to the
information content of the different texts; The CD includes all the material for the listening
tasks, including Pronunciation, Listening and
• detailed teaching notes for every unit;
Listening test material. We have included a variety
• answers for all the tasks in the Student’s Book and of accents: British, American, Canadian, Irish,
for all the tests; Scottish, Indian, Chilean, French, Russian, among
• the transcription of the recording; others, to expose students to different ways of
• one additional photocopiable test per unit. speaking English.
Choice of tasks Classroom language

The book includes a great number of varied The teacher's book offers a selection of useful
activities. The teacher should choose the ones language that the teacher can use in different
which are more appropriate for his / her group, situations, with different purposes with students.
depending on their general level. The important Some of them provide examples for students to
thing for the teacher to bear in mind is the final imitate and others are expressions the teacher
objective of each unit, and how the different can use and students need to identify and
students are advancing towards it. recognise. All of them are recorded in the first
nine tracks of the CD.
There are activities for fast learners - exercises for
those students that have started to become Idiomatic expressions
independent users of Global English, and have When idiomatic expressions appear in the texts or
developed the capacity to work quicker and on in the activities, they are explained, defined, and an
their own. The teacher's role here is to offer more example is given. Idioms or idiomatic expressions
instances to those students who instinctively feel are those that cannot be immediately understood
the need to actively apply the language they have by analysing the literal meaning of their
been practising during the lesson. The teacher does components; literal translation will sound odd. This
not need to correct or become involved unless section will help teachers to include them naturally
students directly appeal to him / her to do so. in different exercises.
There are ADDITIONAL ACTIVITIES which the Bibliography

teacher can use if there is enough time or if Both the Teacher's Book and the Student's Book
students require further practice, and OPTIONAL offer suggestions of materials that can be used for
ACTIVITIES, which generally offer a break from the reference. Some of these materials can be found in
routine, a moment to relax or have a bit of fun while the Centro de Recursos de Aprendizaje (CRA) in each
practising the language. school.
Information and extra practice is suggested when Thematic bibliography

there is a chance that students will make a mistake, List of books where the teacher can find further
in grammar, vocabulary or pronunciation. information on the contents of the book, organised
by skill: reading, listening, speaking and writing.
Remember that the teacher must be very careful as
to when and how to correct errors; for example
THE TEACHER’S BOOK

24
CLASSROOM LANGUAGE
Greetings 1 The time 7

• Good morning. / Good afternoon. / Hello. / Hi. A: What’s the time? / What time is it?
• Good bye. / See you tomorrow. / See you later. B: It’s one o’clock. / It’s two o’clock. / It’s three
• Have a nice weekend. / Enjoy your holiday. o’clock. / It’s ten o’clock. / It’s twelve o’clock.
A: What’s the time? / What time is it?
Moods and feelings 2
B: It’s quarter past nine. / It’s half past ten. / It’s five
A: How are you today? past eleven. / It’s ten past twelve. / It’s twenty
B: I’m fine. / I’m great. / OK. / Very well, thank you. / past one. / It’s twenty five past two.
I’m not very well. / I have a problem. / I’m feeling A: What’s the time? / What time is it?
down. / I’m sad.
B: It’s quarter to eight. / It’s twenty five to nine. / It’s
Asking for clarification 3 twenty to ten. / It’s ten to three. / It’s five to four.
• Can you repeat that, please? Some commands and instructions 8
• Can you say that again, please? • Answer the questions. • Look up these words in
• Sorry? I’m afraid I didn’t understand. • Be quiet. the dictionary.
• Can you help me with this exercise, please? • Check your answers. • Make a list.
• Check your predictions. • Make some notes.
Encouragement 4 • Close the door. • Match the pictures.
• Well done! / Good! / Excellent! / Good work! / • Come to the board. • Name three activities.
Congratulations! • Compare your answers. • Open your books.
• Complete the • Pay attention, please.
• Do it more carefully. / Say it again. / Try to correct
paragraph. • Put the pictures
that, please.
• Copy the instructions. in order.
• Not too bad. / You’ll do better next time. / Keep • Discuss the ideas in • Read the instructions.
trying! your group. • Select the correct
• Do Exercise 1. answer.
The date 5
• Do not write in • Silence, please.
A: What day is it today? your book. • Sit down.
B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s • Fill in the blanks. • Stand up.
Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday. • Find examples in • Talk to your partner.
A: What’s the date today? the text. • That’s all for today,
B: It’s (Monday) March 9th. / It’s (Monday) 9th March. • Find the cognates in thank you.
the text. • Work in groups of four.
The weather 6 • Listen to the recording. • Work with your partner.
A: What’s the weather like today? • Look at the pictures. • Write the sentences.
B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s Turn taking and permission 9
nice and warm. / It’s nice and cool. / It’s raining. / • Can I talk to you after the class?
It’s snowing. Excuse me, can I say something?
• Excuse me; can I leave the room for a minute?
May I go to the bathroom?
• It’s your turn.
Sorry, it’s my turn.
CLASSROOM LANGUAGE
25
SUGGESTED YEAR PLANNING
Unit Expected Learning Activities Resources
Unit 1. LOVE Students show general and specific 5. 6. 7. 8. 9. page 9 Diagrams

Topics: Love and personal comprehension of different types of reading 4. 5. 6. 7. 8. Track 12, page 15 Charts
feelings and listening texts. Pictures
Pages: 6 - 25
Time: 18 hours Students complete texts using key 10. 12. page 12; 10. page 16; 9.
vocabulary, intensifiers and the modal page 15
verb might.
Students write a love letter. 15. page 13
Students imitate spoken models and role 14. Track 10, page 13; 2.
play dialogues. Track 11, page 14; 12.
Track 13, page 17
Students share own experiences. 14. page 17
Unit 2. LITERATURE AND Students show general and specific 5. 6. 7. 8. 9. page 29 Diagrams
FILMS comprehension of different types of reading 6. 7. 8. 9. Track 18, page 35 Pictures
Topics: Books and films and listening texts. Charts
Pages: 26 - 45
Time: 18 hours
Students use – ing forms and gerunds to 13. page 33
write descriptions and complete sentences. 12. page 36
Students write a film review. 15. page 37
14. page 33
Students imitate a spoken model and role 11. Track 16, page 32
play dialogues. 3. Track 17, page 34
14. Track 19, page 36
Students present an interview. 16. page 37

26
Indicators of Evaluation
Activities Page
How ready are you for this unit?: Students activate their previous knowledge of the topic and 1. 2. 3. 7
related vocabulary to establish a starting point.
Minitest: Students do a short testing activity within a time limit, assign themselves points and 13 13
analyse their performance. 13 17
Test your Knowledge
• Reading: Students identify type of letter. Students find specific information. Students locate and 1.2.3. 22
match information.
• Listening: Students identify type of programme. Students find general information. Students 4. 5. 6. Track 14 23
discriminate between correct and incorrect information.
• Language: Students use intensifiers and the modal verb might. 7.8. 23
• Writing: Students complete a letter. 10. 24
• Speaking: Students role play a dialogue expressing suggestions. 9. 24
Self Evaluation: Students analyse their performace in the whole unit. Quiz 25
Extra Test (Teacher’s book) (Teacher’s book) (Teacher’s book)
• Reading: Students find specific information and transfer it to a chart. Students find synonymous 1. 2. 48
words and expressions.
• Listening: Students discriminate between correct and incorrect information / Students identify speakers. 3. 4. Track 15 48
• Language: Students use intensifiers and the modal verb might. 5. 6. 48
• Writing: Students write a love letter. 8. 48
• Speaking: Students express their opinions on given topics. 7. 48
Minitest: Students do a short testing activity within a time limit, assign themselves points and 13. 33
analyse their performance. 15. 37
Test your Knowledge
• Reading: Students identify writer’s view. Students match information. Students find specific 1. 2. 3. 43
information.
• Listening: Students discriminate between correct and incorrect information. Students identify 6. 7. Track 20 43
speakers.
• Language: Students use gerunds. Students identify gerunds and present participles. 4. 5. 43
• Writing: Students write a film or a book review. 9. 44
• Speaking: Students role play a dialogue expressing opinions. 8 44
• Reading: Students locate information. Students match information. Students identify writer’s 1. 2. 3. 67
opinion. 68
• Listening: Students discriminate between correct and incorrect information. Students find specific 4. 5. 6. Track 21 68
information.
• Language: Students use gerunds. Students identify gerunds and present participles. 7. 8. 68
• Writing: Students write a review. 10. 68
• Speaking: Students talk about their likes and dislikes in films. 9. 68

27
Unit 3: TECHNOLOGY Students show general and specific 5. 6. 7. 8. page 48 Illustrations

Topics: Green technology and comprehension of different types of reading 9. 10. 11. page 49 Pictures
conservation of our environment and listening texts. 6. 7. 8. 9. Track 24, page 55 Charts
Pages: 46 - 65
Time: 18 hours
Students write sentences using the 14. page 52
Subjunctive.
Students write a brochure on a new 16. page 53
technology.
Students talk about inventions. 12. Track 22, page 49
Students role play a conversation. 13. Track 25, page 56
Students discuss issues related to 17. 18. page 57
technology.
Unit 4: YOUNG ART Students find or infer specific information in 6. 7. 8. 9. 10. page 69 Pictures
Topics: Expressions of young different types of reading and listening texts. 5. 6. 7. Track 30, page 77 Illustrations
art, music, painting. 8. 9. 10. Track 30, page 78 Time lines
Pages: 66 - 89 Students complete sentences. Diagrams
Time: 18 hours
Students write an article on the history of a 12. page 73, 14. page 74
painting style. 14. page 80
Students play a game. 18. page 75
Students role play dialogues. 13. page 73

Students discuss art forms. 15. Track 31, page 80
17. 18. page 81

28
Activities Page
Test your Knowledge:
• Reading: Students summarise information. Students match information. Students discriminate 1. 2. 3 .4. 63
between correct and incorrect information. Students find specific information.
• Listening: Students find general information. Students discriminate between correct and incorrect 5. 6. 7. 8. Track 26. 63
information. Students find specific information.
• Language: Students rewrite and complete sentences. Students use linking words. 9. 10. 11. 64
• Writing: Students summarise a text. 13. 64
• Speaking: Students role play introductions. 12. 64
• Reading: Students identify type of text. Students discriminate between correct and incorrect 1. 2. 3. 86
information.Students find specific information.
• Listening: Students identify purpose of text. Students discriminate between correct and incorrect 4. 5. 6. Track 27. 86
information. Students find specific information.
• Language: Students use linking expressions. Students rewrite sentences. 7. 8. 87
• Writing: Students write a leaflet. 10. 87
• Speaking: Students discuss an issue and give recommendations. 9. 87
Test your Knowledge
• Reading: Students find, match and locate specific information. Students find specific information. 1. 2. 3. 87
• Listening: Students discriminate between correct and incorrect information. Students 4. 5. 6. Track 32. 87
identify speaker.
• Language: Students use the Past Perfect tense. Students rewrite sentences using the Subjunctive. 7. 8 88
• Writing: Students write about favourite singer or band. 10. 88
• Speaking: Students compare paintings and express preferences. 9. 88
• Reading: Students match and locate information. Students transfer information to a chart. Students 1. 2. 3. 104
find specific information.
• Listening: Students discriminate between correct and incorrect information. 4. 5. 6. Track 33. 104
• Language: Students complete sentences using the Simple Past and the Past Perfect tense. Students 7. 8. 105
rewrite sentences using the Subjunctive.
• Writing: Students write the biography of a Chilean artist. 10. 105
• Speaking: Students discuss music styles. 9. 105

29
Unit 5: SCIENCE Students show general and specific 5. 6. 7. 8. page 93 Pictures

Topics: Science and scientific comprehension of different types of reading 9. 10. page 96 Charts
discoveries. and listening texts. 11. page 97 Diagrams
Pages: 90 - 113 6. 7. 8. Track 36, page 101 Illustrations
Time: 18 hours 9. 10. 11. Track 36, page 102
Students write what people actually said. 12. page 98
Students report what people said or asked. 13. page 98
Students write a scientific article. 15. page 104
Students role play dialogues. 16. page 99
Students discuss scientific issues. 14. Track 34, page 98.
Students play a game. 16. Track 37, page 104.
17. page 99, 18. 20. page 105
19. page 105
Unit 6. IN BUSINESS Students identify and extract specific 7. 8. 9. page 117 Illustrations
Topics: Business and information in different types of reading 10. 11. 12. page 120 Pictures
commercial letters, and listening texts. 6. 7. 8. Track 42, page 125 Charts
formal situations. 9. 10. 11. Track 42, page 126
Pages: 114 - 137
Students complete conversations using 16. page 122
Time: 18 hours
reporting verbs and indirect questions. 14. page 128
Students write a business letter. 19. page 123
Students role play conversations. 17. Track 40, page 122

Students make presentations about 17. page 129
occupations.
Students discuss jobs. 18. page 129

30
Activities Page
How ready are you for this unit?: Students activate their previous knowledge of the topic and 1. 2. 91
Test your Knowledge

• Reading: Students draw conclusions. Students find specific information. 1. 2. 3. 111
• Listening: Students match speakers and information. Students discriminate between correct and 5. 6. Track 38. 111
incorrect information.
• Language: Students report what people said. 7. 8. 112
• Writing: Students report an interview. 9. 112
• Speaking: Students exchange information using reporting verbs. 4 111
• Reading: Students identify source of text. Students find and classify information. Students 1. 2. 3. 4. 126
discriminate between correct and incorrect information. Students draw conclusions.
• Listening: Students match information and speakers. Students discriminate between correct and 5., Track 39; 126
incorrect information. 6. 7., Track 39. 127
• Language: Students report what people said or asked. 8. 9. 127
• Writing: Students report an interview. 11. 128
• Speaking: Students exchange opinions about scientific and technological issues. 10. 127
Test your Knowledge
• Reading: Students identify type of letter. Students infer information. Students discriminate between 1. 2. 3. 135
correct and incorrect information.
• Listening: Students match information and visual clues. Students discriminate between correct and 4. 5. 6. Track 44 135
incorrect information. Students transfer information to a visual organiser.
• Language: Students write indirect questions. 7. 8. 136
• Writing: Students write a letter of complaint. 10. 136
• Speaking: Students role play an interview. 9. 136
• Reading: Students identify purpose of text. Students locate specific information. Students 1. 2. 3. 148
• Listening: Students match information and visual clues. Students identify speakers. Students 4. 5. 6. Track 45. 148
• Language: Students use indirect questions. 7. 8. 149
• Writing: Students write a letter of apology, gratitude, or complaint. 10. 149
• Speaking: Students role play a conversation reporting what someone said. 9. 149

31
Unit 1 LOVE
In this unit you will learn to: You will also learn:
Reading: validate predictions through skimming / classify specific information. Grammar: the modal verb might / intensifiers.
Listening: identify the tone of messages / identify stressed words / discriminate Vocabulary: words related to love and feelings.
between correct and incorrect information.
Oral
Production: express personal attitudes / participate in guided dialogues / ask and
You will use the following text types:
answer questions.
Written Reading: love letters.
Production: complete paragraphs / write a love letter. Listening: a news story / a song.
Functions: express condition, interest, possibility, requests and suggestions.
You will pay special attention to these values:

The importance of expressing our feelings.
The acceptance of and respect for different opinions.
Didactic resources and methodology tips

• If available, use of complementary material such as English language love letters available on line. A good
online source is http://www.romanceforeveryone.com/love-letters.
• Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries,
definitions, printed handouts, library material, notes.
Unit 1
32
PAGE 6 Students assign themselves half a point for each
INTRODUCTION correct question and half a point for each
correct answer.
Invite students to examine and describe the
photograph and relate it to the name of the unit. 3 The list of adjectives provided can be divided
Form groups and ask them to read the objectives of into positive and negative, as reflected by the
the unit and make comments on the things they smiley faces. Ask students to copy the two faces
already know, what they can do, what will be new, etc. into their notebooks and write a list of negative
Draw students’ attention to the values that will be paid adjectives under the sad face and of positive
more attention to, and ask them to anticipate what adjectives under the happy face. Check answers
issues will be discussed in connection with them. on the board. Draw their attention to the verbs
PAGE 7 in the previous exercises, which also have
positive, negative or neutral meanings. Students
HOW READY ARE YOU FOR THIS UNIT? assign themselves one point for each adjective
Explain to students that this page of each unit will correctly classified.
contain activities meant to identify and activate
Answers
their previous knowledge of the topic and related
Positive: cheerful, delighted, happy, joyful, loving,
vocabulary to establish the starting point for the
satisfied, wonderful.
activities that will follow. They will also help to
Negative: angry, annoyed, hateful, miserable, sad.
detect weaknesses that will require extra work and
support, to contextualise the contents that will be Encourage students to work out their score and
developed, and present cognitive challenges. read what it indicates. Give help to those students
Although all the activities have been assigned who get low scores and praise those who seem to
points, the results do not indicate success or failure, be better prepared for the contents of the unit.
but help to identify the points mentioned in the Make notes of any useful information about what
previous paragraph. students already know that you can use later when
Give students time to form groups and discuss the developing the lessons.
exercises that have to be done in groups, and PAGE 8
encourage them to reflect and be honest to do Lesson 1 - READING
those that require individual responses. LOVE IN WRITING
The introduction concentrates on expressing personal
opinions, so remind students to respect each other’s Remind students to check the learning abilities they
opinions though they might be quite different. will develop with each of the activities and
comment on their expectations and interests.
1 Ask students to describe what they see in
pictures 1 – 4. Then, tell them to read and BEFORE YOU READ
answer the questions. Tell them to start their
answers with the expressions provided: It seems Did you know that...
to me… In my opinion … I believe that … For more information on this section, see page 8 of
Tell them to assign themselves one point for the Introduction. In this case, there is a definition of
each question they manage to answer using the a quotation and a question to help students to
openings provided. recognise one: all the quotations in Exercise 1 are in
italics and between quotation marks.
2 Write these verbs on the board: hate, dislike, be
fond of, like, love. Invite students to read this section before starting
Ask students if they know which ones are the Exercise 1. You can ask them to say a few additional

most intense and which ones are fairly neutral. quotations, either by famous people or something
Ask them to work in pairs and ask each other their partner said.
questions about the things they like, dislike, hate, 1 (Learning ability: to express opinions).
are fond of and love. You can give a few examples: Ask students to read the five quotations and say
What food do you really hate? Are you fond of which ones they most agree / disagree with.
swimming?, etc. Remind them to respect each other’s opinions
and to try to substantiate their answers.
LOVE
33
OPTIONAL ACTIVITY • “In our life there is a single colour, as on an artist’s
Copy these quotations onto separate pieces of paper, palette, which provides the meaning of life and
without the names of the authors. Distribute the art. It is the colour of love”.
quotations among the groups and write the names Marc Chagall (1887 - 1985) Russian-French
of the authors on the board. The winner is the first painter, graphic artist.
group to match quotations and authors correctly.
2 (Learning ability: to match information and visuals).
Possible quotations You could start this exercise asking students
• “Love is an irresistible desire to be irresistibly desired”. what it feels like to be in love. What do they
Robert Frost (1874 – 1963) American poet. know from personal experiences, films and
• “Never forget that the most powerful force on books? Brainstorm expressions we use to
earth is love”. express opinions (page 7, Exercise 1) and ask
Nelson A. Rockefeller (1908 –1979) US 41st Vice different students to write them on the board.
President, the 49th governor of New York, a Then ask them to read the eight statements,
philanthropist, and a businessman. encouraging them to guess the meaning of
• “There are more love songs than anything else. If words they might not know from the context.
songs could make you do something, we’d all love Which situations, in their opinion, express love
one another”. for another human being?
Frank Zappa (1940 – 1993) American composer,
Answers
electric guitarist, record producer, and film director.
a. The positive ways of showing love in the list
• “I don’t care too much for money, money can’t
are b., c., d., e., f., h. Students can add their
buy me love.”
own ideas.
John Lennon (1940 – 1980) English rock musician,
singer, songwriter, and peace activist; one of the 3 (Learning ability: to express personal attitudes).
founding members of The Beatles. Although our teens live in a text messaging and
• “It may be true that the law cannot make a man e-mailing world, they are probably familiar with
love me, but it can keep him from lynching me, some types of love letters they may have seen on
and I think that’s pretty important.” the Internet, at home, or somewhere else. Ask
Martin Luther King, Jr. (1929 - 1968) US civil rights them if they would rather get a text message
leader, clergyman. expressing someone’s love or if they would prefer
• “Nature never did betray a real love letter. Tell them to read the different
The heart that loved her”. ways to finish a letter and decide which ones
William Wordsworth (1770 - 1850) English poet. would suit a love letter. Why do they think so?
• “I am one of the people who love the why of things”. Answers
Catherine the Great (1729 - 1796) Russian empress. b., d., e., f.
• “True love comes quietly, without banners or flashing
lights. If you hear bells, get your ears checked.” ADDITIONAL ACTIVITY
Erich Segal (1937) US novelist, dramatist. To practise letter writing you could write a very
• “He that falls in love with himself will have no rivals”. basic letter on the board and ask students to label
Benjamin Franklin (1706 - 1790) US statesman, its parts. It could be a personal or a business letter,
diplomat, inventor, printer. as both would basically include the same parts.
• “Neither a lofty degree of intelligence, nor Alameda 2345, Address
imagination, nor both together go to the making Santiago, Chile
of genius. Love, love, love, that is the soul of genius.” 24 December, 2010 Date
Wolfgang Amadeus Mozart (1756 - 1791) Austrian Dear Mr Hall, Salutation
composer. I am writing this letter to ask you to consider me for
• “The best way to pay for a lovely moment is to enjoy it”. the position of a tourist guide in your winery in San
Richard Bach (1936) US novelist, author. Fernando Body of the letter
Unit 1
34
UNIT 1
I am a fluent English speaker and would love the to just look at the letters and identify the type of
opportunity to work for such a prestigious company messages they are: letter I, an e-mail; letter II, a girl’s
as yours. letter on especially feminine stationery; letter III: a
I am attaching my Curriculum Vitae for your information. very old letter; letter IV: a postcard.
Yours faithfully Closing
BACKGROUND INFORMATION
Julia Martínez Signature
Letter III was written some time in 1835 by Juliette
More information on letter writing can be found at
Drouet, a French actress, to Victor Hugo, French writer
http://www.letterwritingguide.com/
(26 February 1802 – 22 May 1885, author of The Last Day
howtowritealetter.htm
of a Condemned Man, The Hunchback of Notre Dame, Les
PAGE 9 Misérables, Toilers of the Sea, etc.). She wrote passionate
4 (Learning abilities: to find meaning of words / to and lyrical love letters to Hugo for over 50 years.
make predictions). 5 (Learning ability: to validate predictions).
Start by asking students to define verbs, nouns Refer students to the letters on pages 10 and
and adjectives. What do the three express? 11. Ask them to read them quickly and scan
Noun: a word that can be used to name a them for the words in Exercise 4. Which ones
person, a place, a thing, a quality, or an action. have they found? Check answers orally.
Adjective: a word that expresses an attribute or
Answers
a characteristic of somebody or something.
kind, cuddle, heart, beauty, admire, miss,
Verb: a word that expresses existence, action, or
romantic, share, feel.
occurrence.
Ask students which of the words in the diagram 6 (Learning ability: to find specific information).
they already know and what they mean. Tell Refer students back to Exercise 3. Ask them to
them to use a dictionary to find out the see how the four letters finish. Are there any
meaning of the others. Check that students coincidences with the expressions listed in
know the meaning of all the words. Exercise 3? Check answers orally.
Some recommended online dictionaries include: Answers
www.merriam-webster.com Letter I: For ever yours.
www.thefreedictionary.com Letter II: Thinking of you.
www.dictionary.cambridge.org
Finally, ask students which words they would 7 (Learning ability: to identify the tone of messages).
expect to find in love letters. Tone is the word used to describe the author’s
Answers opinion about the story, character, or events.
Adjectives. Eager = ansioso/a. Glad = feliz. Tone can be found in fiction and non-fiction by
Kind = amable. Romantic = romántico/a. looking at the way the authors describe things
Sensitive = sensible. and what words they choose. Tone is present in
Nouns. Beauty = belleza. Date = cita. all communication activities, it is a reflection of
Heart = corazón. Novel = novela. the writer’s thoughts and opinions, and it affects
Jealousy = celos. how the reader will perceive the message. For
Verbs. Admire = admirar. Cuddle = abrazar. example, if the writer wants to tell us that he /
Feel = sentir. Miss = echar de menos. she thinks that the situation of homeless people
Share = compartir. is sad, he / she cannot use a tone that is bored
or cynical because that is how the reader will
WHILE YOU READ perceive the general message.
Remind students to check the learning abilities they Read the characteristics with the class and tell
will develop with each of the activities and them to read the letters again to do the task.
comment on their expectations and interests. Check answers orally.
Before starting the reading activities, invite students
LOVE
35
Answers PAGE 11
a. Letter I. b. Letter III. c. Letter II. Draw students’ attention to the American v/s British
d. Letter IV. e. Letter III. English box, and help them to notice that only one
You can take this opportunity to remind students spelling is acceptable in American English, while
that in English, the names of languages and British English uses both.
nationalities are always written with a capital letter. Students can find more examples of differences
Examples: between American and British English at
I’m a Chilean teenager, he is a British writer, we both speak http://www.michigan-proficiency-exams.com/
Spanish, They are French, therefore they speak French, etc. american-and-british-english- difference.htm
8 (Learning ability: to locate specific information). PAGE 12

Reading comprehension usually consists of text AFTER YOU READ
recall. However, locating information such as Remind students to check the learning abilities they
facts, names, or numbers in a text is a reading will develop with each of the activities and
task requiring comprehension that is distinct comment on their expectations and interests.
from text recall in two respects: (1) cognitive 10 (Learning ability: to classify words).
processes that control reading comprehension An attractive way to classify information – in this
and locating information are different; (2) the case vocabulary – is to prepare a table with the
frequency of engagement in comprehension relevant number of columns, two in this case, as
and locating are expected to be independent. students have to classify the words into positive
Locating information is a form of reading that is and negative. Ask them to draw a table with
more goal-directed, more selective in the use of two columns and some 14 rows. Read the
text, and less dependent on declarative words aloud to check pronunciation and
knowledge. The process of locating text meaning and then ask different students to
information requires: formulation of a goal, read them again. Students place the words in
extraction of relevant details, and recycling to the correct column. Check on the board.
obtain solutions. Explain to students that each
Answers
of the chunks (a. – d.) has been taken from one
Positive: • enjoyable • fascinating • funny
of the letters on pages 10 and 11. Ask them to
• gentle • honest • interesting • joyful • kind
read the sentences and the letters carefully to
• loving • optimistic • passionate • pleasant
find their correct location (i. – iv.)
• romantic • sensitive.
Answers Negative: • abusive • boring • confusing
a. – ii. (Letter II). c. – i. (Letter I). • dramatic • embarrassing • insensitive • ironic
b. – iii. (Letter III). d. – iv. (Letter IV). • mad • nasty • pessimistic • sad • silly.
9 (Learning ability: to match information). ADDITIONAL ACTIVITY
Ask students to read the summary of one of the You can take this opportunity to revise the difference
letters. Can they match it with the original letter? between adjectives ending in –ing and in –ed, like
What were the key words that helped them to decide? confusing – confused; embarrassing – embarrassed;
A summary or recap or précis is a shortened fascinating – fascinated; interesting – interested; etc.
version of the original. The main purpose of such The adjectives ending in –ing describe somebody or
a simplification is to highlight the major points something (Spanish: ser ____). For example, this
from the original (much longer) subject, e.g. a lesson is interesting; my girlfriend is fascinating.
text, a film, or an event. The target is to help the The adjectives ending in –ed describe a mood
audience to get the gist in a short period of time. (Spanish: estar ______.). For example: I’m interested
Answers in the contents of this lesson; my girlfriend is
Letter II. fascinated with her new mobile phone.
Unit 1
36
UNIT 1
them to read the three questions, first answer

them in writing in their notebooks, and then read
Language Note The modal verb might the answers to the other people in their group.
This section provides information on the uses of the
How do their answers compare to the others?
modal verb might. It is a typical modal verb which Check answers orally.
uses not for negation and inversion for questions. Draw students’ attention to the American v/s British
More useful information on the verb can be found English box, and help them to notice the differences
at http://www.englishpage.com/modals/might.html in vocabulary.
Encourage students to read the information and try Students can find more examples of differences
to work out the answers on their own. between American and British English at
Answers http://www.michigan-proficiency-exams.com/
Point 1: all the sentences use might. difference-between-british-english-and-american-
Point 2: a. possibility. b. condition. c. request. english.html
d. suggestion. PAGE 13
Point 4: Letter I: Sometimes you might want
to do other things. You might be doing more 13 MINITEST (Learning ability: to evaluate learning).
important things. There are times you might This minitest allows students to evaluate their
want a steak. There are times you might not performance in the grammar aspect of the
agree with me. lesson and also to consider evaluation as a
Letter II: Who knows what your answer might continuous process throughout the book. Read
be? Do you think we might at least be friends? the instructions aloud, make sure that all the
Letter III: If I were clever, I might describe… . I students understand them clearly and set a
might tell you that you are the greatest marvel. time limit to complete the task. Check answers
Letter IV: We might climb volcanoes. and help students to work out their scores. You
may ask them to keep track of their progress
11 (Learning ability: to consolidate a language point). and then evaluate their overall performance in
Refer students to the Language Note. It might the Minitests after two or three units.
be a good idea to copy the table in their
notebooks and do the exercise there (if they Possible answers
make a mistake they can correct it more easily). a. You might visit (interesting place in
Check answers orally, asking different students student’s area).
to read the sentences and the answers. b. Helen / Ian, might I borrow your T-shirt?
c. Mum, I have looked everywhere. Do you
Answers
know where my favourite jeans might be?
A B
d. You might buy crisps, biscuits and soft drinks.
She might miss the train if
she comes late. A possibility.
Excuse me, might you speak 14 10 (Learning abilities: to match information /
a little louder please? A request. to imitate a spoken model).
We might stay at home and Students work in pairs. Ask them to read all the
watch a film if you want. A suggestion. sentences and then match them to form three
If the plants don’t get enough mini-dialogues. Play the recording once for
water, they might die. A possibility. students to check their answers and then again
The teacher said it was optional - with pauses, for students to repeat. Ask some
we might read it if we want to. A condition. students to role play the different dialogues in
front of the class.
12 (Learning ability: to reinforce a language point). Answers
Ask students to work in pairs or small groups. Tell a. – iii. b. – i. c. – ii.
LOVE
37
TRANSCRIPT – ORAL PRACTICE 1. Is the general subject target-specific, is it really
directed at my students?
The speakers have an American accent 2. Do students have enough opportunity to use the
A: If you organise a party, who might you invite? language learnt in the lesson? For example, if the
B: In my opinion, we should ask everybody in the class. subject of the unit was letters and the grammar
content the First Conditional – have I
Speaker A has an Indian accent and Speaker B has a British accent. incorporated these into the task?
A: So, what do you think we might cook tonight? 3. Is the task clearly defined? Do my students
B: How about some fish and chips? understand what I want from them?
Both speakers have a British accent. 4. What kind of knowledge is the task putting into
A: Where might we find Philip? practice? Have I covered it before, in previous
lessons?
B: I’m not sure - you might try his home address or his office.
5. Does the topic invite students to use wide and
Draw students’ attention to the American v/s British varied vocabulary? For example, a task telling
English box, and help them to notice the differences students to describe a flower might not be
in vocabulary. demanding enough and students would not
Students can find more examples of differences have the chance to use a varied vocabulary.
between American and British English at 6. Does the task elicit sentences, ideally connected,
http://www.michigan-proficiency-exams.com/ and not just lists of words?
difference-between-british-english-and-american- 16 (Learning ability: to relate content to personal
english.html experiences).
This is a roundup exercise where students are
15 APPLICATION TASK – Writing asked to reflect on what they have learnt in the
(Learning ability: to write a text).
lesson, in terms of abilities, content, grammar,
Considering that this is the first application task,
and vocabulary. It also encourages them to
guide students very carefully, first to form the
express their opinions concerning important
groups and distribute tasks and roles, and then to
values explicitly or implicitly stated in the texts
read the instructions and follow them step by step.
and activities. Refer students again to the first
Help and correct students’ work while walking
exercise in the unit, encourage them to share
among the groups and encourage them to
evaluate each step of the task. answers in their groups and / or with the whole
Make sure students understand the importance of class and motivate them to substantiate their

cooperative work, respect each other’s opinions, and answers. Be particularly tactful with questions
do the work they have committed themselves to do. c. and d. in this activity, which may reflect
At the moment of evaluating their own letters, some of the students’ painful situation. Perhaps

encourage them to be honest. for these two questions it is better if they share
When they exchange letters, highlight the answers only in their groups.

importance of respecting everyone’s work and PAGE 14
offering positive comments. Lesson 2 – LISTENING
FROM THE HEART
ADDITIONAL ASSIGNMENT
You can design your own writing assignment / Remind students to check the learning abilities they
application task as homework or extra test. Although will develop with each of the activities and
the book has been written thinking of a wide range comment on their expectations and interests.
of students, there might be situations where you
may feel that an application task is not localised 1 (Learning ability: to match information and visuals).
enough. Feel free to design your own tasks and ask Cartoons or visuals usually help students to
yourself these questions when preparing them: identify more with the content, especially if they
are close to their reality or interests. Ask them to
Unit 1
38
UNIT 1
observe the three pictures and describe them in BACKGROUND INFORMATION

pairs. Then they read the sentences in the In English, we do not say each syllable with the
bubbles and match them with the pictures. Ask same force or strength. We say some syllables very
them to identify one word that appears in all loudly (big, strong, important) and all the other
the bubbles. Do they know what it means? syllables very quietly.
You can follow up asking them if they have ever For example: photograph, photographer and
been in a similar situation. How did they behave? photographic. We stress ONE syllable in each word,
and it is not always the same syllable, so the shape
Answers
of each word is different.
a. – Picture 3. b. – Picture 1. c. – Picture 2.
shape Total Stressed
Did you know that...
syllables syllable
PHO TO GRAPH 3 #1
For more information on this section see page 8 of
the Introduction. PHO TO GRAPH ER 4 #2
This is one of many distinctions between accent and
PHO TO GRAPH IC 4 #3
stress, appropriate for the level of the students. Invite
them to compare with Spanish. Do we emphasise The same happens in sentence stress. For example,
using stress too? Can they give examples? we can say the same sentences emphasizing
2 11 (Learning ability: to identify tone of message). different words, thus making its meaning quite
The intensity of a message can vary depending different.
on several elements. For example, the stress put I want the green dress, not the blue dress. Meaning
on some words or parts of the sentence, the that I don’t really like the blue dress.
choice of words (for example like versus love), I want the green dress, not the blue dress. Meaning that it
and some paralinguistic features such as is me and not someone else who wants the dress.
gestures, facial expressions, and others. In this I want the green dress, not the blue dress. Meaning
case, the intensity of one of the pairs is that it is my wish to get the dress.
Taken from: (1997) What is Word Stress? Retrieved on June 12,
heightened by the use of an intensifier. 2009, from http://www.englishclub.com/pronunciation/word-
Taken from: Kleiven, J. (1973). Verbal communications and intensity of
stress-2.htm
delivery . Scandinavian Journal of Psychology, Volume 14, Issue 1,
pages 111–113. 3 (Learning ability : to make predictions).
Play the recording at least twice and tell Ask students to read the three options and the
students to decide which dialogue in each title of the story they are going to listen to.
pair is more intense. Ask them why they think What does 'underground' mean? Does it have
it is so and encourage them to identify which just one meaning or more? What do students
words are stressed. think the story will be about? Do not check
Answers answers at this stage.
a. ii. b. ii. Draw students’ attention to the American v/s
British English box, and help them to notice that
TRANSCRIPT - PRONUNCIATION 11 the two varieties use different words to refer to
Adam has a British accent and Theresa has a Scottish accent. the same means of transport.
a. Adam: I love you. The exercises use the American English word
Theresa: I love you too. because the news programme is about a story
Adam: I love you so much. that takes place in New York and the song is by an
Theresa: I love you very much too! American singer.
George is from New Zealand and Lilly is American. Students can find more examples of differences
b. George: I’m fond of dancing and singing. between American and British English at
Lilly: I love dancing too. http://www.michigan-proficiency-exams.com/
George: I am quite fond of dancing and singing. difference-between-british-english-and-
Lilly: I absolutely love dancing! american-english.html
LOVE
39
ADDITIONAL ACTIVITY have learnt about stress in sentences. Ask them
The Prediction Wheel to read sentences a. – d. Play the recording again
You can go through all the prediction steps with for them to mark the stressed words; they can
another simple text chosen by you. underline them or draw a circle around them.
Step 1. Ask students to predict what the text will be Answers
about paying attention to the title, pictures you a. We have a real life romantic story.
have included, previous knowledge (for example, if b. He developed the very popular Web site...
the text is about a specific region of the country), c. He described her really well.
vocabulary you have provided. Ask them to make at d. What better illustration of this unusual
least two predictions (what do you think it will be love affair...?
about? Who do you think the protagonists will be?)
Step 2. Students read the text and find evidence to 6 12 (Learning ability: to discriminate between
confirm their predictions. Follow the instructions in correct and incorrect information).
the wheel. Students read the statements before listening
Step 3. After validating, checking, or abandoning / to the news story again. Help them to notice
correcting their predictions, students write a that they have to distinguish true, false and not
summary of the text. mentioned information. Ask fast learners to
Taken from: Zygouris-Coe V. and Glass, C. (2004) For-pD’s reading correct the false statements.
strategy of the month. Prediction Wheel. Retrieved on March 12,
2012, from http://forpd.ucf.edu/strategies/stratWheel.html Answers
a. False. (He is 21 years old).
b. Not mentioned. c. True. d. True.
7 12 (Learning ability: to discriminate between

pairs of words).
Read the sentences aloud with both alternatives.
Then play the recording of the song again for
students to identify the correct alternative.
Answers
a. brilliant. b. smiled. c. see. d. truth. e. never.
8 12 (Learning ability: to identify tone of message).

Remind students that tone is the word used to
describe the author’s opinion about the story,
characters or events. Refer them back to
Exercise 7 in Lesson 1 of this unit to revise what
they have learnt about tone.
PAGE 15 Answer
WHILE YOU LISTEN c. Sad and romantic.
4 12 (Learning ability: to validate predictions). TRANSCRIPT – LISTENING - FROM THE HEART 12
Play the recording once and ask students to
check their predictions in Exercise 3. The presenter has a British accent and the singer is American.
Answer Presenter: And it’s life imitating art today on 'Good Morning,
c. America'. Do you remember the James Blunt song about a girl
he met on the subway? Well, we have a real life romantic
5 12 (Learning ability: to identify stressed word). story and it takes place on the New York subway.
Refer students back to Exercise 2 and what they
Unit 1
40
UNIT 1
Patrick Moberg, a 21-year-old New Yorker, made blogosphere Chorus:

headlines this week when he developed the very popular Web You’re beautiful,
site, nygirlofmydreams.com, dedicated to finding a mystery You’re beautiful,
girl he was too shy to approach on a train. He described her You’re beautiful, it’s true.
really well and even included her sketch. Moberg and his I saw your face in such a crowded place,
dream girl - a 22-year-old Australian named Camille - went But I don’t know what to do
on their first date on Thursday night. When asked if he was ‘Cause I might never be with you.
nervous before the meeting, Moberg said, and we quote: “I You’re beautiful,
was terribly nervous at first, but we totally clicked.” You’re beautiful,
The lovebirds said that the conversation during their date You’re beautiful, it’s true.
wasn’t awkward and that they actually had “so much to talk There must be an angel with a smile on her face
about.” They are now talking about meeting again and who When she thought up that I might be with you,
knows, they might even date in the future. But it’s time to face the truth,
But what better illustration of this unusual love affair than I will never be with you.
James Blunt’s song? Judge for yourself: 'You’re Beautiful' on
'Good Morning, America'. AFTER YOU LISTEN
9 (Learning ability: to reinforce a language point).
YOU’RE BEAUTIFUL If necessary, you can review the use of the modal
My life’s so brilliant, might referring students to the Language Note
My life’s so brilliant, on page 12 of this unit. Then ask them to notice
My love’s so pure. that the sentences and the pictures refer to
possible follow-ups of Patrick and Camille’s story.
I saw an angel,
I’m quite sure. Answers
She smiled at me on the subway, a. You might invite Patrick and Camille to visit
Neruda´s house.
She was with another man,
b. Patrick might take Camille to the cinema.
But I won’t lose no sleep on that, c. Patrick and Camille might travel to Paris.
‘Cause I’ve got a plan.
PAGE 16
Chorus:
You’re beautiful, 10 (Learning ability: to consolidate vocabulary).
You’re beautiful, According to Hubbard, “vocabulary should be
You’re beautiful, it’s true. presented and practised in a memorable way in
I saw your face in such a crowded place, order to foster long memory retention.” There
But I don’t know what to do are several ways in which vocabulary can be
‘Cause I might never be with you. presented and consolidated; some of them can
be used as additional activities, using the new
Yeah, she caught my eye
vocabulary from this or any other lesson:
As we walked on by;
flashcards, realia (real objects), body language,
She could see from my face definitions, examples in context, synonyms and
That I was flying high, antonyms, contrasts, concept forming,
And I don’t think I might see her again, cognates, translation, visual matching, etc.
But we shared a moment that will last till the end. Based on: Hubbard, P., H. Jones, B. Thornton, and R. Wheeler. (1983).
A training course for TEFL. Oxford: Oxford University Press.
LOVE
41
Read the words aloud and give students time to
A has a British accent and B has an Indian accent.
match them with the pictures.
Then ask students to use the words to write A: I can help you study for the physics test.

sentences. Compare answers on the board B: Thank you very much.
asking different students to write and then read A has a British accent and B has a German accent.
their sentences aloud. A: What do you think of the new television programme?
Answers B: I think it’s quite interesting.
Picture 1: sketch. Picture 2: crowded.
Picture 3: subway. Picture 4: headline. 13 MINITEST (Learning ability: to evaluate learning).
Sentences will vary. This minitest allows students to evaluate their
performance in the grammar aspect of the lesson
and also to consider evaluation as a continuous
Language Note Intensifiers process throughout the book. Read the
instructions aloud, make sure that all the students
This section deals with intensifiers. Students learn understand them clearly and set a time limit to
that sentences in any language are not a 'flat' complete the task. Help students to check their
string of words, but meaningful word connections answers and work out their scores. You may ask
with mood and tone. For more information on students to keep track of their progress and then
intensifiers see http://www.eslgold.com/grammar/ evaluate their overall performance in the
intensifiers.html
Minitests after two or three units.
Students read and complete the Language Note;
play the first stanza of the song again for them to Give students some time to copy the story
copy three more sentences with intensifiers. adding the suggested intensifiers. Check while
If this activity is too challenging for your students, walking around the classroom and by asking
you can write the sentences with blanks on the different students to read their story aloud. Be
board and ask students to complete them. flexible to accept sensible alternatives.
Possible answers
11 (Learning ability: to consolidate a language point). This happened a month ago. The day was
Students read the dialogues in pairs and terribly hot and I really wanted a drink. I
underline all the intensifiers in the answers. looked around and saw a little kiosk with soft
Do not check their answers at this point. drinks and ice-cream, but it was so crowded I
PAGE 17 decided to look somewhere else. Then, a boy
standing right in front of the kiosk waved to
12 13 (Learning ability: to imitate a spoken model). me. He was very cute! He had a bottle of
Play the recording for students to check their orange crush in his hand and he was offering
answers in Exercise 11. Assign one dialogue per it to me. I was quite impressed. And now, a
pair of students and ask them to practise and month later, we are dating! I still think he is
then role play them for the class. absolutely fabulous.
TRANSCRIPT - ORAL PRACTICE 13 14 APPLICATION TASK – SPEAKING

(Learning ability: to create a new text).
A has a British accent and B has a Scottish accent.
See notes on this section on page 7 of
A: You’re late again! I’ve been waiting for half an hour. the Introduction.
B: I am so sorry. Make sure that students are divided into groups
A has a British accent and B has an Australian accent. they like working with. When working in a
A: How did your mother feel when you showed her the test? group, it is important to agree on a common
B: She was terribly upset. purpose and that is why they must share and
discuss their ideas.
Unit 1
42
UNIT 1
Tell them to draw on their personal experiences

2 As an extension of Exercise 1, now students talk
and remember to be respectful of other
about Helen’s possible plans for her holidays.
people’s opinions. Read the instructions with
They apply the modal verb might.
the class and make sure they know what to do
in each step of the activity. Answers
In part a. they recall the love story they heard in On Tuesday, she might visit Christ the
the news programme, and this establishes a Redeemer or Sugarloaf.
starting point for them to refer to for the story On Wednesday, she might go to Ipanema or
they are going to narrate. to Copacabana beach.
Encourage them to use their imagination when On Thursday, she might visit the Botanical
answering the questions in part b. in order to gardens or the National park.
make the story they elaborate in part c. more On Friday, she might take a bus to
amusing and attractive to their listeners. Florianopolis or to Buzios.
In part d. the listeners ask questions to get details On Saturday, she might take a boat ride or go
of the story from the narrator. e. Once all the hang gliding.
students in the group have told their stories and
answered their partners’ questions, they choose 3 Students identify the correct sequence of
the story they liked best and also choose a story- the sentences, according to the order of the
teller. This can be the 'author' of the story or visual clues.
another member of the group who feels Ask students to practise and role play the
comfortable talking to more people, who then situation with their partners. Ask some pairs to
practises telling the story with the help of the act the dialogue in front of their classmates.
whole group. f. Two groups get together and the
story-tellers narrate their story. g. The evaluation Answers
at the end of the activity is individual; Picture 1 – c. Picture 2 - d.
encourage students to be honest and identify Picture 3 – a. Picture 4 – b.
their strengths and weaknesses. PAGES 20 - 21
15 (Learning ability: to reflect on the contents of the JUST FOR FUN
lesson and relate them to personal experiences). For more information on this section see page 7
Students are asked to reflect on what they have of the Introduction. Remind students that they
discussed in the lesson and decide if what they should do these activities on their own, without
have done has influenced their opinions. much intervention from you, but help and
Encourage students to substantiate their support when necessary.
answers and to reflect on the values the lesson
has highlighted. Answers
1. a. – Picture 3. b. – Picture 5. c. – Picture 2.
PAGES 18 - 19 d. – Picture 1. e. – Picture 6. f. – Picture 7.
CONSOLIDATION ACTIVITIES g. – Picture 8. h. – Picture 4.
For more information on these activities see page 8 2. a. Juliet to Romeo. b. Neruda to Matilde.
of the Introduction. c. Bella Swan to Edward Cullen.
d. Eve to Adam. e. Homer to Marge.
1 This exercise is a review of intensifiers in the 3. 1: You should. 2: You shouldn’t.
broader context of a personal note. Be flexible 3: You should. 4: You should.
to accept alternative answers that are sensible. 5: You shouldn’t. 6: You should.
Answers 7: You should. 8: You should.
a. quite. c. absolutely. e. such. 9: You should. 10: You shouldn’t.
b. terribly. d. really. f. very.
LOVE
43
PAGE 21 year together, but their relationship ended after
CHILEAN CONNECTION she moved to France, where she worked in a shop.
Let students read the section on their own and then British reporter: And they never met again after that.
comment it in their groups. Promote comparison Dolores: A few years later, trying to start their love affair
between this Chilean film and any other foreign again, Smith sent a letter to her mother’s home
examples they can think of, making sure students in Spain. The letter was placed on the
give each culture its own value. Ask students if they mantelpiece, but it slipped down behind the
saw the film and if they can name other Chilean
fireplace and was lost for over a decade.
writers and film directors.
British reporter: But it was found, then?
PAGES 22 - 24 Dolores: It was only found when builders removed the
TEST YOUR KNOWLEDGE fireplace during renovation work. They then gave
Answers it to Carmen, who wasn’t quite sure if she wanted
READING – THREE LOVE LETTERS to contact Steve again. According to her, she was
1. Letter I – c. really nervous, but after a few weeks, she
Letter II – a. decided to phone him and when he answered the
Letter III – b. phone she knew it was the right decision.
2. a. Because Brad makes her laugh really hard. British reporter: So then they met again.
b. Because he left Krissy / because he feels Dolores: Yes, according to Steve, it was as if time had
guilty. stood still. He said, "it was like a love affair from
c. Probably yes, but only as a friend. a romantic film". They ran across the airport into
3. a.– ii. b. – iii. c. – i.
each other’s arms and fell in love all over again.
LISTENING – LOVE REUNITED 14 Within 30 seconds of setting eyes on each other,
4. a. they were kissing.
5. a. British reporter: And as Radio Madrid reports, Steve and
6. a. 42 / 17.
Carmen were married last week.
b. ended / France.
c. mother’s / Spain. LANGUAGE
d. answered / right. 7. A B
e. 30 / kissing. What time might it be? I’m not
TRANSCRIPT – LISTENING - LOVE REUNITED 14 sure. It might be around 5 p.m. A possibility.
She might miss the plane if
The reporter speaks with a British accent and Dolores with a she does not hurry. A possibility.
Spanish accent. Where might we go at
British reporter: A British man and his former Spanish the weekend? A suggestion.
Whatever you prefer - you
sweetheart have finally married 16 years after
might have salad or pasta. A possibility.
they drifted apart, reunited by a love letter lost
Might I take this chair if you
behind a fireplace for over a decade. We have are not using it? A request.
contacted radio Madrid for further details of this
8. (Accept other sensible answers).
romantic story. We are listening, Dolores. a. so. b. absolutely. c. such. d. really.
Dolores: Steve Smith and Carmen Ruiz-Pérez, both now 42,
fell in love 17 years ago when she was a foreign
exchange student in Brixham and he was her next
door neighbour; they got engaged after only a
Unit 1
44
UNIT 1
SPEAKING WRITING
9. (Accept other sensible answers). 10. Students complete the letter with their own
a. You might have lunch in the school cafeteria. ideas, using the vocabulary and structures
b. You might ask Carlos. learnt in the unit.
c. You might join the drama class. Assign points according to the criteria below.
d. You might call Jenny.
e. You might need to fill in a form.
Assign points to the activity according to the
criteria below.
◆ Speaking
Task Score Language Score Interaction Score Your score
Completed the dialogue with four Practically no language mistakes. Fluid interaction, good
4 3 3
or five of the correct alternatives. pronunciation, no hesitation.
Completed the dialogue with Very few language mistakes. Fluid interaction, a few
three or four of the correct 3 2 pronunciation mistakes, a minimum 2
alternatives. of hesitation.
Completed the dialogue with two Some language mistakes. Fluid interaction, some pronunciation
2 1 1
or three of the correct alternatives. mistakes, some hesitation.
Used only one or two of the Language mistakes interfere with Interaction affected by
correct alternatives in the 1 comprehension. 0 pronunciation mistakes and a lot of 0
dialogue. hesitation.
◆ Writing
Task Score Language Score Presentation Score Your score
Filled in all the blanks with Practically no grammar or Correct spelling, opening and
4 3 3
appropriate information. vocabulary mistakes. closing.
Filled in most of the blanks with Very few grammar or vocabulary A few spelling mistakes and
3 2 2
appropriate information. mistakes. incorrect opening or closing.
Filled in some of the blanks with Some grammar and vocabulary Several spelling mistakes and
2 1 1
appropriate information. mistakes. incorrect opening or closing.
Filled in only one or two of the Grammar and vocabulary mistakes A lot of spelling mistakes and
blanks with appropriate 1 interfere with comprehension. 0 incorrect opening and closing. 0
information.
PAGE 25 For YOUR TEST RESULTS they have to work out their
SELF EVALUATION score in the TEST YOUR KNOWLEDGE section, read
their results and reflect on them. Help them to think
For more information on this section see page 8 of
of what they can do to improve results, solve
the Introduction.
problems, give or get help, etc.
As this is the first time students will be doing this
YOUR GENERAL PERFORMANCE requires reflection
section, go through the different parts with them.
on their involvement with the main OFTs discussed
Help them to notice that there are two main parts:
in the lessons and invites them to think about their
YOUR TEST RESULTS and YOUR GENERAL
learning strategies and attitudes.
PERFORMANCE.
LOVE
45
EXTRA TEST UNIT 1
READING - BEAUTY AND THE BEAST II.
The merchant
travelled for m
and weeks an any days
d on his way h
remembered o me, he
the present his
daughter wan beloved
ted. As he pas
I. magnificent-lo sed a
oking castle, h
the most beau e sa
Once upon a time, there lived tiful red rose in w
garden. When the
a rich merchant with a pretty he reached fo
rose, a hairy an r the
daughter called Bella. One d ugly monster
jumped from
day, he had to leave her to behind a bush
“I’ll kill you for .
travel to a far away part of the stealing my flo
country to buy some the Beast roar wers!”
ed.
brocades, satins and silks. He “Please, Monst
er. Spare me.
asked his daughter what this flower for I need
my daughter
present she would like from “I’ll give you th B ella!”
e rose, but yo
his trip. will give me yo u
ur daughter,” th
“Please bring me a rose that Beast said. e
you yourself pick”, she
answered.
IV.
III.
Bella went to her
father, who
The merchant returned home and told immediately got
better. Time pass
quickly and one ed
Bella what had happened. night Bella dream
the Beast was dy t that
“Don’t worry, father. I will go and live with Immediately, Bella
ing and calling fo
r her.
the monster,” she said. on a horse and ga
jumped
When Bella arrived at the castle, she was lloped to the
Beast’s castle. Sh
e found him dyin
surprised at how gentle the Beast was. He the garden. g in
was very ugly, but inside he had a “Oh Beast, please
compassionate heart. As days passed, Bella love you so muc
don’t die. I came
to
and the Beast became good friends, but h,” she cried.
And as soon as sh
with each passing day Bella got more and e said those words
the hideous Beas ,
more homesick. One day, the Beast found t was gone and a
charming and ha
her crying in the garden. ndsome prince st
ood
in his place. The
“My father is ill and I must visit him before spell was gone
because Bella ha
he dies.” d recognised the
Beast’s real beau
ty - his good and
“Go,” said the Beast, “but come back gentle heart.
to me.”
“I will come back, I promise,” said Bella.
Adapted from: Edens, C. (1989) Beauty and the Beast Illustrated.
San Diego, CA: Green Tiger.
Spare : (verb) to allow sb / sth to escape harm, damage or death.
Hideous : (adj.) very ugly and unpleasant.
Unit 1 Photocopiable material

46
UNIT 1
1 Read the story. Complete the chart with LANGUAGE

the required information, indicating in 5 Fill in the blanks with different intensifiers,
which section (I. – IV.) you found it. 8 pts. according to the context of each sentence. 5 pts.
Information Section a. So I asked him: “Where did you get _______
a. The type of goods Bella’s nice CD’s?”
father sold. b. The play we saw last night was _______
amazing.
b. The appearance of the Beast.
c. No one ever talks to him because he’s a(n)
c. Why Bella returned to her _______ rude man.
father’s house. d. I was _______ unhappy with the service.
d. The appearance of the prince. e. We all found the film _______ boring and
decided to switch off.
2 Find a word or a phrase in the text that
means the same as these. 7 pts. 6 Re-write these sentences in your
a. A long time ago (Section I). notebook using might. 5 pts.
b. The beast howled and screamed (Section II). a. It is possible they will phone tonight.
c. The merchant came back home (Section III). b. I suggest that you ask your teacher.
d. Her father recovered immediately (Section IV). c. Is it OK if I use your bathroom?
d. It is possible she will fail the exam if she
LISTENING – A DATE IN PARIS doesn’t study.
e. It would be a good idea to send her some
flowers or a card.
SPEAKING
7 Work with a partner expressing your personal
opinions of the issues below (a. – g.) using
the expressions in the box. 10 pts.
3 15 Listen to a radio interview and mark with a • I am fond of • I dislike • I don’t mind
tick (✔) the tips offered by Annette, a teen • I hate • I like • I love
psychologist. 6 pts. a. Going to the mall.
a. ________ Record your date with a camera. b. Fast food.
b. ________ Make your date a historical one. c. Maths and physics exercises.
c. ________ Organise a romantic picnic. d. Romantic comedies.
d. ________ Go and see a comedy. e. Sunny weather.
e. ________ Go to a gourmet restaurant. f. Surfing the Internet.
f. ________ Give flowers to your date. g. Visiting relatives.
4 15 Listen again and write the name of the WRITING
person who said these sentences, Annette (A) or 8 Write a romantic letter (maximum 90 words) to
the reporter (R). 6 pts. a real or imaginary person using your own
a. : Today is St. Valentine’s Day. ideas. Use the format and vocabulary you learnt
b. : Even in winter, Paris is great for romanticism. in Unit 1 of your book. 10 pts.
c. : And for couples that are less romantic?
d. : Check out your local museums...
e. : You can pick up one era on which to 0 13 27 40 54
to 12 to 26 to 39 to 54 PTS
concentrate.
f. : It will make any date incredibly romantic. Keep trying Review Well done! Excellent! TOTAL
Photocopiable material LOVE
47
ANSWERS TO EXTRA TEST UNIT 1
READING – BEAUTY AND THE BEAST club and laugh yourselves silly? You will always
1. a. Brocades, satins and silks. Section I.
remember a date on which you had a great laugh.
b. Hairy and ugly. Section II.
Reporter: Any other ideas?
Ugly. Section III.
Hideous. Section IV. Annette: Mm, how about a historical date? Check out your
c. Her father was sick. Section III. local museums – in Paris, there are dozens of
d. Handsome. Section IV. them. Once there, you can pick up one era on
2. a. Once upon a time. b. The Beast roared. which to concentrate. Then find a video or a DVD
c. The merchant returned home. set in the same time-frame to watch after your
d. He immediately got better. museum tour. If your subject is the Civil War, then
you can watch 'Gone with the Wind', for example.
LISTENING – A DATE IN PARIS 15
And if you prefer something from older times,
3. a., b., d., f. how about 'Shakespeare in Love'?
4. a. Reporter. b. Anette. c. Reporter. Reporter: Any further tips?
d. Anette. e. Anette f. Anette Annette: Yes, a tip for you, boys. Wherever you date, in an
15 expensive restaurant or in a humble fish and chips
TRANSCRIPT – LISTENING - A DATE IN PARIS
joint – give her flowers! It will make any date
The reporter has a British accent and Annette has a French accent. incredibly romantic.
Reporter: As today is St. Valentine’s Day, Annette, a French teen
psychologist will share with us some great ideas for LANGUAGE
dates. And what a better place for a romantic date 5. (accept other sensible ideas)
than Paris! a. such. b. absolutely. c. very. d. terribly.
Annette: Hi, everybody. Yes, even in winter, Paris is great for e. incredibly.
romanticism, but let me give you a few tips. 6. a. They might phone tonight.
Wherever you go in this romantic city, a good idea is b. You might ask your teacher.
to record your date! Take a camcorder with you or c. Might I use your bathroom?
simply record your date with your mobile phone and d. She might fail the exam if she doesn’t study.
then play it back on the next date or, if you are still a e. We might send her some flowers or a card.
couple, a few months later.
Reporter: And for couples that are less romantic?
Annette: People say that laughter is the best medicine for
anything, so why don’t you find your local comedy
Unit 1
48
UNIT 1
SPEAKING
7. Assign points according to these criteria.
◆ Speaking
Expressed opinions on six or seven Practically no language mistakes. Fluid interaction with good
of the items, using all the required 4 3 pronunciation and no hesitation. 3
expressions.
Expressed opinions on four or five Very few language mistakes. Fluid interaction with a few
of the items, using most of the 3 2 pronunciation mistakes and a 2
required expressions. minimum of hesitation.
Expressed opinions on two or Some language mistakes. Fluid interaction with some
three of the items, using half of 2 1 pronunciation mistakes and some 1
the required expressions. hesitation.
Expressed opinions on one of the Language mistakes interfere with Interaction affected by
items, using a few of the required 1 comprehension. 0 pronunciation mistakes and a lot of 0
expressions. hesitation.
WRITING
8. Assign points according to these criteria
◆ Writing
Wrote a coherent letter, adding Practically no grammar or Correct spelling and format.
4 3 3
own ideas. vocabulary mistakes.
Wrote a fairly coherent letter, Very few grammar or vocabulary A few spelling mistakes and
3 2 2
adding some own ideas. mistakes. incorrect format.
Wrote a coherent letter, adding a Some grammar and vocabulary Several spelling mistakes and
2 1 1
few own ideas. mistakes. incorrect format.
Didn’t write a coherent letter, no Grammar and vocabulary mistakes A lot of spelling mistakes and
1 0 0
own ideas. interfere with comprehension. incorrect format.
LOVE
49
Unit 2 LITERATURE AND FILMS
Reading: identify type of text / find general and supporting information. Grammar: -ing forms: gerunds and present participles.
Listening: find the meaning of key words / transfer relevant information to a visual Vocabulary: words related to books and films.
organiser / identify speaker.
Oral
Production: ask and answer questions / role play a dialogue following a model.
Written
Production: complete paragraphs / write a film review. You will use the following text types:
Functions: express possibility, certainty, and doubt / express opinions / ask and answer Reading: extracts from a book and a magazine / a poster.
questions. Listening: an interview.
You will pay special attention to these values

The importance of expressing our personal opinions about films and books.
The acceptance of and respect for different opinions.

• If available, use of complementary material such as English language film and book reviews.
Some good online sources are:
http://www.film.com/ or http://www.guardian.co.uk/film/film+tone/reviews
http://www.allreaders.com/ or http://www.bookreview.com/
Unit 2
50
PAGE 26 Give students time to form groups and discuss the
INTRODUCTION exercises that have to be done in groups, and
encourage them to reflect and be honest in those
Invite students to examine and describe the that require individual responses.
photograph and relate it to the name of the unit.
BACKGROUND INFORMATION 1 Ask students to read the question and try to
Leonor Varela was born on December 9, 1972, in answer it using the expressions in the box that
Santiago, Chile. Daughter of Francisco Varela and indicate personal opinions. Tell them to assign
Leonor Palma, her family first went to live in Costa themselves one point for each correct answer.
Rica and then moved to Germany, USA, and France,
Answers
where Varela studied.
Films 2, 3, 4, and 6 are based on books.
She first came to the attention of American
audiences when she starred in ABC’s critically- BACKGROUND INFORMATION
acclaimed mini-series Cleopatra. The mini-series 2012: Doomsday. Film not based on a book.
garnered the network’s highest movie-of-the-week Cast: Cliff De Young, Dale Midkiff, Amy Dolenz, Danae
rating that season. Nason. Director: Nick Everhart. Plot: on December 21,
Varela also received critical acclaim for Innocent 2012, four strangers on a journey of faith are drawn
Voices. This film was Mexico’s official Best Foreign to an ancient temple in the heart of Mexico. For the
Language Film entry for the 78th Annual Academy Mayans, it is the last recorded day. For NASA
Awards (2005). Varela received an Ariel Award scientists, it is a cataclysmic polar shift. For the rest of
nomination for her performance, as well as Miami’s us, it is Doomsday. (Written by Faith Films).
New Herald 2006 Best Actress of the Year award.
Varela’s talent is evident by the diversity of the roles Harry Potter and the Half Blood Prince. Film based
she has portrayed. on the novel by J.K. Rowling. Cast: Daniel Radcliffe,
Taken from: Biography Leonor Varela. Retrieved 14 November Rupert Grint, Emma Watson. Director: David Yates.
2009, from http://www.leonor-varela.com/findex.html Plot: in the sixth year at Hogwarts School of
Form groups and ask students to read the Witchcraft, and in both wizard and muggle (not
objectives of the unit and make comments on the magic) worlds, Lord Voldemort and his henchmen
things they already know, what they can do, what are increasingly active. With vacancies to fill at
will be new, etc. Hogwarts, Professor Dumbledor persuades Horace
Slughorn back from retirement to become the
Draw students’ attention to the values that will be paid potions teacher, while Professor Snape receives
more attention to, and ask them to anticipate what long awaited news. Harry Potter, together with
issues will be discussed in connection with them. Dumbledore, must face treacherous tasks to defeat
his evil enemy.
PAGE 27
Of Love and Shadows. Film based on the novel by
HOW READY ARE YOU FOR THIS UNIT? Isabel Allende. Cast: Jennifer Connelly, Antonio
Remind students that this page contains activities Banderas, Stefania Sandrelli, Diego Wallraff,
meant to identify and activate their previous Camilo Gallardo, Patricio Contreras. Director: Betty
knowledge of the topic and related vocabulary to Kaplan. Plot: Irene is a magazine editor living
establish the starting point for the activities that will under the shadow of the Pinochet regime in Chile.
follow. They will also help them to detect Francisco is a handsome photographer who
weaknesses that will require extra work and comes to Irene for a job. As a sympathiser with
support, to contextualise the contents that will be the underground resistance movement, Francisco
developed, and present cognitive challenges. opens her eyes and her heart to what is really
Although all the activities have been assigned happening in the country.
points, the results do not indicate success or failure,
but help to identify the points mentioned in the
previous paragraph.
LITERATURE AND FILMS

51
Subterra. Film based on the novel by Baldomero Answers
Lillo. Cast: Francisco Reyes, Paulina Gálvez, Héctor a. Short story. c. Play. e. Novel.
Noguera, Berta Lasala, Alejandro Trejo, Gabriela b. Romance. d. Film. f. Script.
Medina, Patricio Bunster Director: Marcelo Ferrari.
Plot: A description of the miserable conditions in Encourage students to work out their score and
which miners lived and died at the end of the 19th read what it indicates. Give help to those students
century and beginning of the 20th century, mainly who get low scores and praise those who seem to
in the coal mine of Lota. The centre of the story in be better prepared for the contents of the unit.
the film is the relationship between Fernando, a Make notes of any useful information about what
hardened miner, and Virginia, who has returned students already know that you can use later when
from Spain to live in the mansion of the powerful developing the lessons.
owners of the mine. ADDITIONAL ACTIVITY
Transformers. Film not based on a book. It is a 2007 To link in with students’ Spanish language classes,
live-action film adaptation of the Transformers you can ask them to give one example of each of
franchise, directed by Michael Bay and written by the genres in Exercise 3 either from Chilean or
Roberto Orci and Alex Kurtzman. international literature and films.
The Boy in the Striped Pajamas. Film based on the PAGE 28
novel by Irish writer John Boyne. Cast: Asa Lesson 1 – READING
Butterfield, Zac Mattoon O’Brien, Domonkos A BOOK AND FILM
Néveth, Henry Kingsmill, Vera Farmiga. Director:
Mark Herman. Plot: Set during World War II, a story Remind students to check the learning abilities they
seen through the innocent eyes of Bruno, the eight- will develop with each of the activities and
year-old son of the commandant at a concentration comment on their expectations and interests.
camp, whose forbidden friendship with a Jewish BEFORE YOU READ
boy on the other side of the camp fence has
startling and unexpected consequences. 1 (Learning ability: to match information and visuals).
IMDb editors, http://www.imdb.com Ask students to read the names of the authors
http://www.bazuca.com/pelicula-7306810-SubTerra en.wikipedia.org/ in the box and match them with their books
wiki/Transformers_(film)
(1 – 6). You can set this activity as a quick
2 Tell students to draw a Venn diagram in their competition, and give a small prize to the group
notebooks. Then they must read the statements that first gets the correct answers.
very carefully to decide whether they refer to
books, films, or both. Answers
Students assign themselves one point for each Isabel Allende – 2, The Infinite Plan.

correctly placed statement. Roberto Bolaño – 5, Los Detectives Salvajes.
María Luisa Bombal – 3, La Última Niebla.
Answers Jose Donoso - 4, The Obscene Bird of Night.
Books: d., g. and h. Films: a., f. and i. Baldomero Lillo – 1, Sub-Terra.
Both: b., c. and e. Pablo Neruda – 6, Veinte Poemas de Amor.
3 The words and their definitions correspond to
different types of literary genres. Ask students
to read the words in the box and the
descriptions carefully. Students assign
themselves one point for each correct match.
Unit 2
52
UNIT 2
Background information
3 (Learning ability: to identify meaning of key
Sub- Terra: Baldomero Lillo Figueroa – Born Lota,
words).
Chile, 6 January 1867, died San Bernardo, Chile, 10
Students can work in pairs to do this vocabulary
September 1923.
exercise. Let students know that some of these
The Infinite Plan: Isabel Allende Llona – Born words do not correspond to everyday language,
Lima, Perú, 2 August 1942. but that they will need them to understand the
Los Detectives Salvajes: Roberto Bolaño Ávalos – texts they are going to read. Such is the case of
Born Santiago, Chile, 28 April 1953, died the first four words in the box. Give them some
Barcelona, Spain, 14 July 2003. time to work out the correspondence word –
La Última Niebla: María Luisa Bombal – Born Vina meaning and / or suggest the use of dictionaries.
del Mar, Chile, 8 June 1910, died Santiago, Chile, 6 Some recommended online dictionaries include:
May 1980. www.merriam-webster.com
El Obsceno Pájaro de la Noche: José Donoso www.thefreedictionary.com
Yáñez – Born Santiago, Chile, 5 October 1924, died www.dictionary.cambridge.org
Santiago, Chile, 7 December 1996. Answers
Veinte Poemas de Amor: Ricardo Eliecer Neftalí Bespeak – d. = denotar, indicar.
Reyes Basoalto (pen name Pablo Neruda) – Born Carriage – c. = porte.
Parral, Chile, 12 July 1904, died Santiago, Chile, 23 Counteract – e. = contrarrestar.
September 1973. Despicable – h. = despreciable.
Frame – b. = estructura (ósea).
2 (Learning ability: to identify type of text). Mourning – a. = luto.
Invite students to have a quick look at the three Overcome – g. = vencer.
texts on pages 30 and 31 and to identify what
Record (v.) – f. = anotar, registrar.
type of text each one is, trying to justify their
answers. Draw students’ attention to the word record, which
changes the position of the accent, and therefore its
Answers pronunciation, if the word is a verb / ri`kod / or a
Text I is a part of the book (it says Chapter noun / `rekod /
one, there is a photo of the cover on the left,
and the text appears on a page; it does not 4 (Learning ability: to make predictions).
sound / look like a summary). If possible, bring a film poster to the class (or ask
Text II is a film review (the photo of the actors is a student to bring one) and ask students to
at the beginning of the text, the three name the type of information they can see in it.
paragraphs contain the word movie in the first They can use the possibilities offered in the
line). exercise (a – b). Then they predict which
Text III is a film poster (it has the format of a elements could be present in another film
poster, the images are very big, there is less poster. Do not check answers at this point.
and more concise information). Draw students’ attention to the American v/s British
English box, and help them to notice that different
Background information words are used in each variety of English. However,
The House of the Spirits. Author: Isabel Allende. because of globalisation and the strong influence of
Publishers: Plaza & Janés, S.A. (Spain) / Alfred A. the American film industry, the word movie is very
Knopf (U.S.) / Bantam (US). Publication date: 1982. often used in British English too.
Students can find more examples of differences
between American and British English at
http://www.michigan-proficiency-exams.com/difference-
between-british-english-and-american-english.html

53
PAGE 29 Answers
WHILE YOU READ a., b., d., f.
5 (Learning ability: to validate predictions). 9 (Learning abilities: to synthesise information and
Refer students to the predictions they made in transfer it to a graphic organiser).
Exercise 4 and then ask them to read Text III more in Ask students to form groups of five or six students.
detail, to check them. Let them know that their Pooling the information they have already collected,
choices may need an explanation or clarification. they complete the event map in their notebooks.
Check answers orally. Then they read Texts II and III again to check and
Answers complete their diagrams. To check answers, ask
a. But only about who the actors are. different students to draw and complete the event
b. Not when it was made, but when it was map on the board.
released. c. No. d. Yes, Billie August. e. No. An event map is a very useful tool to use in
f. Yes, Billie August. comprehension exercises. It organises the who, what,
where, when, why, and how of an event in the form of
6 (Learning ability: to find general and supporting a graphic organiser that is easy to interpret and
information). useful for further story-telling. Event mapping is also
You can ask the whole class to revise the three texts to useful for any kind of writing assignment.
complete the task, or you can divide the class into three Answers
groups and assign one text to each group. Then you a. Place: Chile.
check answers on the board, so that all the students can b. Time: 20th century.
complete the chart. c. Characters: Esteban Trueba, his wife Clara,
Answers their daughter Blanca, her lover Pedro.
a. Text I. b. Text I. c. Text I, Text II, Text III. d. Text d. Esteban Trueba marries Clara and is very
II, Text III. e. Text II indirectly and Text III. f. Text II. happy, but he becomes rich, conservative and
tyrannical. Blanca falls in love with a young
7 (Learning ability: to match information). revolutionary and Esteban tries to stop their
Ask students to read the question, the words in the love.
box and the items they refer to. They read Text II e. Blanca decides to stay with Pedro.
carefully to answer it. Check answers orally.
PAGE 32
Answers
a. One of the best. e. More interesting. AFTER YOU READ
b. Great. f. Fairly good. Remind students to check the learning abilities they will
c. Fabulous. g. Less convincing. develop with each of the activities and comment on their
d. Excellent. expectations and interests.
10 (Learning ability: to ask and answer questions).
8 (Learning abilities: to interpret information / to
First students work on their own using the
discriminate between correct and incorrect information they entered into the event map to
information). answer the questions. Then they work with a partner
This activity requires that students understand not to check and correct answers. Do not check answers
only factual information, but that they also find clues with the class at this point.
in the text to identify deeper meaning. Tell students to
read the text individually, do the activity and then
compare with a partner. Check answers orally.
Encourage students to substantiate their answers,
even if it is in Spanish.
Unit 2
54
UNIT 2
ADDITIONAL TASK
You can ask fast learners or keener students to prepare an
event map for a specific event in their lives. For example, Language Note –ing forms
the latest party they organised or the school anniversary.
This section provides information on the uses of the
In other areas of their school life they can use event maps –ing form of verbs, both as gerunds and as present
for other literary tasks (summarising a novel or a short participles. Encourage students to read the
story) or for historical events for their social science information on their own and then go back to the
homework. texts to find more example sentences with –ing forms.
11 16 (Learning ability: to imitate a spoken model). More information on gerunds and present
participles can be found at
Play the recording once for students to check and http://owl.english.purdue.edu/owl/
compare their answers in Exercise 10. Play the resource/627/01/ and http://www.englishclub.
recording again with pauses, for students to repeat, com/grammar/verbs-gerunds.htm
paying special attention to intonation and emphasis.
Ask students to work in pairs and change the answers ADDITIONAL ACTIVITY
to talk about a film they have seen. They can write You can tell faster / keener students to copy the examples
this new conversation in their notebooks so that you into their notebooks, to underline in different colours the
can check grammar and vocabulary while walking gerunds and the Present Participles and to identify what
around the classroom. Give them a few minutes to function they have when they are gerunds.
practise the new conversation and invite a few pairs
to role play it in front of the class. Answers
She was already in the habit of writing down
important matters. (gerund acting as object
TRANSCRIPT - ORAL PRACTICE 16 of a preposition)
Recording trivialities became very important.
The speakers have a Chilean accent. (gerund acting as subject of a sentence)
A: Where does the action take place? As a sign of mourning, the statues of the
B: The action takes place in Chile. saints were covered in purple robes. (gerund
A: And when do the events happen? acting as object of a preposition)
B: In the 20th century. Jeremy Irons, despite appearing to be talking
A: Who are the main characters? through an ill-fitting set of dentures,…
B: Esteban Trueba, his wife Clara and their daughter Blanca. (gerund acting as object of a preposition /
present participle)
A: What happens?
… with great acting and an enjoyable, yet
B: Esteban Trueba marries Clara and gets rich, but he becomes
very “serious” story …(gerund acting as
tyrannical and cruel. Blanca, his daughter, meets a young object)
revolutionary, Pedro, who opposes Esteban. Loving Pedro means too much to Blanca.
A: What happens then? (gerund acting as subject of a sentence)
B: Blanca must choose between the love of her family and her love
for Pedro. She decides that her love for Pedro is stronger. 12 (Learning ability: to consolidate a language point).
Refer students to the Language Note. Read the
sentences with the class and tell them to underline
the gerunds in one colour and the present participles
in another colour. If they do not have colour pencils,
tell them to draw a circle around the gerunds and a
rectangle around the present participles.

55
Answers left out and that the information in their notes is
a. Present participle. b. Gerunds acting as objects. included.
c. Present participles. d. Gerund acting as subject. f. The faster / keener students in each group must
take responsibility for the correction of spelling
PAGE 33 and grammar mistakes.
Help students and correct their work while walking
13 MINITEST (Learning ability: to evaluate learning). among the groups and encourage them to evaluate
This minitest allows students to evaluate their each step of the task.
performance in the grammar aspect of the lesson Make sure students understand the importance of
and also to consider evaluation as a continuous cooperative work, respect each other’s opinions, and
process throughout the book. Read the instructions do the work they have committed themselves to do.
aloud, make sure that all the students understand At the moment of evaluating their work and their
them clearly and set a time limit to complete the reviews, encourage them to be honest.
task. Check answers and help students to work out
their scores. You may ask them to keep track of their ADDITIONAL ASSIGNMENT
progress and then evaluate their overall performance You can ask the groups to prepare a nice poster of their
in the Minitests after two or three units. films following the example of the one on page 31,
including their review and attractive artwork (photos of
Answers the film, the actors, the director, or illustrations related to
a. is sitting. b. Reading. c. watching. d. is helping. the film).
e. doing. f. learning. g. is enjoying. h. Arriving.
15 (Learning ability: to reflect on the contents of the lesson
14 APPLICATION TASK – WRITING
and relate them to personal experiences).
(Learning ability: to write a text).
This is a roundup exercise where students are asked
First, guide students to form groups and then
to reflect on what they have learnt in the lesson, in
distribute tasks and roles. Tell them to read the
terms of abilities, content, grammar, and vocabulary
instructions and follow them step by step. Make sure
and also encourages them to express their opinions
they agree on a film they have all seen, either at the
concerning important values explicitly or implicitly
cinema or on television.
stated in the texts and activities. You can do question
a. Encourage them to start their work preparing an
with the whole class and then divide the class into
event map of the film, like the one they
three groups and assign one of the next questions to
completed in Exercise 9.
each group. After five or ten minutes, the groups
b. You can elicit other questions from the class and
share their ideas with the rest of the class.
write them on the board.
How did you feel when the film ended? PAGE 34
What are the scenes / dialogues that you Lesson 2 – LISTENING
remember the most? DARK FANTASY
Was the acting believable? Remind students to check the learning abilities they will
c. Different members of the groups can concentrate develop with each of the activities and comment on their
on one of the aspects suggested, make notes, expectations and interests.
share them with the group, and then complete
their opinions.
1 (Learning ability: to connect pictures and content).
d. Read the examples and brainstorm a few more Most students will be familiar with some, if not all, of
with the class; then let students add their own these films. Give the groups some time to identify them
ideas. and then do the activity. Check answers orally.
e. The group secretary puts the groups’ ideas into Answers
writing with the help of all the members, who a., b., d.
must check that none of the parts suggested are
Unit 2
56
UNIT 2
Background information Robert, Ritchie Coster, Anthony Michael Hall. Director:

The Twilight Saga: New Moon Christopher Nolan. Plot: Batman raises the stakes in his
Cast: Kristen Stewart, Robert Pattinson, Taylor Lautner, bourgeois war on crime. With the help of Lieutenant Jim
Ashley Greene, Peter Facinelli, Elizabeth Reaser, Kellan Gordon and District Attorney Harvey Dent, Batman sets
Lutz, Nikki Reed, Rosalie Hale, Jackson Rathbone, out to dismantle the remaining criminal organisations
Bronson Pelletier, Alex Meraz, Kiowa Gordon, Billy Burke, that plague the city streets. The partnership proves to be
Chaske Spence, Edi Gathegi. Director: Chris Weitz. Plot: effective, but they soon find themselves prey to a reign
after Bella recovers from the vampire attack that almost of chaos unleashed by a rising criminal mastermind
claimed her life, she plans to celebrate her birthday with known to the terrified citizens of Gotham as The Joker.
Edward and his family. However, a minor accident (Written by Peteagassi).
during the festivities results in Bella’s blood being shed, The Golden Compass
a sight that proves too intense for the Cullens, who Cast: Nicole Kidman, Daniel Craig, Dakota Blue
decide to leave the town of Forks, Washington, for Bella Richards, Ben Walker, Freddie Highmore, Ian McKellen,
and Edward’s sake. Initially heartbroken, Bella finds a Eva Green, Jim Carter, Tom Courtena, Ian McShane,
form of comfort in reckless living, as well as an even- Sam Elliott, Christopher Lee, Kristin Scott Thomas,
closer friendship with Jacob Black. Danger in different Edward de Souza, Kathy Bates. Director: Chris Weitz.
forms awaits. (Written by IMDb Editors). Plot: it was no ordinary life for a young girl: living
The Chronicles of Narnia: Prince Caspian among scholars in the hallowed halls of Jordan
Cast: Ben Barnes, Georgie Henley, Skandar Keynes, College and tearing unsupervised through Oxford’s
William Moseley, Anna Popplewell, Sergio Castellitto, streets on mad quests for adventure. Hower Lyra’s
Peter Dinklage, Warwick Davis, Vincent Grass, greatest adventure would begin the day she heard
Pierfrancesco Favino, Cornell John, Damián Alcázar, Alicia hushed talk of an extraordinary particle. Microscopic
Borrachero, Simón Andreu, Predrag Bjelac. Director: in size, the magical dust - found only in the vast Artic
Andrew Adamson. Plot: the four Pevensie children return expanse of the North - was rumoured to possess
to Narnia, only to discover that hundreds of years have profound properties that could unite whole universes.
passed since they ruled there, and the evil King Miraz has However, there were those who feared the particle
taken charge. With the help of a heroic mouse called and would stop at nothing to destroy it. Catapulted
Reepicheep, and the exiled heir to the throne, Prince into the heart of a terrible struggle, Lyra was forced to
Caspian, they set out to overthrow the King, once again seek aid from clans, gypsies, and formidable
with Aslan’s help. (Written by comicfan). armoured bears. And as she journeyed into
unbelievable danger, she had not the faintest clue
Cast: Bruce Allpress, Sean Astin, John Bach, Sala Baker,
that she alone was destined to win, or to lose, this
Cate Blanchett, Orlando Bloom, Billy Boyd, Jed Brophy,
more-than-mortal battle. (Written by Krista).
Sam Comery, Brad Dourif, Calum Gittins, Bernard Hill,
Taken from: http://www.imdb.com
Bruce Hopkins, Paris Howe Strewe, Christopher Lee.
Director: Peter Jackson. Plot: while Frodo and Sam 2 (Learning ability: to connect content and
continue to approach Mount Doom to destroy the One previous knowledge).
Ring, unaware of the path Gollum is leading them, the Ask students to choose one of the films and then
former Fellowship aid Rohan and Gondor in a great get together with two or three other students
battle in the Pelennor Fields, Minas Tirith and the Black who have chosen the same film to answer the
Gates as Sauron wages his last war against Middle- questions. Check answers orally. If describing the
Earth. (Written by Anonymous). plot is too challenging for your students, you can
use the background information above to write
The Lord of the Rings: The Return of the King
the plots with blanks for students to fill in. You
Cast: Christian Bale, Heath Ledger, Aaron Eckhart,
can also refer students to the event map in the
Michael Caine, Maggie Gyllenhaal, Gary Oldman,
previous lesson to first write the chain of events
Morgan Freeman, Monique Gabriela Curnen, Ron Dean,
in the plot and then tell it to the others.
Cillian Murphy, Chin Han Lau, Nestor Carbonel, Eric

57
3 17 (Learning abilities: to identify cognates / to PAGE 35
relate written and spoken version of words / to WHILE YOU LISTEN
practise pronunciation / to find meaning of Remind students to check the learning abilities
words). they will develop with each of the activities and
First play the recording once or twice for comment on their expectations and interests.
students to repeat the words. Then ask them to Draw students’ attention to the photograph. Can
identify the cognates. they guess who this woman is without reading
Warn them that one of the words, which looks her name?
similar to a word in Spanish, is a false cognate.
Can they recognise it? It is the word costume =
6 18 (Learning ability: to validate predictions).
Play the recording once and ask students to
disfraz, traje, not costumbre (custom).
check their predictions in Exercise 5.
Students are very likely to know the meaning
of all the words, as they are widely used in the Answers
media. film – location – good (in good-looking) –
You can find more information on cognates and popular – director – screenplay – sequel –
false cognates on page 11 of the Introduction soundtrack.
and at http://www.esdict.com/downloads/false-
spanish-english-cognates.pdf 7 18 (Learning ability: to discriminate between
correct and incorrect information).
TRANSCRIPT - PRONUNCIATION 17 Read the sentences with both alternatives
aloud. Then play the recording again for
actor – adaptation – animation – cameraman – cast –
students to identify the correct alternative.
costume – director – extra – location – producer – screenplay – Check answers orally.
sequel – soundtrack – stunt
Answers
4 (Learning ability: to classify information). a. having a dream. b. 1.3 million copies.
Read the words in Exercise 3 with the class or c. a normal girl. d. Forks.
play the recording again, and then give
students a few minutes to separate them into 8 18 (Learning ability: to identify speakers).
the two given categories. Check answers orally. Ask different students to read the sentences
aloud. Play the recording and ask students to
Answers
raise their hands when they hear the sentences
People in films: actor – cameraman – cast –
in the exercise. Then play the recording again.
director – extra – producer.
Students again raise their hands when they hear
Film-making process: adaptation – animation –
each sentence; at that moment, pause the
costume – location – screenplay – sequel –
recording for students to write down who said it.
soundtrack - stunt.
You can tell the class that the person who does Answers
stunts is a stuntman or a stuntwoman. a. Author. b. Interviewer. c. Interviewer.
d. Author. e. Author.
5 (Learning ability: to make predictions).
Ask students to choose the words from 9 18 (Learning ability: to find specific information).
Exercises 3 that they think will appear in the text
Students read the questions and try to answer
they are going to listen to, which is an interview
them before listening to the interview again
with the author of books about vampires on
to check and correct them. Ask the class to
which two films have been based. Do not check
give short answers to the questions and fast
answers at this stage.
learners to give full answers and provide extra
information.
Unit 2
58
UNIT 2
Answers Interviewer: Who directed 'Twilight'?

a. Three (they are all boys; they are going to Stephanie: The director was Catherine Hardwicke. Both
school next year). b. Eclipse (it is the third book the film and its soundtrack became really
in this vampire love saga). c. Three months (The popular with young people.
author took three months to write her first Interviewer: You write a lot, yet you’re also raising three
book). d. Catherine (Her name is Catherine kids. What’s your day like?
Hardwicke). Stephanie: I love raising my kids and I love writing books
and both need dedication, but the boys are
TRANSCRIPT – LISTENING – DARK FANTASY 18 getting older now, and they’re more self
sufficient; they don’t always want to hang out
Please note that the woman in the interview is not Stephanie with mom. And next year they’re all going to
Meyer, but a professional actress. school full time – so imagine! I will dedicate
The interviewer speaks with a British accent and Stephanie more time to writing vampire stories.
is American.
Interviewer: You might be surprised to learn that the world’s AFTER YOU LISTEN
most popular vampire novelist is actually a Remind students to check the learning abilities they
33-year-old mother of three who doesn’t watch will develop with each of the activities and
horror movies. Meeting Stephanie Meyer, the comment on their expectations and interests.
author of 'Eclipse', the third book in her
10 (Learning ability: to discriminate between
successful vampire love saga, is quite a surprise
correct and incorrect information).
for us. Stephanie, why vampires?
In this case, students have to discuss not the
Stephanie: On June 2, 2003, I had a dream about a
information from the text they listened to, but
human girl meeting a vampire in the woods.
some characteristics of this type of text – an
The next morning I got up, started writing for
interview.
the first time in my life, and three months later
An interview is an important means of
I finished a book about a girl named Bella and
communication in our lives, given that we often
her good-looking vampire boyfriend, Edward.
have to participate in them, either as
Interviewer: And readers loved it immediately. 'Twilight'
interviewers or as interviewees, for example,
and its sequel 'New Moon' have sold 1.3
applying for a job or for a place at the university.
million copies. Did you expect such success?
Tell students to work in small groups, read the
Stephanie: Writing’s not something I planned to do, so no,
statements, and decide which are true about an
I didn’t expect it, but I think so many people
interview.
like my book because Bella is just like most
girls: she’s not a hero; for her, wearing Answers
fashionable clothes is not important, she a., b., d.
doesn’t always have to be cool. She’s normal.
And the location’s so normal too – it’s the little 11 (Learning abilities: to consolidate vocabulary /
town of Forks in Washington DC. to express personal opinions).
Interviewer: Have you read Bram Stoker’s 'Dracula'? Read the expressions in the box and the aspects
Stephanie: Not yet, but it’s on my reading list. But I’ll read students will need to consider in their comparison
it later – when I finish my saga. Right now, (a. – f.) with the class. Give them some time to
reading about vampires could ruin my books. discuss and compare the films they have chosen.
Interviewer: Both 'Twilight' and 'New Moon' were filmed, yet I Meanwhile, write these expressions on the board:
know that you’ve never seen a vampire movie. We think that … / We both agree that … / I think
Did you write the screenplay for your movies? that …, but my partner thinks that ….
Stephanie: Well, I’ve seen parts of 'Interview with a Invite students to share their conclusions with the
Vampire' and no, I did not write the screenplay. class using the openings written on the board.

59
ADDITIONAL ACTIVITY 12 (Learning ability: to consolidate a language point).
You can ask fast learners or keener students to Students read the incomplete sentences in pairs
compare the information provided in the circle graph and use the information they collected or
below. You can put any information you want in the remember from the interview to complete
graph, for example, the number of students who like them. If necessary, play the recording again.
comedies, romantic films, drama and thrillers or Check answers orally.
students who play football, basketball, tennis, etc. You Answers
can change the percentages according to the class a. Meeting Stephanie Meyer was quite a surprise
situation. for the interviewer.
percentage of students b. After dreaming about a human girl falling in
18% 14%
love with a vampire, Stephanie started writing.
c. Stephanie didn’t expect such success
None because writing was not something she had
Very little planned to do.
Some d. Stephanie thinks that reading about vampires
A lot could ruin her books.
27% 41%
e. Next year, Stephanie will dedicate more time
to writing vampire stories.
Draw students’ attention to the American v/s British
English box, and help them to notice that different
words are used in each variety of English.
Students can find more examples of differences
Language Note Gerunds
In Lesson 1, students analysed –ing forms both as http://www.michigan-proficiency-exams.com/
gerunds and as present participles. In this case, this american-and-british-english-difference.html
section concentrates on the use of gerunds. 13 (Learning ability: to match information and visuals).
For more information on gerunds see http://
www.englishclub.com./verbs-gerunds.html Tell students to work in pairs. Give them some
Give students time to read the examples on their time to study and describe the pictures and
own, and help them to notice that the sentences then try to form the dialogues that correspond
with the same letter in Points 1 and 2 illustrate the to them. Do not check the complete dialogues
same function of the gerund. yet, but ask different students to read only the
You can write these incomplete sentences on the questions and say which picture each one
board for students to complete with a gerund and corresponds to.
their own ideas, identifying the function of the
gerund: Answers
________ is my favourite free-time activity (subject a. Picture 2. b. Picture 3. c. Picture 4. d. Picture 1.
of the sentence)
My mother doesn’t like ________. (object of the 14 19 (Learning ability: to role play dialogues
sentence) imitating a spoken model).
I am really looking forward to ________. (object Play the recording once for students to check
of a preposition) their answers in Exercise 13 and then again,
Why do you hate ________? (object of the with pauses, for them to listen and repeat.
sentence)
Assign one dialogue per pair of students and
We always feel happy after ________. (object of
a preposition) ask them to role play them for the class.
________ is a good way to practise English. Answers
(subject of the sentence) a. - iv. b. - i. c. - iii. d. - ii.
Unit 2
60
UNIT 2
TRANSCRIPT - ORAL PRACTICE Tell them to draw on their personal experiences

19 and remember to be respectful of their
A has a British accent and B an Indian accent. partner’s opinions.
a. A: Are you sure it’s the right size for me? Read the instructions with the class and make
B: Well, actually, it looks a bit too big for you. sure they know what to do in each step of
Both speakers have an American accent. the activity.
a. Students read the suggestions offered and
b. A: Is this your final answer?
decide whether to choose from them or use
B: I’m absolutely certain I’m right. The answer is “Of Love different topics to develop their interviews.
and Shadows”. Help them to notice that each student in
A has a Russian accent and B has a British accent. the pair must choose a topic.
c. A: Can I have three of those flowers, please? b. Students prepare their questions individually,
B: Lovely! Your girlfriend’ll love these roses. paying attention to the provided hints.
A has a Chilean accent and B has a British accent. c. Student A is the interviewer and B the
interviewee.
d. A: Excuse me, where is Dalton Street? d. Student B is the interviewer and A the
B: I’m not sure, but I think it’s the first street on the right. interviewee.
PAGE 37 e. Both students comment on their interviews
using the provided questions.
15 Minitest (Learning ability: to evaluate learning). f. Students evaluate the work done;
This minitest allows students to evaluate their encourage them to be honest and identify
performance in the grammar aspect of the lesson their strengths and weaknesses.
and also to consider evaluation as a continuous Draw students’ attention to the American v/s
process throughout the book. Read the British English box, and help them to notice that
instructions aloud, make sure that all the students different words are used in each variety of English.
understand them clearly and set a time limit to You can add that in American English the word
complete the task. Help students to check their holidays refers to the time in December and early
answers and work out their scores. You may ask January that includes Christmas, Hanukkah and
students to keep track of their progress and then New Year.
evaluate their overall performance in the Students can find more examples of differences
Minitests after two or three units. between American and British English at
When checking answers, make sure students use http://www.michigan-proficiency-exams.com/
gerunds and correct grammar, vocabulary, and american-and-british-english-difference.html
spelling, and that their sentences make sense.
17 (Learning ability: to reflect on the contents of the
Answers: lesson and relate them to personal experiences).
a. repairing all kinds of things. Students are asked to reflect on what they have
b. arriving late. discussed in the lesson and decide if what they
c. Eating fruits and vegetables. have done has helped them to talk about the
d. doing her homework. topic of the lesson. Encourage students to discuss
their answers to questions b., c., and d. in small
16 APPLICATION TASK – SPEAKING groups, and to give and support their opinions
(Learning ability: to role play an interview). with respect for their classmates at all times.
See notes on this section on page 9 of the
Introduction. PAGES 38 - 39
Encourage students to form pairs with a person CONSOLIDATION ACTIVITIES

they feel comfortable with; remind them that For more information on these activities see page 8
both people in each pair must make a of the Introduction.
contribution to the final product of their work.

61
1 Encourage students to read the plot of this film 4 Revise with students the information they must
in pairs so that they can help each other when include in each part of the event map. Then give
they cannot continue reading because of them time to write the summary in their
something important they do not understand. notebooks. Help them and check their work as
The fact that most students are familiar with the you walk around the classroom.
character, the story, and the films should Draw students’ attention to the American v/s
facilitate the comprehension of this summary. British English box, and help them to notice the
Draw students’ attention to the glossary at the different spelling of the same word.
end of the page. Students can find more examples of differences
Answer http://www.michigan-proficiency-exams.com/
Harry Potter and the Philosopher’s Stone. american-and-british-english- difference.html
2 Students describe the pictures very carefully
and then read the text again to try and put Answers
them in order. The events took place in Privet Drive and at
the Hogwart School of Witchcraft and
Answers Wizardry, from the moment Harry’s parents
Accept other sensible suggestions, but this were killed in a car crash when he was a baby,
order is suggested: Picture 3 – Picture 6 – to his first year at school.
Picture 2 – Picture 5 – Picture 1 – Picture 4. The people in this story are Harry, his uncle
3 Students use this new text to revise the Vernon, his aunt Petunia and his cousin
grammar contents of the unit. You can refer Dudley Dursley (in Privet Drive); the evil
them to the Language Notes and wizard Voldemort, Harry’s friends Ron Weasly
corresponding exercises on pages 32 and 36 of and Hermione Granger, the potions master
the Student´s book if necessary. Severus Snape (at the school).
Harry lived with his uncle, aunt and cousin in
Answers Privet Drive, where his life wasn’t very happy,
Gerunds because his aunt and uncle treated him like a
Living in Privet Drive with his uncle and aunt is slave and his cousin bothered him all the time.
very hard for young Harry. On his eleventh birthday, Harry received a
His cousin Dudley’s favourite activity is mysterious letter from the Hogwart School of
bothering Harry all the time. Witchcraft and Wizardry, and learnt the truth
On his eleventh birthday, upon receiving a about his origins. Harry goes to the school to
mysterious letter from a certain Hogwarts begin his training as a wizard, makes friends,
School of Witchcraft and Wizardry, Harry has many adventures and faces many dangers.
finally discovers the truth about his origins. At the end, Voldemort is defeated again.
They were killed protecting him from the evil
wizard Voldemort. 5 In this exercise, students get to know the use of
His training as a wizard begins. –ing forms in traffic signs. Before doing the
Present participles matching exercise, ask them to identify the one
He is being brought up by Vernon and Petunia sign that does not use an –ing form (d. No U turn).
Dursley.
Severus Snape is plotting to steal something a Answers
three-headed dog is guarding jealously. a. crossing. c. Parking. e. cycling.
b. crossing. d. turning.
Unit 2
62
UNIT 2
PAGES 40 - 41 j. Don’t use contractions, as they’re

JUST FOR FUN not necessary.
Do not use contractions, as they are
Answers not necessary.
1. Divide the class into groups of four k. Avoid modernisms that sound fishy.
students and assign four tips to each Avoid modernisms that sound suspicious.
group. You can let them finish the task and l. Never, ever use repetitive redundancies.
check on the board, or you can ask them to Never use redundancies.
copy the tips on a piece of paper, circle or m. Always avoid awkward or affected
underline the contradictions and then pass alliteration.
the paper to another group to correct. You Try to avoid awkward or ellaborate
can repeat this action several times, until alliteration.
all the students have had the chance to try n. “Avoid overuse of ‘quotation’ marks.”
and correct the contradictions. Avoid overuse of quotation marks.
a. Never use no double negatives. o. Awayz check you’re spelling. (Your
Never use double negatives. spellchecker would only pick up one of
b. Reserve the apostrophe for it’s proper the two errors here.)
use and omit it where its not needed. Always check your spelling.
Reserve the apostrophe for its proper p. Every sentence a verb.
use and omit it where it’s not needed. Every sentence must have a verb.
c. Verbs has to agree with their subjects.
2. These cartoons are meant for students to
Verbs have to agree with their subjects.
enjoy. Give them some minutes to
d. No sentence fragments.
comment on them and say why they are
Avoid using sentence fragments.
supposed to be funny.
e. Proofread carefully to see if you any
words out.
Proofread carefully to see if you left any PAGE 41
words out. CHILEAN CONNECTION
f. Avoid commas, that are, not necessary.
Let students read the section on their own and then
Avoid commas that are not necessary.
comment on it in their groups. If there is time, they
g. When you reread your work, you will
could use the event map they are familiar with to
find out when you reread your work
summarise the plot of the film.
that a great deal of repetition in your
You can also help them to notice that this text has a
work can be avoided by rereading and
connection with several cultures: it is in English, the
editing your work.
story it narrates takes place in Italy, two characters are
When you reread your work, you will
Chilean (Neruda and his wife) while the rest are Italian
find out that a great deal of repetition
(Mario, Beatrice, their son), and the screenplay of the
can be avoided.
film was adapted from the novel Ardiente Paciencia, by
h. Do not overuse exclamation marks!!!! (In
Chilean writer Antonio Skármeta.
fact, avoid them whenever possible!!!!).
Do not overuse exclamation marks. (In
fact, avoid them whenever possible).
i. And do not start a sentence with a
conjunction.
Do not start a sentence with
a conjunction.


63
PAGES 42 - 44 Answers
TEST YOUR KNOWLEDGE READING – UNUSUAL VAMPIRES
1. a.
TRANSCRIPT - LISTENING - 2. Bella Swan – main female character.
20
OPINIONS FROM MOSCOW Billy Burke – supporting actor.
Catherine Hardwicke – director.
Kelly has a British accent and the librarian has a Russian accent. Melissa Rosenberg – screenwriter.
Librarian: So, have you enjoyed your visit to Moscow so far? Robert Pattinson – main male actor.
Kelly: It’s been brilliant, but a little cold. But tell me, in Stephanie Meyer – author / writer.
your work as a librarian, what kind of books do 3. a. No. There are no clichéd stereotypes with
fangs, coffins and stakes through the heart.
Russian teens normally ask you for?
b. In Portland, Oregon.
Librarian: Teens in my country normally like books with a little c. It ties in to the story perfectly; the
bit of mystery and suspense, although some like to soundtrack fits the tone of the film
add a little romance as well. And you, as a typical (with its moody rock songs).
British teenager, what kind of books do you like?
LANGUAGE
Kelly: I love fantasy and I’m crazy about the Harry
Potter saga. Last week, I was lucky enough to go 4. Encourage students to be creative and really use
their own ideas to complete the sentences,
see “Harry Potter and the Half-Blood Prince” at
using a gerund in each case.
midnight and like millions of people across the Answers will vary.
country, I was extremely excited. I’ve read all the 5. a. He was playing football when I saw him
books and remember even the smallest details. yesterday. (present participle)
Librarian: You are not alone then. It is one of the most b. There is only one great passion in his
popular books in my library. So, what did you life: writing books. (gerund)
think of the film? c. Thank you for giving me such a
Kelly: It was brilliant! And it was fun watching the rest of beautiful gift. (gerund)
the people while I was waiting for the film to start. d. What is she doing here? (present participle)
Some were dressed in Hogwarts gear and Harry e. I hate doing the same thing twice. (gerund)
Potter glasses, and there were even a few in
Dumbledore beards. My favourite was a lady who LISTENING – OPINIONS FROM MOSCOW 20
was dressed up like Professor McGonagall. 6. a. librarian. b. romance. c. fantasy.
Librarian: My neighbour’s daughter went to see the movie d. last week. e. people.
dressed as Dobbie! Was there anything about the 7. a. RYM. b. BT. c. RYM.
film that you didn’t like? d. RYM. e. BT.
Kelly: Not really, I loved everything. The cast seemed to SPEAKING
be excellent and the special effects in the cave
8. (Accept other sensible possibilities).
were spectacular and terrifying at the same time. Juliet: I’m sure I’ve seen that James Bond film before.
And the soundtrack was just amazing! Of course, Brenda: I think you’re wrong. You’ve seen 'Casino Royale', but not
there were also things that I missed, such as the 'Quantum of Solace'.
older Weasley brothers Bill and Charlie, who were Juliet: You’re right about 'Casino Royale', but I’m not certain if I
not included in the film. saw the other film too.
Brenda: The two films certainly are quite similar.
Juliet: Now that I remember 'Quantum of Solace' was filmed in
Latin America, wasn’t it?
Brenda: Argentina, I think.
Unit 2
64
UNIT 2
Juliet: No, I am quite certain it was a different country. Let me

think…Chile! Yes, that’s right, it was Chile.
Brenda: I’m not really sure. They filmed it somewhere in the
desert, didn’t they?
Assign points to the activity according to the following criteria.
◆ Speaking
Completed the dialogue with seven Practically no language mistakes. Fluid interaction, good
3 2 3
or eight of the correct alternatives. pronunciation, no hesitation.
Completed the dialogue with five A few language mistakes. Fluid interaction, a few pronunciation
2 1 2
or six of the correct alternatives. mistakes, a minimum of hesitation.
Completed the dialogue with three Language mistakes interfere with Fluid interaction, some pronunciation
1 1
or four of the correct alternatives. comprehension. mistakes, some hesitation.
0
Used only one or two of the correct Interaction affected by pronunciation
0 0
alternatives in the dialogue. mistakes and a lot of hesitation.
WRITING
9. Assign points according to the following criteria.
◆Writing
Wrote a review including all the Practically no grammar or Correct spelling and neat
4 3 3
required details. vocabulary mistakes. presentation.
Wrote a review with most of the Very few grammar or vocabulary A few spelling mistakes and some
3 2 2
required details. mistakes. presentation problems.
Wrote a review with some of the Some grammar and vocabulary Several spelling mistakes and quite
2 1 1
required details. mistakes. a few presentation problems.
Wrote a review with very few or Grammar and vocabulary mistakes A lot of spelling mistakes and poor
1 0 0
none of the required details. interfere with comprehension. presentation.
PAGE 45 results and reflect on them. Help them to think of what

SELF EVALUATION they can do to improve results, solve problems, give or
get help, etc.
For more information on this section see page 8 of the
Introduction. YOUR GENERAL PERFORMANCE requires reflection on
their involvement with the main OFTs discussed in the
Remind students that there are two main parts in this
lessons and invites them to think about their learning
section: YOUR TEST RESULTS and YOUR GENERAL
strategies and attitudes.
PERFORMANCE.
For YOUR TEST RESULTS they have to work out their
score in the TEST YOUR KNOWLEDGE section, read their

65
EXTRA TEST UNIT 2
READING – SLUMDOG MILLIONAIRE
1 Read the review of Slumdog Millionaire. Slumdog Millionaire

Four sentences have been removed from A review by Srinath R.
it. Put them back in the corresponding
When acclaimed director Danny Boy
places. There is one extra sentence you le wandered into the
slums of Mumbai, India, with a rela
do not need to use. 4 pts. tively unknown group
of actors, it was hard to imagine wh
a. But this is where the “typical” ends. at the f ilmmaker was
doing so far from home. However,
b. So, if you have not seen it yet I would with the release of
Slumdog Millionaire, it is apparent tha
definitely recommend it. t Boyle doesn’t need
to be on familiar ground to make exc
c. The soundtrack is almost impossible ellent movies.
to ignore. A film like Slumdog Millionaire doe
sn’t come along very
d. Viewers watch the movie and are often. But when it does, we end up
falling in love. Initially
moved to tears. the plot appears so typical: a teen from
the slums of
e. What results is a story that grabs us. Mumbai rises from rags to r iches by
appearing on a
popular game show. (a.) _________
______________
Slumdog Millionaire is so realistic and
moving that you find
yourself gripped by the artistry wit
h which it was made.
The cinematography creates a visua
lly spectacular film, and
Boyle’s team captures on camera, wit
h a success shared by
perhaps no other foreign director, the
sights and sounds of
the Indian subcontinent.
What truly sets Slumdog Millionaire
apart, however, is the
plot. Protagonist Jamal Malik (played
by talented
newcomer Dev Patel) is an 18-year-
old chai-walla (tea
seller) from the slums who a ppears
on the Indian version
of Who Wants to Be a Millionaire wit
h the hope that the love
of his life, Latika (played by the stun
ning Freida Pinto),
will be watching. (b.) ____________
______ and shows us
the beauty of destiny and love.
Slumdog Millionaire is rounded out
by a strong supporting
cast and music written by famed Ind
ian music director
A.R. Rahman. (c.) _______________
_____. It integrates
Western music and tunes familiar
to Bollywood lovers into
a film that is very different from eith
er mainstream
convention.
With our busy lives, it is hard to sit
back and genuinely
appreciate a film. But in the midst
of all that madness, if I
were to point to one film that will
move you and force you
to think, it would be Slumdog Million
aire.
(d.) _____________________, and you
can now rent it in
Adapted from: Srinath, R. (2010). Slumdog Millionaire. Teen DVD format.
Ink. Retrieved November 2, 2010 from http://teenink.com/
reviews/movie_reviews/article/
74447/Slumdog-Millionaire/

66
UNIT 2
2 Read the review again and match the names in LANGUAGE

column A with the roles in column B. 7 pts. 7 Classify the underlined words into
Name Role gerunds or present participles. 5 pts.
a. A.R. Rahman i. Reviewer a. Painting and writing are her two great
b. Danny Boyle ii. Music director passions.
c. Dev Patel iii. Main male character b. She is dreaming of being an actress.
d. Freida Pinto iv. Main female character c. I don’t really like playing cards.
e. Jamal Malik v. Main actress
f. Latika vi. Main actor 8 Fill in the blanks in these sentences with the
g. Srinath R. vii. Director gerund of one of the verbs in the box. 5 pts.
3 What is the writer’s general opinion of · canoe · disobey · eat
the film? 1 pt. · listen · study
a. It is really good and unique. a. One of my favourite sports is _______ down
b. It is quite similar to other Indian movies. the Mississippi River.
c. The film is too realistic and sad. b. Jennifer likes _______ to the Rolling Stones.
c. I don’t think you will pass the driving test
LISTENING – AN INTERVIEW WITH without _______ the traffic regulations.
d. _______ too much fat and sugar is bad for
ISABEL ALLENDE
your heath.
4 21 Listen to the interview. Cross out e. The soldier was arrested for _______ orders.
the books by Isabel Allende that are not
mentioned. 5 pts. SPEAKING
a. Aphrodite 9 Interview a partner about his / her likes
b. Of Love and Shadows and dislikes in films. Consider the
c. Paula aspects in the box. 10 pts.
d. The House of the Spirits
e. The Infinite Plan · Chilean v/s foreign films · Favourite actors
· Favourite type of films · Music / soundtracks
5 21 Listen to the interview again and · Original language with subtitles v/s dubbed
answer these questions. 4 pts. · Special effects
a. What two things does Isabel Allende
love doing? WRITING
b. Which is, in her opinion, the most important
book she has written? 10 Write a review (maximum 90 words) of a
c. What book would she like to write? show you have seen recently. It can be a
d. What kind of journalist was she? concert, a play or a film. What did you
like / dislike about it? Why? How could it
6 21 Listen to the interview once
be improved? Would you recommend
more and choose the best option. 3 pts. it to a friend? 10 pts.
a. The House of the Spirits, was published in
Spain in 1982 / 1984.
b. I don’t think of the book as a job / product.
c. Do you have a subject that you’re currently
0 13 26 39 54
interested in / working on? to 12 to 38 to 54 PTS
to 25
Keep trying Review Well done! Excellent! TOTAL
Photocopiable material LITERATURE AND FILMS

67
READING – SLUMDOG MILLIONAIRE

Isabel Allende: I would probably be doing something that
1. a. (a.) b. (d.) c. (c.) d. (X) e. (b.)
2. a. - ii. b. - vii c. - vi. d. - v. e. - iii. f. - iv. g. - i. means not washing dishes! I’d be playing with my
3. a. grandchildren probably. I love playing with them! But
above all, I love writing. I love the process. I just love
LISTENING –
the time I spend alone in a room adding words one by
AN INTERVIEW WITH ISABEL ALLENDE 21
one to create a universe that is mine. And when the
4. b. and e. are not mentioned. book is published, all this craziness starts.
5. a. Playing with her grandchildren and writing. Interviewer: Which is your favourite of your own books so far?
b. Paula.
Isabel Allende: Mm, I don’t have a favourite book because I
c. A novel about beauty.
don’t think of the book as a product, but the most
d. She wasn’t very good.
6. a. 1982. b. product. c. interested in. important book in my life is 'Paula' because it saved
me from suicide and it saved Paula from oblivion. In a
TRANSCRIPT - LISTENING - AN INTERVIEW WITH way, it’s a celebration of life, a celebration of the things
21
ISABEL ALLENDE I care for: family, life, love.
Interviewer: Do you have a subject that you’re currently interested in?
Please note that the woman in the interview is not Isabel Isabel Allende: I like writing about beauty and I would like
Allende, but a professional actress. to write a novel about beauty because in a novel, I’m
The interviewer speaks with a British accent and the actress free to do anything I want, and in a book that is
playing Isabel Allende speaks with a Chilean accent. nonfiction, I must stick with the facts. I wasn’t a very
Interviewer: She claims to find interviews somewhat good journalist; really, I was a lousy journalist. I would
problematic and complicated because they keep her lie all the time, I could never be objective. And if I didn’t
from the important work of writing, but Isabel have a story, I would make it up, so as a journalist I
Allende proves to be a great interviewee. Since her wasn’t any good, but all those things are allowed in
first book, 'The House of the Spirits', was published in fiction..
Spain in 1982, her work has received international
recognition. She is the author of 17 books in total, LANGUAGE
including one work of non-fiction: 'Aphrodite: 7. a. gerund / gerund. b. present participle /
Recipes, Stories and other Aphrodisiacs'. So, tell gerund. c. gerund.
8. a. canoeing. b. listening. c. studying.
us, Isabel, what would you be doing if you were
d. eating. e. disobeying.
not writing?
Unit 2
68
UNIT 2
SPEAKING
◆ Speaking
Asked and answered questions about Practically no language mistakes. Fluid interaction with good
preferences in films mentioning all 4 3 pronunciation and no hesitation. 3
the required aspects.
Asked and answered questions about Very few language mistakes. Fluid interaction with a few
preferences in films mentioning most 3 2 pronunciation mistakes and a 2
of the required aspects. minimum of hesitation.
Asked and answered questions about Some language mistakes. Fluid interaction with some
preferences in films mentioning half 2 1 pronunciation mistakes and some 1
of the required aspects. hesitation.
Asked and answered 1 or 2 questions Language mistakes interfere with Interaction affected by pronunciation
about preferences in films, not 1 comprehension. 0 mistakes and a lot of hesitation. 0
mentioning the required aspects.
WRITING
10. Assign points according to these criteria
◆ Writing
Wrote a review mentioning all the Practically no grammar or Correct spelling and format.
4 3 3
required aspects. vocabulary mistakes.
Wrote a fairly coherent review, Very few grammar or vocabulary A few spelling mistakes and
mentioning some of the required 3 mistakes. 2 incorrect format. 2
aspects.
Wrote a fairly coherent review, Some grammar and vocabulary Several spelling mistakes and
mentioning a few of the required 2 mistakes. 1 incorrect format. 1
aspects.
Didn’t write a coherent review, Grammar and vocabulary mistakes A lot of spelling mistakes and
didn’t mention the required 1 interfere with comprehension. 0 incorrect format. 0
aspects.

69
Unit 3 TECHNOLOGY
Reading: find and classify information / deduce the meaning of new words. Grammar: the Subjunctive with different verbs and
Listening: identify information provided prior to listening / discriminate between adjectival phrases / linking words.
correct and incorrect information. Vocabulary: words from the areas of technology and
Oral scientific inventions.
Production: imitate model dialogues / complete conversations with
provided information.
Written
Production: prepare a brochure / summarise information. You will use the following text types:
Functions: introduce yourself and others. Reading: a brochure.
Listening: an interview.

The importance of “green” technology and the conservation of our environment.

• If available, use of additional materials such as instruction manuals for different technological products,
brochures, leaflets, advertisements, etc. An excellent source of information on the latest inventions and
technology are the following websites: http://www.finesttech.com/ and http://www.squidoo.com/
latestinventions
Unit 3
70
PAGE 46 2 Ask students to read the names of the eight
INTRODUCTION inventions and decide which ones they know
Invite students to examine and describe the and use in their everyday lives. Can they identify
photograph and relate it to the name of the unit. which of them were invented in the 20th
Form groups and ask them to read the objectives of century? Do they know who the inventors are?
the unit and make comments on the things they Answers
already know, what they can do, what will be new, a., c., d., e., h.
etc. Draw students’ attention to the values that will
be paid more attention to, and ask them to Background information
anticipate what issues will be discussed in Aeroplane: Orville and Wilbur Wright requested a
connection with them. patent application for a 'flying machine' nine
PAGE 47 months before their successful flight in December
1903. It became a significant invention very fast and
HOW READY ARE YOU FOR THIS UNIT? was first used on a large scale in World War One,
Explain to students that this page of each unit will 1914 – 1918. It was commercially exploited from
contain activities meant to identify and activate the beginning of the 1920´s.
their previous knowledge of the topic and related Diesel engine: it was invented by Rudolf Diesel, a
vocabulary to establish the starting point for the refrigeration engineer from France. The patent was
activities that will follow. They will also help to granted in 1898.
detect weaknesses that will require extra work and GPS: the Global Positioning System was invented
support, to contextualise the contents that will be by the U.S. Department of Defense (D.O.D) and Ivan
developed, and present cognitive challenges. Getting. The foundations for this invention were laid
Although all the activities have been assigned in the 1950´s and later developed in the 70’s. It
points, the results do not indicate success or failure, became popular at the beginning of this century.
but help to identify the points mentioned in the Karaoke: the Japanese word Karaoke is derived
previous paragraph. from two words: kara, which means 'empty', and oke,
Give students time to form groups and discuss the short for okesutora, or 'orchestra'. The history of
exercises that have to be done in groups, and karaoke can be traced back to the early 1970’s, and a
encourage them to reflect and be honest to do singer named Daisuke Inoue. Inoue was often asked
those that require individual responses. to provide recordings of his music so that fans could
As an introduction, talk to students about the use of sing along. Realising the potential, Inoue created a
technology in their everyday lives and ask them to tape recorder that played a song for a 100-yen coin.
compare it with their parents’ or grandparents’ Microwave oven: its invention did not come about
times. Ask them if they believe that we are getting as a result of someone trying to find a better, faster
too dependent on technology. way to cook. During World War II (1939 - 1945) two
1 Ask students to identify the professions of the scientists invented the magnetron, a tube that
people in the pictures. Can they guess by their produces microwaves. Installing magnetrons in
clothes, equipment, place of work, etc? Tell Britain’s radar system, the microwaves could spot
them to read the introductions. Which ones are Nazi warplanes on their way to bomb the British Isles.
more and which ones are less formal? Tell them By accident, several years later, it was discovered that
to match the introductions (a – d) and the microwaves could also cook or warm food.
pictures. Then, students use the expressions to Telephone: in the 1870s, two inventors, Elisha Gray
introduce people they know. and Alexander Graham Bell, both independently
Examples: I’d like you to meet my English teacher, designed devices that could transmit speech
Mrs Pérez. Camila, meet Francisco, my best friend. electrically - the telephone. Both men rushed their
respective designs to the patent office within hours
Answers of each other; Alexander Graham Bell patented his
a. 4. b. 3. c. 2. d. 1. telephone first.
TECHNOLOGY
71
Typewriter: Christopher Latham Sholes, a U.S. Renewable sources of energy.
mechanical engineer, invented the first practical Biomass: organic material made from plants and
modern typewriter, patented in 1868 and first animals. Biomass contains stored energy from the
produced by the Remington company in 1873. sun. Plants absorb the sun’s energy in a process
Velcro tape: in 1948, George de Mestral, a Swiss called photosynthesis.
amateur mountaineer and inventor decided to take Geothermal: the word comes from the Greek
his dog for a nature hike. When he returned, he words geo (earth) and therme (heat), so, geothermal
noticed that his dog’s fur was covered with burrs - energy is heat from within the Earth. We can
seed sacks of a common plant. He examined the recover this heat as steam or hot water and use it to
sacks under his microscope and saw all the small heat buildings or generate electricity.
hooks that made the burrs stick to practically any Hydropower: it is the energy that is recovered from
porous surface. This way, the Velcro tape was born. the power of moving water, such as a river.
Solar energy: it is the sun’s rays (solar radiation)
3 Talk to students about how humans create
that reach the Earth. This energy can be converted
energy to power different devices. For example,
into other forms of energy, such as heat and
how do we create the energy to have light and
electricity.
heat in our homes? Is it the same way that we
Wind: it is simply air in motion. It is caused by the
create energy to run our cars and buses? What
uneven heating of the Earth’s surface by the sun.
other sources of energy do they know?
Ask them to match the pictures with the Encourage students to work out their score and
different sources of energy. read what it indicates. Give help to those students
who get low scores and praise those who seem to
Answers be better prepared for the contents of the unit.
Geothermal – Picture 2. Nuclear – Picture 3. Make notes of any useful information about what
Solar - Picture 4. Wind – Picture 1. students already know that you can use later when
BACKGROUND INFORMATION developing the lessons.
Non-renewable sources of energy. PAGE 48
Oil / petroleum: it was formed from the remains of Lesson 1 - READING
animals and plants (diatoms) that lived millions of PLANET SAVING TECHNOLOGY
years ago in a marine environment before the
dinosaurs. Over millions of years, the remains of these BEFORE YOU READ
animals and plants were covered by layers of sand Remind students to check the learning abilities they
and silt. Heat and pressure from these layers helped will develop with each of the activities and
the remains to turn into what we today call crude oil. comment on their expectations and interests.
Natural gas: the main ingredient in natural gas is
methane, a gas composed of one carbon atom and
1 (Learning ability: to connect content and
previous knowledge).
four hydrogen atoms. Millions of years ago, the
Tell students to form small groups to answer
remains of plants and animals (diatoms) decayed
and discuss the questions. Ask students to go
and built up in thick layers. They were later
back to Exercise 2 on page 47 and see which of
changed into gas.
the inventions mentioned they find useful,
Coal: basically the same process as oil and gas, but
useless, important, out of fashion, etc.
solidified.
Uranium: nuclear energy is energy in the nucleus
of an atom. Atoms are tiny particles that make
up every object in the universe. There is
enormous energy in the bonds that hold atoms
together.
Unit 3
72
UNIT 3
2 (Learning ability: to classify key words). 4 (Learning ability: to predict content from
Students read the words, check their meaning cognates and familiar words).
and then classify them. Classifying is an Students try to predict the content of the reading
everyday activity for most people. When we talk text based on previous exercises and the meaning
about sports, most of us make distinctions of key words. Do not check answers at this point.
regarding soccer, swimming, etc. First, we Remember that “When students make
usually divide sports into two broad groups or predictions, their understanding increases, and
classes: individual sports and team sports; we they are more interested in the material. Students
often classify sports according to seasons, and use their background knowledge as well as clues
according to whether the sport is one that we from the text....to predict and anticipate or
play or watch. Classifying will be used by logically “guess” what the text will be about.”
students throughout their personal and (Fielding, Anderson, Pearson, 1990)
professional life and thus is considered an The predicting process must be then
important skill. rationalised (why?), checked (through reading /
Ask students what they notice about the ending listening) and substantiated (proved). This is
of the words that fit under each category. done in a subsequent exercise in the While you
Listen / Read part of the lesson. Always make
Answers sure that predictions are checked once students
Discipline / Field People who work in it have listened to or read the text.
Chemistry Astronomer WHILE YOU READ
Design Chemist
Ecology Designer 5 (Learning ability: to validate predictions).
Engineering Ecologist Students scan the text to find the words from
Genetics Engineer Exercise 2. If predictions were not correct,
Physics Geneticist students should analyse what went wrong. Was
Research Physicist their vocabulary too limited? Did they
Science Researcher misunderstand some previous exercises?
Scientist However, the main purpose of making
predictions is to focus students’ attention and
ADDITIONAL ACTIVITY raise their interest. Besides, you should consider
Ask students to work in groups, choose a common that some predictions are quite subjective,
topic, such as food, sports, inventions, school especially when students predict vocabulary
subjects, games, etc. and list at least 18 words for that they believe will appear in a text.
the chosen subject. Tell them to exchange lists with Answers
another group and following this, to classify the astronomer, engineers, chemists, ecologists,
words in the list they receive into two groups. researchers, scientists, geneticists.
3 (Learning ability: to identify cognates).
See notes on cognates on page 10 of the 6 (Learning ability: to identify type of text).
Ask students to read the text more carefully and
Introduction.
decide on the type of text it is. For this type of
Answers activity, it is a good idea to pay attention to:
Only research and researcher are not cognates. - the length of the text;
- text distribution / division;
- level of difficulty;
- the target audience.
Answer
b.
TECHNOLOGY
73
7 (Learning ability: to infer meaning of words and Answers
expressions). Conventional inventions: calculator, watch,
Scientific vocabulary: scientific and technical road signs, power generators.
words, terms, formulas, and symbols that are 'Green inventions': solar cells, solar thermal
almost universally understood by scientists and collector, solar panels, desalination plants,
similarly used in at least two languages. toxic waste disposal.
Generally, scientific words have the same root
and vary slightly in spelling and pronunciation;
they are cognates. Students will use scientific Did you know that...
words both in Spanish and in English See page 8 of the Introduction.
throughout their lives, some of them in their
everyday lives (bacteria, enzyme, biotechnology, 10 (Learning ability: to identify textual references).
etc.), therefore it is important that they learn to Ask students to go back to the text and
identify scientific words in texts. underline the sentences where the highlighted
words appear. If necessary, they should read
Answers further back in each case, to discover what the
ozone, bio-fuels, radiation, thermal collector, words refer to.
solar cells, electric grid, power generators, Answers
desalination, distillation, hydrologic, a. solar energy or solar radiation. b. PV
re-condense, bacteria, enzyme, bio-remediation. systems. c. humans. d. artificial desalination.
e. phyto-remediation. f. the three
8 (Learning ability: to match information). technologies mentioned in the text.
Generally, a title or a heading is a very brief
summary of a paragraph or a full text. 11 (Learning ability: to find, support and classify
Summarising is an important skill which is often specific information).
used when researching, gathering or presenting To begin the activity, talk to the students about
information and here the process is done in the general advantages and disadvantages of
reverse - students must match the 'summary' certain subjects. For example, what are the
(title / heading) with the corresponding text. Tell advantages of studying English? What are the
students to concentrate on the key aspects of disadvantages of using a car? Then ask them to
each part of the brochure. For example: what is read the text again and find the advantages and
the key aspect /main subject of Text I? The disadvantages of the inventions mentioned in
summary / heading / title of the text must be the brochure. Check answers on the board.
related to this key aspect.
Answers
Answers Invention Advantage Disadvantage
Text I – Heading c.
I. Solar It has many uses The amount of
Text II – Heading a.
energy and can be sunlight is not
Text III – Heading d. converted into constant in all
PAGE 49
other types of areas.
energy.
9 (Learning ability: to transfer relevant II. It can give us lots It is still quite
information to a visual organiser). Desalination of fresh water. expensive.
Tell students to read the text again and find III. Phyto- It absorbs It is not available
examples of conventional and ‘green' remediation dangerous toxic on a large scale.
inventions mentioned. waste.
Unit 3
74
UNIT 3
AFTER YOU READ PAGE 52

12 22 (Learning ability: to participate in a guided
oral dialogue).
Learning tip
This conversation is an extension of the subject
already mentioned in the brochure, but it also See notes on page 8 of the Introduction.
draws on students’ previous knowledge and Even though and even if mean basically the same
their own opinions. Students should be able to thing: although. We also use even if to indicate
identify the advantages and disadvantages of something theoretical or hypothetical. We use even
certain technologies and match the answers though for the Past and Present tense, and even if for
with the questions. Tell them to pay attention to the Future tense.
certain key words; for example, in the first Other examples:
question the key words are 'nuclear energy'. To He met her at the station even though the train arrived
match them with the correct answer, they must at 5 am.
look for the correct key words. We all know that She’ll continue to live in this town even if she loses her job.
nuclear energy is dangerous and can cause Even though he is only 17, he both studies and works.
significant damage to the environment. The
In fact means in reality.
correct answer then will be the one that
Other examples:
includes the word dangerous.
He is quite tall. In fact, he is 10 centimetres taller than
Play the recording once or twice for students to
his father.
check their answers and then play it again for
She is an actress. In fact, she is quite well known in
students to repeat and practise. Invite some pairs
local theatres.
to role play the conversation in front of the class.
As long as and provided that can replace if in
Answers
conditional sentences. These are usually used in the
See transcript.
First Conditional, and sound a bit formal.
Other examples:
TRANSCRIPT – ORAL PRACTICE 22 You can stay here as long as you keep quiet.
We will pay the bills provided that you pay the rent.
Jordan speaks with a British accent and Alice with an We could organise a picnic as long as everybody agrees.
American accent.
13 (Learning ability: to apply new vocabulary and
Jordan: What do you think is the biggest disadvantage of structures).
nuclear energy? Revise with the students the linking words
Alice: It is really very dangerous for humans and animals. provided in the Learning Tip box and ask them
Jordan: And what do you think is the problem with to provide further examples.
solar energy? Then refer students back to the text and ask them
Alice: To use it you need a place with a lot of sunshine. to find sentences that have similar meanings as
Jordan: Do you think that the invention of the Internet has statements a – c. Check answers orally.
improved our lives? Answers
Alice: I think it has improved our communications. a. Even though the rays of the sun are readily
Jordan: And what’s the advantage of heating up food in available, there are still some
microwaves? disadvantages.
Alice: I prefer food cooked and heated on conventional b. In fact, as far back as the 1830s, British
astronomer John Herschel proposed that a
cookers.
solar thermal collector box be used to cook
Jordan: Should we use more geothermal energy in Chile? food during an expedition to Africa.
Alice: Yes, but we must be careful with our environment. c. Provided that we have salty water available,
we can distil or desalinate it.
TECHNOLOGY
75
Tell them to read the statements and then
match them with the pictures. Finally, ask them
Language Note The Subjunctive with that to re-write the statements in the Subjunctive,
imitating the example.
In English, verbs are used in contexts called
moods. Answers
These verbal moods are: a. Sonia suggested that we all go to the
• the Indicative: simple statement or question. beach. (Picture 3)
Example: Jenna did the exercises.
b. I proposed that we go to the cinema.
• the Imperative: a command.
Example: Jenna, do the exercises! (Picture 1)
• the Subjunctive: a statement contrary to fact; c. Dentists advise that we brush our teeth
a wish, a mandative statement, indicating a after each meal. (Picture 4)
request or demand. d. The sign requests that we take off our shoes
Example: I request that Jenna do the exercises. before entering the temple. (Picture 2)
There is a long list of verbs that usually go with
the Subjunctive mood. However, at this stage, PAGE 53
students should be aware only of those included
in the lesson and which express the sense of 15 Minitest (Learning ability: to evaluate learning).
recommendation, importance, and urgency. This minitest allows students to evaluate their
Examples: performance in the grammar aspect of the
The manager insists that the car park be locked lesson and also to consider evaluation as a
at night. continuous process throughout the book. Read
The board of directors recommended that Paul
the instructions aloud, make sure that all the
Harper join the company.
It is essential that we vote as soon as possible. students understand them clearly and set a time
Draw students’ attention to the form: limit to complete the task. Help students to
Verb (advise, ask, recommend, demand, etc.) + check their answers and work out their scores.
that + infinitive without to. You may ask students to keep track of their
Tell them that the Subjunctive is always the same. progress and then evaluate their overall
It does not matter whether the sentence is in the performance in the Minitests after two or
Past or in the Present tense. three units.
Present: The President of the company requests
that they stop the work on the new road. Possible answers
Past: The President of the company requested that a. The teacher suggested that we read Don
they stop the work on the new road. Quijote de la Mancha as a good example of
Spanish literature.
Answers Point 3 b. The doctor recommended that I take the
1. Electrical engineers recommend that we cough mixture after I eat.
install solar panels in areas with stable solar c. I demand that you return my money! The
conditions. computer is not working.
2. Scientists insist that we plant forests to d. She insisted that we drink some milk
clean up toxic waste. before we set off.
e. I propose that we fly to Mexico and once
14 (Learning ability: to practise a structure). there we can rent a car.
Give students time to revise the Language Note. f. The President urges that we all vote in the

It might take a while before they understand next elections.
the structure completely. Provide plenty of
examples and ask them to offer their own.
Ask them to read the example carefully.
Unit 3
76
UNIT 3
16 APPLICATION TASK – WRITING 2 (Learning ability: to match information and

(Learning ability: to create a new text). pictures that represent it).
See notes on this section on page 7 of the Pictures help students to put a situation in a
Introduction. context. In everyday life, we often rely on
Tell students to go back to the brochure on pages pictures to help us to understand different
50 and 51. Ask them to identify the main features situations, for example, buying products in a
of a brochure (length, form, etc). Go through the supermarket, road signs, the icons on our
instructions with the class and tell them to choose computer, etc.
one topic, which they will have to prepare for the Ask students to look at the pictures (1 – 4), read
following class in their group. It is important that the bubbles with the introductions (a – d) and
they consider the ideas mentioned in Point c. finally match them.
Give students time to prepare and proof read their
Answers
brochure, and to exchange it with other groups.
Picture 1 – d. Picture 3 – b.
Evaluate performance using the points provided.
Picture 2 – a. Picture 4 – c.
17 (Learning ability: to reflect on the contents of
the lesson and relate them to own experiences). BACKGROUND INFORMATION
Students are asked to reflect on what they have Introductions are an important part of our social

discussed in the lesson and decide if what they language. When you meet someone for the first
have done has helped them to talk about the time, it is common to greet the person with “How
topic of the lesson. Encourage students to do you do?” for which the correct response is “How
discuss their answers to the questions in small do you do?”
groups, and to give and support their opinions We use social language for several purposes. An
with respect for their classmates at all times. individual may say words clearly and use the correct
words with the correct grammar, but still have a
PAGE 54 communication problem - if he/she has not
Lesson 2 – LISTENING mastered the rules for social language known as
THE TECHNOLOGY OF LIVING THINGS pragmatics – the way in which language is used to
express what you really mean in particular
BEFORE YOU LISTEN
communicative situations. The main
1 (Learning ability: to connect content and communication purposes are:
• greeting: hello, goodbye
Remind students to check the learning abilities • informing: I’m going to buy a book.
they will develop with each of the activities and
• demanding: Give me some milk.
comment on their expectations and interests.
• promising: I’m going to get you a present.
Tell students to form small groups to answer • requesting: Can you give me hand, please?
and discuss the questions.
Taken from: Spolsky, B. (1998). Oxford Introductions to Language
BACKGROUND INFORMATION Study. Oxford, UK: Oxford University Press.
DNA: deoxyribonucleic acid is a nucleic acid that ADDITIONAL ACTIVITY
contains the genetic instructions used in the Ask students to use the four different introductions
development and functioning of all known living to introduce themselves, their classmates, and other
organisms and some viruses. The main role of DNA imaginary people.
molecules is the long-term storage of information.
DNA is often compared to a set of blueprints or a
recipe, or a code, since it contains the instructions
needed to construct other components of cells,
such as proteins and RNA molecules.
TECHNOLOGY
77
3 (Learning ability: to infer the meaning of PAGE 55
key words). WHILE YOU LISTEN
The concept of key words is one of the most 6 24 (Leaning ability: to validate predictions).
important ones to grasp when trying to
Play the recording once or twice to give
optimise reading or listening skills. Increasingly, students enough time to check their predictions
when you are looking for information on the in Exercise 5. Check answers orally. You can ask
Internet, you go to the search engines. You type faster students to give examples of the specific
in some words to describe what you are looking uses, for example: We use biotechnology in
for. These words are key words. Students will medicine to try to cure cancer or eradicate the
come across them in all kinds of everyday Hanta virus.
activities. It is important to stress that finding
the right key words might facilitate both their Answers
comprehension and their search for a., c., d., f.
information.
7 24 (Leaning ability: to find specific
Answers information).
Biochemistry, biofuel, biological, biomass, Go back to Exercise 2 and review the four

biophysics, biotechnology. introductions. Then play the recording again and
ask students to write down the one(s) they hear.
Did you know that...
Answers
See notes on page 8 of the Introduction. Let me introduce Dr Desmond O’Hanlon,
4 23 (Learning ability: to find the meaning of key biotechnology expert from Trinity College.
words and identify their pronunciation). And I’d also like you to meet Greta Byrne,
Give the students some time to check the who is my assistant.
meaning of these words in a dictionary. You can
ask them to write sentences with the words in 8 24 (Leaning ability: to find specific supporting
their notebooks or write some incomplete information).
sentences on the board for them to complete Ask students to read statements a – e with the

with the new words. Play the recording several two options and then play the recording again.
times. Students first only listen and then listen Remember that students will have different
and repeat the words. levels of listening skills and it might be
necessary to play the recording more than once.
TRANSCRIPT – PRONUNCIATION 23
boost - breathe out - crop - drought - increase (v.) Answers
a. ii. b. i. c. ii. d. i. e. ii.
ore - rise - spoil - wrinkly - yeast
5 (Learning ability: to predict content from the 9 24 (Leaning ability: to find general and
supporting information).
context).
At this stage, students will probably have listened
In this exercise students predict the areas in
to the recording at least three times, so you can
which biotechnology can be used in our lives,
ask them to read the questions and write the
from the alternatives given. Students must draw
answers in their notebooks. Then play the
on their previous experience and the
recording again for them to check their answers.
introductory exercises in the lesson. Do not
check answers at this point.
Unit 3
78
UNIT 3
Answers
Greta: Another good example is apples. Even though
a. Biotechnology means the tools for the study
of life. people have been eating apples for thousands of
b. We use biotechnology in medicine to try to years, they were about the size of a cherry,
cure cancer or eradicate the Hanta virus. wrinkly and extremely sour before biotechnology.
c. Because there is a shortage of water. Dr O’Hanlon: And there are many more examples.
d. Because it is dangerous to play around with Reporter: Fascinating! What else can be done with
viruses and bacteria. biotechnology?
Dr O’Hanlon: We use biotechnology in medicine to try to
TRANSCRIPT - LISTENING - THE TECHNOLOGY 24 cure cancer or eradicate the Hanta virus. We use
OF LIVING THINGS it to increase energy generation or to get new
All the speakers have an Irish accent. energy sources, such as biofuels from plants. It’s
used in agriculture to boost crops such as rice and
Reporter: In our 'Cool Science for Kids' series we’re visiting a
corn. In fact, in our times, when water shortage
laboratory today. Let me introduce Dr Desmond
is a problem for the future, it is urgent that we
O’Hanlon, biotechnology expert from Trinity
plant crops resistant to droughts, and
College, Dublin. Dr O’Hanlon.
biotechnology can help us achieve it.
Dr O’Hanlon: Hello. And I’d also like you to meet Greta
Greta: And it’s also used in some mining processes to
Byrne, who is my assistant.
extract metals from metal ores.
Greta: Hi, there.
Reporter: Isn’t it dangerous to play around with viruses
Reporter: Doctor, a simple question first. What is
and bacteria?
biotechnology?
Dr O’Hanlon: It could be if we are not careful. That’s why it’s
Dr O’Hanlon: It comes from three Greek words: bio – which
imperative that scientists take care when doing
means 'life'; techno –meaning 'tools'; and –
their experiments in safe laboratory environments.
ology, which is 'the study of'; so, biotechnology
Reporter: Thank you doctor; this was really interesting.
is 'the tools for the study of life'.
Reporter: As we are not experts, I think it’s a good idea that
AFTER YOU LISTEN
you tell us why biotechnology is of interest to us.
How does it affect people? 10 (Learning ability: to draw conclusions).
Dr O’Hanlon: Well, biotechnology has been around for more Students can work in groups of four students to
than four thousand years! Have you ever eaten a go over their notes and answers to the listening
toasted cheese sandwich? exercises and reach an agreement on the main
Reporter: What a strange question! Of course I have! conclusions they draw. Emphasise that there are
Dr O’Hanlon: Well, the bread and cheese in it have been no right or wrong answers to this question, but
created by biotechnology over thousands of encourage them to use the information they
collected to express their conclusions. Invite
years. To make bread, it’s essential that we add a
different students to share their group’s
living organism, yeast, to make the bread rise. conclusions with the class.
The yeast eats the sugar in the bread material
and breathes out carbon dioxide, a gas. The gas
in the bread mixture causes the bread to rise. The
cheese on your sandwich is made by adding
another living organism, 'lactic bacteria', to keep
milk from spoiling.
TECHNOLOGY
79
11 (Learning ability: to consolidate vocabulary). 12 (Learning ability: to consolidate a language point).
Words are tools that we use to express feelings Tell students to read both parts of the sentences
or ideas and to develop our knowledge about carefully to match them and then write the complete
the world. It is very important that students sentences in their notebooks. Check answers orally.
learn as many words as possible, not only to Answers
express themselves correctly, but also to Christmas is approaching, so it’s a good idea
understand others, to understand written that we start buying gifts.
information, and to decode spoken messages. Your test is next week, so it’s vital that you
The words in this exercise are taken from the begin studying now.
text and should be practised in context. Our planet is in danger! It’s urgent that we all
Answers try to save it.
a. Humans rely on crops such as rice, wheat, As you are an athlete, it’s recommended that
and potatoes. you take some vitamin supplements.
b. Lemonade is a mixture of water, sugar, and When you drive a car, it’s imperative that you
lemon juice. pay attention to the traffic signs.
c. Most copper ore is mined from large open To be a good musician, it’s important that you
pit mines. practise every day.
d. My absolutely favourite food is a toasted
cheese and ham sandwich.
13 25 (Learning ability: to imitate a spoken model).
In this lesson, students have had the
e. There is still no cure for cancer and the
opportunity to practise introductions several
common cold.
times. They have come across formal and
PAGE 56 informal introductions. This exercise deals with
very informal introductions students can use
with their friends and families.
Language Note The Subjunctive (continued) Answers
See transcript.
This section deals with other uses of the
Subjunctive in English. TRANSCRIPT – ORAL PRACTICE 25
The Subjunctive is a formal construction. It is more
commonly used in American English than in British Gina speaks with an American accent, Tony with an Italian
English, and more often in the written form than in accent, Clive with a British accent, Naomi with an Indian
the spoken form. accent and Steve with a German accent.
Apart from the verbs indicated in the Language
Note on page 52 of the Student’s Book, the
Gina: Hi, everybody.
adjectives in this Language Note can also be Tony: Hi, Gina.
followed by a verb in the Subjunctive. Gina: Tony, aren’t you going to introduce me?
Provide students with lots of examples. Make them Tony: Sorry! Well, first, the guy on your right is Clive.
fairly formal so that they notice that it is a rather Clive: Hello, Gina.
formal structure. Gina: Hello, Clive.
Other examples Tony: And the girl on your left is Naomi.
It is urgent that we finish the project immediately.
Gina: Nice to meet you, Naomi.
They said it was vital that we speak to the head
teacher. Naomi: Nice to meet you too.
Mrs Smith, it is essential that you give your son Tony: Finally, the guy sitting next to Naomi is Steve.
vitamins and calcium. Steve: How are you doing?
Gina: Not too bad, and you?
Unit 3
80
UNIT 3
PAGE 57 17 APPLICATION TASK – SPEAKING

14 (Learning ability: to consolidate grammar and (Learning ability – to discuss an issue).
vocabulary). See notes on this section on page 7 of the
Refer students to the Learning tip on page 52 of Introduction.

the Student’s Book before they do this exercise. When leading a discussion, as in this exercise,
remember the following points:
Answers
• if possible, have people sit in a circle, or at
a. Even though he is not an expert, he knows
least facing one another;
a lot about biotechnology.
• everyone should listen respectfully to the
b. It is safe to do the experiments provided
others (even if they disagree);
that / as long as we follow specific safety
• the person who is speaking should not be
measures.
interrupted;
c. We still need other sources of energy, even
• not more than one person should speak at
if we reduce the use of fossil fuels.
the same time;
15 Minitest (Learning ability: to evaluate • no one’s ideas should be made fun of;
learning). • if they disagree with someone, they should
This minitest allows students to evaluate their disagree with their ideas, but should not

performance in the grammar aspect of the attack the person.
lesson and also to consider evaluation as a Go through the instructions with students and
continuous process throughout the book. Read evaluate the discussion according to the points
the instructions aloud, make sure that all the provided at the end of the instructions.
students understand them clearly and set a time Throughout the exercise, encourage students
limit to complete the task. Help students to to use the vocabulary and structures learnt in
check their answers and work out their scores. the lesson.
You may ask students to keep track of their 18 (Learning ability: to reflect on the contents of
progress and then evaluate their overall the lesson and relate them to own experiences).
performance in the Minitests after two or Students are asked to reflect on what they have
three units. discussed in the lesson and decide if what they
Answers have done has helped them to talk about the
Will vary. Check that the Subjunctive is used topic of the lesson. Encourage students to
correctly. discuss their answers to the questions in small
groups, and to give and support their opinions
16 (Learning ability: to consolidate vocabulary with respect for their classmates at all times.
through a game).
This is a pedagogical adaptation of the
traditional Noughts and Crosses (Xs and Os) or
Tic-Tac-Toe game (as it is known in the USA).
Give students some time to make a lists of
names they can use in each game (a – d).
Explain that to play, they must take turns
writing the names in the spaces in the 3*3 grid.
The player who succeeds in placing three
respective names in a horizontal, vertical, or
diagonal row wins the game.
TECHNOLOGY
81
CONSOLIDATION ACTIVITIES 1. Answers will vary.
See notes on this section on page 8 of the 2. a. – 4. b. – 5. c. – 6. d. – 2. e. – 3. f. – 1. g. – 7.
Introduction. 3. Answers will vary.
4. Answers will vary.
1 Students read the content of the six bubbles and
match them in pairs according to similar / same PAGE 61
meanings. Ask them to indicate the key words in CHILEAN CONNECTION
both bubbles which helped them to decide.
Finally they match them with the three pictures. Let students read the section on their own and then
comment on it in their groups. Promote comparison
Answers between the foreign and the Chilean contexts
a. – b. Picture 2. c. – e. Picture 1. d. – f. Picture 3. encountered in this short text and in the unit,
making sure students give each one its own value.
2 Students read the introductions (i – iv) and
indicate in which of the provided situations Ask students to write down the names of the three
they can be used (a – d). Then they add two bacteria mentioned in the text and do some
more situations of their own (e – f), with the Internet research to find their meanings. Talk to
corresponding introductions (v – vi). After they them about the importance of copper for Chilean
finish, tell them to role play the introductions economy. Ask them about other products that are
with a partner. essential for Chile and how they contribute to the
well-being of the country.
Answers
a. –iv. b. – iii. c. – ii. d. – i.
Answers
3 Ask students to read the letter carefully. Ask Wenelén = 'la pionera'. Licanantay = 'la
them to place the missing information (a – d) atacameña'. Yagán = 'la fueguina'.
back into the corresponding spaces (i – iv).
PAGES 62 - 64
Answers TEST YOUR KNOWLEDGE
a. - iv. b. - i. c. - iii. d. - ii.
Answers
4 Ask students to identify the picture that READING - GREEN SHIPS FIGHT
corresponds to the invention described in the GLOBAL WARMING
letter and to justify their choice.
1. c.
Answers 2.
Picture 2. (it is a poor area, it is very dry, the 15 The amount of benefits for each pound
children are black, they are somewhere spent on stratospheric aerosols.
in Africa).
2,000 The number of ships to be used in the
PAGES 60 - 61 project.
JUST FOR FUN 5.3 billion The total cost of cloud whitening.
See notes on this section on page 8 of the 150 billion The cost governments are considering
Introduction. Remind students that they should do spending on the reduction of CO2
the activities on their own, without much intervention emissions.
from you, but help and support when necessary.
3. a. True. b. False. c. True. d. False.
4. a. It is much cheaper that other methods.
b. The impact it has on different industries.
Unit 3
82
UNIT 3
LISTENING –CUTTING EDGE TECHNOLOGY 26 Reporter: Could you tell us if you know any modern
5. Interview I: b. Interview II: c. inventions? Something that maybe you saw on
6. c. d. television or read about in the newspaper?
7. a. light. b. cut. c. on TV. d. tiny.
Woman: I’m not sure… How about laser treatment? I saw
8. a. A nanometre is 1 billionth part of a metre.
it on TV the other day.
b. Invention 1, the molecular clippers, is
useful because we can use it to hold very Reporter: Can you tell me more about it?
tiny objects. Woman: It is a mini laser used to cure skin cancer. Doctors
c. Invention 2, the mini laser, is useful rub a tiny amount of special cream into the skin and
because it is used to cure skin cancer. then they use the mini laser to activate the healing
ingredients. I thought it sounded fantastic!
TRANSCRIPT – LISTENING - CUTTING EDGE 26 Reporter: Thank you.
TECHNOLOGY
LANGUAGE
The interviewer speaks with a British accent and Dr Takuzo
9.
has a Japanese accent.
a. The doctor suggested that I drink lots of
I water and have three light meals a day.
Interviewer: Dr Takuzo, thank you for inviting us to see b. The teacher insisted that we submit the paper
your invention. on Monday at the latest.
Dr Takuzo: You are welcome. The lab is really the best place c. Marie proposed that we sell the tickets at
to see it – the world’s smallest scissors. three pounds each.
Interviewer: Are they really scissors? d. The scientist recommended that we take the
Dr Takuzo: Well, they are really molecular clippers that are necessary steps to reduce global warming now.
opened and closed with light. 10.
Interviewer: And what can we use them for? a. In fact.
b. as long as.
Dr Takuzo: For lots of experiments we do in the laboratory.
c. Even though.
For example, we can use the clippers to hold and
11. Answers will vary. Check the use of that + the
even to cut molecules, genes and other tiny objects. Subjunctive.
Interviewer: How big are the clippers?
Dr Takuzo: They are just three nanometres, which means
they are 3 billionth parts of a metre.
Interviewer: So it is smaller than a hair!
Dr Takuzo: A hair? It is as small as a bacterium!
II
The reporter is American and the woman is English.
Reporter: Excuse me. Can I talk to you for a moment?
Woman: Yes?
Reporter: We are making a programme about how much
an average person in the street knows about cutting
edge technology.
Woman: I must say I’m not sure what cutting edge means.
Reporter: It means ultra modern.
Woman: Oh, I see.
TECHNOLOGY
83
SPEAKING
12. Assign 1/2 points for each correct match picture
- introduction.
Answers:
a. Picture 2. b. Picture 3. c. Picture 1. d. Picture 4.
Assign the rest of the points according to
these criteria:
◆ Speaking
Role played the four dialogues Practically no language mistakes. Fluid interaction with good
3 2 3
appropriately. pronunciation and no hesitation.
Role played three of the dialogues A few language mistakes. Fluid interaction with a few
appropriately. 2 1 pronunciation mistakes and a 2
minimum of hesitation.
Role played two of the dialogues Language mistakes interfere with Fluid interaction with some
appropriately. 1 comprehension. pronunciation mistakes and some 1
0 hesitation.
Role played only one or none of the Interaction affected by pronunciation
0 0
dialogues appropriately. mistakes and a lot of hesitation.
WRITING
13. Refer students back to the brochure on page 62 and tell them to summarise it in no more than 100
words. Tell them to use the Subjunctive mood in the summary.
◆ Writing
Wrote a summary following all Practically no grammar or Correct spelling and neat
4 3 3
the indications. vocabulary mistakes. presentation.
Wrote a summary following most Very few grammar or vocabulary A few spelling mistakes and some
3 2 2
of the indications. mistakes. presentation problems.
Wrote a summary following some Some grammar and vocabulary Several spelling mistakes and quite
2 1 1
of the indications. mistakes. a few presentation problems.
Wrote a summary, but followed Grammar and vocabulary mistakes A lot of spelling mistakes and poor
1 0 0
very few of the indications. interfere with comprehension. presentation.
PAGE 65 their results and reflect on them. Help them to think

SELF EVALUATION of what they can do to improve results, solve
Introduction. YOUR GENERAL PERFORMANCE requires reflection
Help students to notice that there are two main
parts: YOUR TEST RESULTS and YOUR GENERAL
PERFORMANCE.
score in the TEST YOUR KNOWLEDGE section, read
Unit 3
84
UNIT 3
EXTRA TEST UNIT 3
READING - USING CO2 TO EXTRACT GEOTHERMAL ENERGY
USING CO2 TO EXTRACT

GEOTHERMAL ENERGY
By Peter Fairley
Carbon dioxide captured from power plan

ts
could make geothermal energy more prac
tical.
Carbon dioxide generated by power plan
ts
may find a second life as a working fluid
to
help to recover geothermal heat from
kilometres underground. Such a system
would not only capture the carbon diox
ide
and keep it out of the atmosphere, it wou
ld
also be a cost-effective way to use the gree
nhouse gas to
generate new power.
The idea: carbon dioxide that is cycled thro
ugh hot regions, kilometres undergroun
efficiently bring heat to the surface, whe d, can
re it can be used to generate electricity.
The concept was first proposed as a way
to improve systems that pump water dee
to fracture hot rocks, then bring the heated p underground
water up via a second well to generate pow
then cycle the water back down. The tech er, and
nology has been thwarted to date because
difficult to fracture rock to get at the geo it is so
thermal heat and sustain its flow.
The most important question is how sup
ercritical carbon dioxide will interact with
minerals. Supercritical CO also has a part rock and
2 icularly complex relationship with water.
supercritical CO is not expected to dissolve On its own,
2 minerals from rocks - a major problem enc
in the water-based approach. However, ountered
experts recommend that they add a frac
supercritical CO to form a super-dissolving tion of water to
2 'acidic soda water'.
Instead of adding CO to geothermal ene
2 rgy plans, the University of Minnesota’s geo
research group suggests that they add geo fluids
thermal energy extraction to existing plan
carbon capture and storage. They insist s for
that they eliminate the need to fracture
rocks.
The group is researching how supercritica
l CO2 interacts with rock, minerals, and wat
Understanding this is critical to the grou er.
p scheme. If the lab work confirms their
they could be testing CO geothermal in pred ictions,
2 the field in as few as three years.
Adapted from: Fairley, P. (2009) Usin

g CO2 to extract geothermal
energy, Technology Review, published
by MIT. Retrieved November 18,
2011, from http://www.technologyr
eview.com/energy/23953/
Thwart : (verb) to stop sth from happening.
Well : (noun) a deep hole in the ground from which you can get water, oil, or gas.
Photocopiable material TECHNOLOGY

85
1 Read and decide what kind of text this is. LISTENING – PLANTING FOR
Choose one option. 1 pt. THE FUTURE – BIOFUEL IN CHILE
a. An article.
4 27 Listen to the recording. What is the
b. A brochure.
c. A web page. speaker doing? Choose an option. 1 pts.
a. Advertising a product.
2 Read the text again and decide if these b. Giving a lecture.
sentences are true (T), false (F), or not c. Reporting news.
mentioned (NM). 5 pts.
5 27 Listen to the recording again and
a. ____ Greenhouse gas could be an effective
circle the word you hear. 9 pts.
alternative source of energy.
b. ____ Experts do not have the necessary a. The growing of crops such as corn, wheat,
technology to develop this project. rape-seed and barley to produce ethanol /
c. ____ Researchers know very well how methanol and biodiesel might / may lead to
supercritical CO2 will interact with rock big changes in the Chilean agricultural/
and minerals. industrial sector at a time when cheaper and
d. ____ Researchers are asking for scientists’ cleaner alternatives to petroleum
opinions all over the world. derivatives are in high demand.
e. ____ Minnesotta’s researchers do not like b. Ethanol is a type / kind of alcohol derived
the idea of fracturing rocks. from grains such as wheat or corn which
can be used to partly fuel petrol-powered
3 Read the text again and answer these cars / vehicles.
questions. 5 pts. c. On the other hand, biofuel / biodiesel is
a. What is the most important question similar to the diesel obtained from
experts ask themselves? petroleum, and can be used in diesel
b. What is the position of the researchers from powered machines / engines.
the University of Minnesota? d. The idea is to initially plant close to 7,000 /
c. What is critical for them to find out? 70,000 hectares of wheat for ethanol
d. Why do they need to test CO2 in the field? production / consumption.
e. What are the two advantages of capturing
6 27 Listen to the recording again and
CO2 from power plants?
fill in the blanks in these sentences. 3 pts.
a. _______ multinationals are also closely
examining a possible incursion into the
_______ market.
b. This model is similar to that being used in
_______ at present.

86
UNIT 3
LANGUAGE SPEAKING
7 Use the linking expressions in the box 9 Choose an issue from box A and discuss
to join each pair of sentences. 4 pts. it with your partner. Talk about the actions
· as long as · even though · in fact that you would like to propose and the
recommendations you would like to give.
a. You can leave early. You must finish the Use the language structures in box B to
work first. express your ideas and to agree / disagree
____________________________________. with them. 10 pts.
b. Mark told the truth. I didn’t believe him.
____________________________________. A
c. I will go to the concert. I must get the · Body health · Sports · Technology
money for the tickets. · The environment · Your own idea
____________________________________. B
d. The presentation was very boring. I fell · It’s essential · It’s necessary · It’s urgent
asleep half way through it.
· It’s vital · As long as · Even though
____________________________________.
· However · In fact
8 Rewrite these sentences using the
appropriate introductory opening. 4 pts. WRITING
a. “Let’s go out tomorrow evening.” Anne
proposed. 10 Read the brochure on page 50 of your book
____________________________________. again and write a leaflet to promote the
concept of 'green technology'. Include
b. “You should go to see that film.” George
information about how it can affect our
suggested.
planet, its advantages and disadvantages and
____________________________________.
what would be our most important
c. “Eat lots of fruits and vegetables”, the contributions to protect our planet. 10 pts.
dietician recommended.
____________________________________.
0 13 27 41 51
d. “Come on, join us!” my classmates insisted. to 12 to 26 to 40 to 51 PTS
____________________________________.
Photocopiable material TECHNOLOGY

87
READING - USING CO2 TO EXTRACT

Spanish multinationals are also closely examining a
GEOTHERMAL ENERGY
possible incursion into the Chilean market,
1. c. particularly in the production of ethanol and
2. a. True. b. True. c. False.
biodiesel.
d. Not mentioned. e. True.
3. a. The most important question for experts Ethanol is a type of alcohol derived from grains such
is how supercritical carbon dioxide will as wheat or corn which can be used to partly fuel
interact with rock and minerals. petrol-powered cars. On the other hand, biodiesel is
b. They insist that they eliminate the need similar to the diesel obtained from petroleum, and
to fracture rocks. can be used in diesel powered engines.
c. For them it is critical to understand how Expectations for the development of these two
supercritical CO2 interacts with rock,
products are extremely high. The key objective is to
minerals and water.
d. They need to confirm their lab work blend ethanol and biodiesel with petrol and diesel
predictions. respectively. If no more than 10% of the fuel in the
e. It captures the carbon dioxide and tank is biofuel, car engine modifications are not
keeps it out of the atmosphere. It is a necessary. This model is similar to that being
cost-effective way to use greenhouse currently used in Brazil.
gas to generate new power. The idea is to initially plant close to 70,000 hectares
LISTENING - PLANTING FOR THE FUTURE –
of wheat for ethanol production. However, sources
familiar with the subject warn that legislation needs
BIOFUEL IN CHILE 27
4. c. to be passed to eliminate any specific tax on this
5. a. ethanol / may / agricultural. type of fuel and to prevent future imports of
b. type / cars. subsidised biofuels.
c. biodiesel / engines.
d. 70,000 / production. LANGUAGE
6. a. Spanish; Chilean. b. Brazil. 7. a. You can leave early as long as you finish
the work.
TRANSCRIPT - LISTENING - PLANTING FOR THE 27 b. Even though Mark told the truth,
FUTURE – BIOFUEL IN CHILE I didn’t believe him.
c. I will go to the concert as long as I can
The reporter speaks with a British accent. get the money for the tickets.
Reporter: d. The presentation was very boring;
in fact, I fell asleep half way through it.
The growing of crops such as corn, wheat, rape-seed 8. a. Anne proposed that we go out
and barley to produce ethanol and biodiesel may lead tomorrow evening.
to big changes in the Chilean agricultural sector at a b. George suggested that we go to see
time when cheaper and cleaner alternatives to that film.
petroleum derivatives are in high demand. c. The dietician recommended that I eat
Ever since 2006, when Chilean sugar company IANSA lots of fruits and vegetables.
and state owned petroleum company ENAP decided d. My classmates insisted that I join them.
to begin studies on the possibility of producing
biofuels in Chile, there has been an ever growing
interest by other companies to jump on the
bandwagon.
Unit 3
88
UNIT 3
SPEAKING
◆ Speaking
Exchanged ideas and opinions Practically no language mistakes. Fluid interaction with good
4 3 3
appropriately. pronunciation and no hesitation.
Exchanged some ideas and opinions Very few language mistakes. Fluid interaction with a few
appropriately. 3 2 pronunciation mistakes and a 2
Exchanged a few ideas and Some language mistakes. Fluid interaction with some
opinions. 2 1 pronunciation mistakes and some 1
hesitation.
Expressed very few ideas and Language mistakes interfere with Interaction affected by pronunciation
1 0 0
opinions. comprehension. mistakes and a lot of hesitation.
WRITING
◆ Writing
Wrote leaflet containing all the Practically no grammar or Correct spelling and organisation of
4 3 3
relevant information. vocabulary mistakes. the paragraphs.
Wrote leaflet containing most of Very few grammar or vocabulary A few spelling mistakes and
the relevant information. 3 mistakes. 2 unclear organisation of the 2
paragraphs.
Wrote leaflet containing some of Some grammar and vocabulary Several spelling mistakes and
the relevant information. 2 mistakes. 1 incorrect organisation of the 1
paragraphs.
Wrote leaflet containing very little Grammar and vocabulary mistakes A lot of spelling mistakes and
of the relevant information. 1 interfere with comprehension. 0 incorrect organisation of the 0
paragraphs.
TECHNOLOGY
89
Unit 4 YOUNG ART
Reading: locate and classify specific information. Grammar: the Past Perfect tense (affirmative, negative and
Listening: identify speakers, find specific information. interrogative).
Oral Vocabulary: words related to art forms such as music, painting,
Production: talk about art forms and preferences. sculpture, and others.
Written
Production: write an article on art. You will use the following text types:
Functions: express likes and preferences. Reading: an article.
Listening: a conversation.

Paying attention to, respecting and practising art in different forms.

• You can use visual aids such as art books, cut-outs from magazines, postcards with paintings, music CDs
to listen to different types of music. Google Image can provide a wealth of pictures, paintings and works
of art from all parts of the world.
• Visit the following pages for famous museums www.museodelprado.es
www.tate.org.uk
www.moma.org
www.louvre.fr
Unit 4
90
PAGE 66 3 Ask students to copy the table in their
INTRODUCTION notebooks and then read the list of words to
Invite students to examine and describe the place them under the correct category.
photograph and relate it to the name of the unit.
Answers
Ask them to read the objectives of the unit. Draw
• People: arranger, cellist, composer, disc jockey,
students’ attention to the values that will be paid more
singer, vocalist. • Instruments: accordion, drums,
attention to, and ask them to anticipate what issues
flute, piano, recorder, trumpet. • Styles: ballad,
will be discussed in connection with them.
classical, country, gospel, jazz, reggae.
PAGE 67
PAGE 68
how ready are you for this unit? Lesson 1 - READING
Explain to students that this page of each unit will URBAN RHYTHMS
contain activities meant to identify and activate
their previous knowledge of the topic and related 1 (Learning ability: to connect topic and personal
vocabulary to establish the starting point for the experiences).
activities that will follow. They will also help to Ask students to form groups and read the three
detect weaknesses that will require extra work and questions. Give them a few minutes to discuss
support, contextualise the contents that will be them and then share answers with the rest of
developed, and present cognitive challenges. the class.
Although all the activities have been assigned ADDITIONAL ACTIVITY
points, the results do not indicate success or failure, At this stage of learning, students are ready to do
but help to identify the points mentioned in the some analytical work on the unit. At the beginning
previous paragraph. of each lesson in Units 4, 5, and 6, ask them to
1 Students will be familiar with the shapes, so this prepare a chart like the one provided below and fill
exercise should not be too difficult to solve. You in the corresponding parts at different stages of the
can also ask them to name some other objects learning cycle. The first and second parts of the
with similar shapes. table should be filled in at the beginning of the
Answers lesson. You should do it together with the students.
a. Picture 3. b. Picture 2. c. Picture 1. The final part of the chart is filled in at the end of
d. Picture 5. e. Picture 4. the last lesson to see what students’ learning
process was like and if their expectations were met.
2 Students identify the shapes of the instruments. KWL CHART
Answers
What I know What I want to What I learnt
Picture 1 – The cello is an oval.
Picture 2 – The tambourine is a circle.
know
Picture 3 – The harp is a triangle.
Picture 4 – The keyboard is a rectangle.
Encourage students to work out their score and
read what it indicates. Give help to those 2 (Learning ability: to match information and
students who get low scores and praise those pictures that represent it).
who seem to be better prepared for the contents It is not really important if students can or
of the unit. Make notes of any useful information cannot place the different styles along the time
about what students already know that you can line. This exercise is preparation for Exercise 3,
use later when developing the lessons. where students should compare the styles
according to their personal opinions. Tell
ADDITIONAL ACTIVITY students to use the pictures to help them to do
Ask students to follow your instructions and draw the exercise.
something made up of several shapes, for example,
Answers
the face of a clown.
Classical music – Folk music – Rock and roll –
Example:
Pop – Heavy metal – Hip hop.
Draw a circle for the face. Draw two oval eyes. Draw a
triangle for the nose and another oval for the mouth.
YOUNG ART
91
BACKGROUND INFORMATION Answers
Classical music: art music produced in, or rooted in All the words are cognates,
the traditions of Western liturgical or secular music except audience = público, not audiencia.
from more or less the 9th century until the present.
Folk music: the term originated in the 19th century, ADDITIONAL ACTIVITY
although the tradition of folk music has existed for Choose a text – on this occasion one on art or
much longer. music - and read it aloud to the students. As you
Rock and roll: often written as rock & roll or rock read, ask students to raise their hand when they
‘n’ roll. It is a genre of popular music that originated think they hear a cognate. Stop reading and discuss
and evolved in the United States during the late that cognate. Point out the subtle differences you
1940s and early 1950s. hear between the Spanish and the English words.
Pop: it is a music style that developed from the
5 (Learning ability: to predict using previous
mid-1950s as a softer alternative to rock and roll.
knowledge).
Heavy metal: often referred to simply as metal. It is
Students use the title of the lesson and their
a genre of music that developed in the late 1960s
discussion results to predict the subject of the
and early 1970s, largely in the United Kingdom and
text they are about to read, from the
the United States.
alternatives offered. Do not check answers at
Hip hop: genre of urban music that developed in
this stage.
the 1970´s in the streets of cities in the United States.
WHILE YOU READ
3 (Learning ability: to express opinions).
Comparing is an important language function. 6 (Learning ability: to validate predictions).
This exercise gives students the opportunity to Ask students to skim the text to validate their
learn and practise comparing ideas using predictions. Set a short time limit.
different expressions such as: as _____ as, better Answer
than, worse than, not so ____ as, etc. b.
Answers
Will vary. 7 (Learning ability: to identify type of text).
Reading material is language input. By giving
Did you know that... students a variety of materials to read, we
provide multiple opportunities for them to
See page 8 of the Introduction.
absorb vocabulary, grammar, sentence
PAGE 69 structure, and discourse structure as they occur
in authentic contexts. Students thus gain a
4 (Learning ability: to identify cognates). more complete picture of the ways in which the
As students already know, cognates are words elements of the language work together to
in two languages that share a similar meaning, convey meaning.
spelling, and pronunciation. While English may Ask students how they came to the conclusion
share very few cognates with a language like about the type of text. What were the main
Chinese, 30-40% of all words in English have a indicators?
related word in Spanish. For Spanish-speaking
students, cognates are an obvious bridge to the Answer
English language. a.
Ask students to repeat the words aloud and
check the meaning of the ones they do not
know in the dictionary.
Unit 4
92
UNIT 4
8 (Learning ability: to find and match specific Answers

information). a. Connection – bridge. b. Source – origin.
Generally, a title or a heading is a very brief c. Bad name – notoriety. d. Differentiate –
summary of a paragraph or a full text. distinguish. e. Words of a song – lyrics.
Summarising is an important skill which is often f. Locality, area where one lives –
used when researching, gathering, or neighbourhood.
presenting information and here the process is
done in reverse - students match the 'summary' PAGE 72
(title / heading) with the corresponding text. Tell AFTER YOU READ
students to concentrate on the key aspects of
each paragraph. For example: what is the key 11 (Learning ability: to summarise information in a
aspect / main subject of Paragraph I? The graphic organiser).
answer is: different types of music in different One of the teacher’s tasks throughout the
decades, so the first title would be e. course should be to teach students to use
graphic organisers such as webs, Venn diagrams
Answers and charts, to help them to understand written
a. Paragraph V. b. Paragraph IV. c. Paragraph III. and spoken texts better, guiding them to
d. Paragraph II. e. Paragraph I. organise information in different ways. They are
like mind maps which promote active learning.
9 (Learning ability: to find and transfer relevant Graphic organisers can also help students to
information to a visual organiser). develop higher level thinking skills and
Ask students to read the text in more detail. promote creativity. This summarisation
They may work in pairs or groups. Check how technique is a tool to see if students can
students are doing while walking around the interpret what was being taught and state it in
classroom. Monitoring comprehension helps concise, accurate terms. Post-instruction graphic
students to detect inconsistencies and organisers also encourage elaboration; if
comprehension failures, helping them to learn students can connect prior knowledge with
to use alternate strategies. what is being learnt, and identify relationships
Answers between those ideas, they are actively learning.
Be flexible to accept some variation in the
I II III IV V
a. Mentions different types of music  answers.
b. Mentions female rappers.  Possible answers
c. Mentions what a toast is.  a. General topic: the development of
d. Lists the bad sides of rap.  rap music.
e. Describes the typical rapper look.  b. Three types of music in different
decades: rock and roll, folk, disco.
c. Two different origins of rap music:
Did you know that... Jamaica and Africa.
See page 8 of the Introduction.

10 (Learning ability: to identify synonyms). Language Note The Past Perfect tense
Ask students to give examples of synonyms and
This tense is used to indicate that one action
antonyms in Spanish. occurred before another action in the past; the
There is a very good resource on synonyms to Past Perfect tense indicates the first of the two
be found at www.synonym.com actions. Provide plenty of examples before students
do the exercises.
YOUNG ART
93
Answers PAGE 74
Point 4. Example b. The action that happened
first is in the Past Perfect tense: We had 14 28 (Learning ability: to consolidate grammar
and vocabulary).
discussed it in class.
This is another exercise where students practise
Point 5. We had seen Queen Latifah’s latest
what they have learnt in the Language Note
film when we discussed it in class.
and expand on the topic of the reading text.
Point 6. Before rap music became popular, it
Ask them to work in pairs and give them plenty
had evolved from African people in general.
of time to fill in the blanks in the dialogue. Play
Before the slightly violent and aggressive rap
the recording for them to check their answers.
of the eighties and nineties, early raps had
been tales and insults directed at other Answers
rappers. Other early rappers had been See transcript.
Jamaicans such as U Roy, Duke Reid, Sir
Coxsone, and Prince Buster, followed by the TRANSCRIPT – ORAL PRACTICE 28
next decade of rappers.
Joanne and Eric speak with an American accent.
PAGE 73 Joanne: So, Eric, are you a music fan?
Eric: I wouldn’t call myself that. I just like music.
12 (Learning ability: to consolidate a language Joanne: Do you like pop music?
point).
Ask students to look at the pictures and to read
Eric: Not really, but I had listened to it before

the incomplete sentences carefully to identify I discovered rap.
the clues that will help them to determine Joanne: What do you mean, 'discovered' rap?
which action took place first. Eric: I met a great rap musician when I lived in New York.
Joanne: Yeah? Who is he?
Answers
Eric: His name is Sean Paul.
a. He only understood the film because he
had read the book. Joanne: Is he American?
b. After we had eaten at the cafeteria, we Eric: He was born in Kingston, and moved to New York
went to class. after he’d lived in Jamaica for more than twenty
c. Marie watched TV once she had done her years.
homework. Joanne: What’s so special about him?
d. Carlos had studied English before he Eric: Before he became a rapper in the Bronx he'd been a
travelled to New York. 'toaster' in Kingston.
Joanne: A toaster?
13 (Learning ability: to consolidate vocabulary Eric: Yes, a singer who tells stories in songs.
through a game).
Joanne: I think I know him. He’s the singer who gave his
This game requires preparation before the class.
money to charity after he’d won a Grammy.
Ask a student who is keen on music to prepare
a CD or two with music students like and are Eric: The same one.
likely to know. Bring a CD player to class. The Joanne: You’re right. He’s a great musician.
chosen student plays some 15 seconds of each
song and the rest of the class, divided into 15 28 (Learning ability: to participate in a guided
groups, guess the title of the song. The game is dialogue imitating a spoken model).
made more entertaining when there are bells or Play the recording once or twice with pauses for
buzzers available for each group to ring when students to repeat. Give the pairs a few minutes
they guess the song. to practise the dialogue and invite some to role
play it for the class.
Unit 4
94
UNIT 4
16 (Learning ability: to consolidate a language 18 APPLICATION TASK – WRITING

point in writing). (Learning ability: to write a new text
Invite students to read the incomplete text following instructions).
carefully before attempting to put the verbs in See notes on Application Tasks on page 7 of the
brackets in the correct tense, so that they have a Introduction.
clear idea of what it is about. You can ask the This task requires quite a lot of preparation, so
whole class to do the complete text, or you can some of the work should be assigned for
divide the class into three big groups and assign homework. Go through the instructions with
one paragraph to each group. You can then ask the students. Ask them to distribute roles in
different students to write the answers on the class and then agree on a date when they must
board. All the students copy the completed text bring the assigned work.
in their notebooks. Students should finish writing the article in
class. Make sure that there is not too much
Answers blatant plagiarism from the Internet; they can
g. wanted.
a. got. use material from the net, but the work should
h. had had.
b. submitted. be their own, written in simple language and
i. ended.
c. showed up. according to their level of English.
j. decided.
d. had arrived.
k. had gone. 19 (Learning ability: to reflect on the contents of
e. had already filled in.
l. looked. the lesson and relate them to own experiences).
f. tried.
After discussing the questions, paying special
PAGE 75 attention to the questions that have to do with
values students should share, ask them to fill in the
17 Minitest (Learning ability: to evaluate last part of the KWL chart (page 91 of this book).
learning).
This minitest allows students to evaluate their PAGE 76

performance in the grammar aspect of the Lesson 2 – LISTENING
lesson and also to consider evaluation as a MOBILE ART
continuous process throughout the book. Read BEFORE YOU LISTEN
the instructions aloud, make sure that all the
students understand them clearly and set a 1 (Learning ability: to connect content and
time limit to complete the task. Help students
In this exercise, students talk about their
to check their answers and work out their
preferences, likes, and dislikes in connection
scores. You may ask students to keep track of
with free time activities related to art. Go
their progress and then evaluate their overall
through the list of expressions with them and
performance in the Minitests after two or
offer examples of your own likes, dislikes, and
three units.
preferences. Draw their attention to the –ing
Answers form after prefer / like / don’t like.
a. were / had lost.
2 (Learning ability: to express personal attitudes
b. moved / had worked. and opinions).
c. played / had left. Ask students to work in pairs to describe and

d. spoke / had studied. exchange opinions about the paintings, using
e. was / had gone. the questions and expressions provided.
Answers
Picture 1- Cubism. Picture 2 - Futurism
YOUNG ART
95
Cubism was one of the most influential visual art
styles of the early 20th century. It was created by affordable - application - brush - canvas - cheerful
Pablo Picasso (Spanish, 1881–1973) and Georges colourful - saturation - stroke - thumb - walker
Braque (French, 1882–1963) in Paris, between 1907
and 1914. The French art critic Louis Vauxcelles ADDITIONAL ACTIVITY
coined the term Cubism after seeing the landscapes To further practise pronunciation and make the class
Braque had painted in 1908 and called the geometric more entertaining, you can play Pronunciation
forms in the highly abstracted works cubes. The Bingo. Think up a number of words that sound
Cubist painters rejected the inherited concept that similar, like bath, bass, Beth, Bess, bus, but, bat, path,
art should copy nature, or that they should adopt the pat, bit, pit, etc. Then make a stack of cards with all
traditional techniques of perspective, modelling, and the words in a different order. Students prepare
foreshortening. They wanted instead to emphasise Bingo cards (you decide the number of divisions)
the two-dimensionality of the canvas, so they and choose words to write on them. Read out the
reduced and fractured objects into geometric words in random order and students cross them out
forms, and then realigned these within a shallow, as they appear on their Bingo cards.
relief-like space. They also used multiple or PAGE 77
contrasting vantage points.
Source http://www.metmuseum.org/TOAH/HD/cube/hd_cube.htm 4 (Learning ability: to predict messages using
Futurism was an artistic and social movement that non-verbal content).
originated in Italy in the early 20th century. It was Ask students to look at the three pictures. What
largely an Italian phenomenon, though there were do we use these devices for? Do they have one
parallel movements in Russia, England, and other of them at home? How often do they use them?
countries. The founder of Futurism and its most Are they necessary in everyday life? What other
influential personality was the Italian writer Filippo uses do they think they might have? Tell them to
Tommaso Marinetti. Marinetti expressed a predict which device will be mentioned in the
passionate loathing of everything old, especially recording. Do not check answers at this point.
political and artistic tradition. “We want no part of it, WHILE YOU LISTEN
the past”, he wrote, “we the young and strong
Futurists!” The Futurists admired speed, technology, 5 30 (Learning ability: to validate predictions).
youth and violence, the car, the aeroplane, and the Play the recording and ask students to check
industrial city; everything that represented the their prediction in Exercise 4. What is the use
technological triumph of humanity over nature. given to that device?
Source: http://en.wikipedia.org/wiki/Futurism
Answer
3 29 (Learning ability: to get general meaning b. the iPhone – it is used to paint virtual pictures.
from cognates).
Ask student to close their books and play the 6 30 (Learning ability: to find specific supporting
recording. Ask them to listen to the words and information).
try to write them down. Are they similar in First ask students to describe the two pictures in
pronunciation and spelling to Spanish? Can pairs. What are the key features in both? What
students write them down? How many? Ask style do they think is used? Which one do they
them to check with the box and look up the prefer? Play the recording again and ask
meaning in a dictionary. students to identify the picture mentioned. What
key words helped them to decide?
Answer
Picture 1. Key words: circular heads,
rectangular walkers, briefcases, suits, ties.
Unit 4
96
UNIT 4
7 30 (Learning ability: to match specific 10 30 (Learning ability: to infer information).

information). Remind students that in this case, the
Ask different students to read the statements information required to answer the questions is
aloud. Play the recording once or twice to allow not explicitly stated in the conversation, but they
students to write the names related to the have to deduce it from what is said. Play only the
statements. Check answers orally. last part of the recording (last four exchanges),
Answers more than once if necessary, for students to pick
a. Renata. up the clues that will help them to answer.
b. Matthew Watkins. Answer
c. Jorge Colombo. b.
d. Belinda.
Draw students’ attention to the American v/s British Did you know that...
English box, and help them to notice that the word See page 8 of the Introduction.
is spelled and pronounced differently in each
TRANSCRIPT - listening - MOBILE ART 30
variety of English.
Students can find more examples of differences Giovanni speaks with an Italian accent and Renata speaks
between American and British English at with a British accent.
http://www.michigan-proficiency-exams.com/
Giovanni: Hi, Renata. I see you’ve bought a new sofa for the
american-and-british-english-difference.html
living-room, and that’s a nice painting you have on
PAGE 78
the wall.
8 30 (Learning ability: to discriminate between Renata: Do you really think so? I bought it in a small gallery
correct and incorrect information). off Camden Road before I left London last month.
Draw students’ attention to the fact that the Giovanni: I like the circular heads on the rectangular
sentences in the exercises might not always be
walkers. They look like a group of bankers with their
identical to the sentences in the recording;
therefore, they should listen to the meaning
briefcases and their suits and ties! Who’s the artist?
and then choose the correct option. For Renata:You won’t believe it. It’s no one famous. The painting
example, in the case of sentence a. the was created on an iPhone and it is as good as any
recording says: I bought it for £15 – less than you picture in an Arts museum
would pay for many posters. This means that the Giovanni: You’re joking!
picture is cheaper than a poster. To check Renata: No, it’s true. I bought it for £15 – less than you
answers, ask different students to read the would pay for many posters. And apparently these
complete statements with the correct option. paintings are very easy to do. You can now create
Answers pictures with an application called Brushes using your
a. i. b. ii. c. i. fingers and thumbs.
Giovanni: Can you use different styles and colours?
9 30 (Learning ability: to find specific information). Renata: Yes, you can choose any colour using the saturation
Encourage students, especially the keener ones,
to try and answer the questions before listening
colour wheel on the phone. And unlike canvas, you can
again. Then play the recording for them to check. undo and redo strokes as often as you like. As each
stroke is recorded, you can also watch how your painting
Answers has built up over time.
a. 15 pounds.
Giovanni: How did you discover this gallery?
b. In a small art gallery in London.
c. 30 minutes.
d. On the underground.
YOUNG ART
97
Renata: I met Belinda, a girl I’d gone to school with. She’s the 12 (Learning ability: to expand vocabulary).
owner of the gallery. Ask students to work on their own and fill in the
Giovanni: Belinda? Is she the girl who came to your birthday gaps in the sentences with some of the words in
party wearing a plaster cast on her leg, after she’d had a Exercise 11. Tell them to pay attention to the
really nasty accident? form of the word, i.e. plural, tense, etc.
Renata: The very same. Anyway, she told me about the new
Answers d. canvas.
iPhone application and she introduced me to some of the a. styles. e. application.
amateur painters whose work she’s selling. One of them, b. circular. f. owner.
Matthew Watkins, told me he’d already made 20 and sold c. amateur. g. gallery.
most of them.
Giovanni: I’m not surprised. They look as nice and affordable PAGE 79
as the ones you buy from street artists.
Renata: Watkins explained he’d painted the one I bought
while on the underground. He said he hadn’t needed Language Note The Past Perfect Tense (continued)
more than 30 minutes to finish it.
This part of the lesson draws students’ attention to the
Giovanni: Did they have any other pictures? need for a tense change in Reported Speech. When
Renata: Yes, some great futuristic stuff with lots of hexagons, we report something that was said (past tense) we
pentagons, and triangles, and colourful ovals. must pay attention to the change of tenses. Sentences
Giovanni: I might buy some for myself. I’m redecorating my introduced with words such as said, told, informed,
explained, etc. must use the Past Perfect Tense if the
bedroom and a reasonably-priced cheerful canvas would
original sentence was in the Past or in the Present
be great for the wall above the bed. Perfect tense. Examples:
Renata: When I was at the gallery, Belinda told me that a Pamela: “I saw Tony last week.”
New York artist, Jorge Colombo, had painted one of the Pamela said she had seen Tony the week before.
New Yorker’s covers on his iPhone application. The teacher explained: “We have finished the project”.
The teacher explained that we had finished the project.
Giovanni: It looks as if iPhone is becoming hotter than iPod!
Provide students with lots of examples before
AFTER YOU LISTEN going on to the exercises.
11 (Learning ability: to identify synonyms).

Ask students to read the words in the two 13 (Learning ability: to consolidate vocabulary
boxes. Box A contains words from the recording and structures).
and box B their synonyms. Ask them to write Ask students to look at the pictures and to read
the pairs of synonyms in their notebooks. the bubbles with the corresponding parts of
Students can work in pairs or small groups. sentences. Tell them to write the complete
sentences in their notebooks using the pictures
Answers as clues. Check answers orally.
amateur –non-professional
application – program Answers
canvas – fabric a. – d. Renata said she had gone to school
circular – round with Belinda. (Picture 1).
futuristic – ultramodern e. – b. Terrence said he had lived in Paris as a
gallery – exhibition room child. (Picture 4).
owner- proprietor f. – h. The children explained they had played
painter – visual artist football in the park. (Picture 3).
style – technique g. – c. The painter told us he had painted the
picture on the subway. (Picture 2).
Unit 4
98
UNIT 4
PAGE 80 PAGE 81
14 31 (Learning ability: to expand content 16 Minitest (Learning ability: to evaluate learning).

expressing opinions). This minitest allows students to evaluate their
Students should use their own imagination and performance in the grammar aspect of the
initiative to complete this exercise. Ask them to lesson and also to consider evaluation as a
form pairs and first look at the pairs of pictures. continuous process throughout the book. Read
Tell them to say what they see and then agree the instructions aloud, make sure that all the
on how to complete the conversation. This is an students understand them clearly and set a time
instance where they can practise discussion limit to complete the task. Help students to
skills apart from practising what they have check their answers and work out their scores.
learnt in the lesson. Play the recording for You may ask students to keep track of their
students to compare it with their versions. Be progress and then evaluate their overall
flexible to accept the inclusion of their ideas. performance in the Minitests after two or
three units.
Play the recording, now with pauses, for Answers
students to repeat and imitate pronunciation a. Laurie said she had seen Casino Royale on TV.
and intonation. Ask them to get ready to role b. The man told me he had sent the packet
play the conversation, either the recorded one three days ago.
or their own version, for the class. c. The scientist explained that the
Neanderthal had lived thousands of
TRANSCRIPT – ORAL PRACTICE years ago.
31 d. The university authorities announced that
Camila speaks with a Russian accent and Andy with an they had uploaded the exam results on their
American accent. website.
Camila: Which art form do you prefer, painting or sculpture?
Andy: I much prefer painting. 17 APPLICATION TASK – SPEAKING
Camila: Which do you prefer, modern or traditional art? (Learning ability: to talk about art forms and
Andy: I think modern art is fantastic. preferences).
Camila: Do you think that the colours used in futuristic paintings are This is a round-up exercise to help students to
more or less vivid than in traditional paintings? master talking about preferences, likes, and
Andy: They’re definitely more vivid. dislikes using what they have learnt in this unit.
Camila: Are foreign artists better than national ones? Go through the instructions with the class and
Andy: In my opinion, foreign artists can be as good … or as make sure they all know what they have to do.
bad as national artists. Tell them the discussion will take place the
Camila: Which is more interesting: the Fine Arts or the following class. At home, they should prepare
Modern Arts museum? cut-outs with different art forms or they might
Andy: I think that both museums have interesting, but bring an art book – either from a local library or
different works of art. from the school library.
Camila: Who do you think is a better painter, Leonardo da The following class, tell them to place the
Vinci or Picasso? pictures on the desk and then write a list of
Andy: It depends, but personally, I prefer Leonardo. adjectives (they may use dictionaries) to
Camila: And if you could buy one painting, what style would describe the works of art and their own feelings.
you choose? Go to the different pairs to check pronunciation
Andy: I would choose modern art. and listen to their presentations.
YOUNG ART
99
18 (Learning ability: to reflect on the contents of PAGES 84 - 85
the lesson and relate them to own experiences). JUST FOR FUN
Give students at least 15 minutes to discuss the See notes on this section on page 7 of the
questions and share answers with other groups Introduction. Remind students that they should do
or with the whole class. Encourage them to the activities on their own, without much
express their own preferences while all the time intervention from you, but help and support
respecting their classmates’ choices. when necessary.
CONSOLIDATION ACTIVITIES 1. (V): England, Italy, France, Switzerland,
See notes on this section on page 8 of the China, India.
Introduction. (P): England, the USA, Holland.
2. China – Picture 4. England – Picture 1.
1 The idea behind the graphs is to use adjectives France – Picture 6. Holland – Picture 8.
for comparison. The central idea in each graph is India – Picture 2. Italy – Picture 5.
art-related and students choose four adjectives Switzerland – Picture 7. The USA – Picture 3.
from the list provided to fill in the spaces. They
then use the four adjectives to compare rap with PAGE 85
other types of music, and iPhone art with other, CHILEAN CONNECTION
more traditional forms of art.
Let students read the section on their own and then
2 This exercise consolidates what students have comment on it in their groups. Promote comparison
learnt about the use of the Past Perfect tense. between the foreign and the Chilean contexts
All the sentences are questions. encountered in this short text and in the unit,
Answers making sure students give each one its own value.
a. Had you finished. Before students read the article, ask them to answer
b. Had you had. the questions provided in their groups. You can also
c. Had she lived. ask: would they let people paint graffiti on their
d. Had he washed. house walls? On a subway train? On their schoolyard
e. Had you met. walls? Why? Why not? Have they seen graffiti that
has really impressed them? What did it depict?
3 This text about art and a great artist, Pablo Where was it? Do they know who painted it?
Picasso, is to further practise the use of the Past
Perfect tense.
Answers
a. had painted.
b. had lived.
c. had seen.
d. had come.
e. had seen.
f. had learnt.
Unit 4
100
UNIT 4
PAGES 86 - 88 Dani: So, are you coming?

TEST YOUR KNOWLEDGE
Jen: I’d love to go, but I have to study.
Answers Dani: Oh, c’mon. This is your only chance! The best ballad
READING - WHO IS BANKSY? singer, who always plays great music. And they are
1. a. (3). b. (2). c. (5). saying that her guitarist and drummer are tops. You
d. (4). e. (1). must come!
2. a. VI. b. IV. c. III. Jen: No, Dani. My maths exam is more important now.
d. IV and V. e. I. f. II. Dani: Hello? What are you saying? I can’t hear you!
3. a. A monkey wearing a sandwich board, Jen: I can’t go.
Mona Lisa with a rocket launcher. Dani: Don’t be a spoilsport! She’s such a great singer. You
b. Brad Pitt, Christina Aguilera.
cannot miss her.
c. A pizza box.
d. No, they don’t. Jen: No, Dani, I can’t. Maybe next time.
LISTENING - CONCERT FANS 32
Dani: Sorry, but there is no next time. It's now or never.
4. a. ii. b. ii. c. i. d. ii. Jen: My mum will kill me if I fail the exam!
5. a. Jen. Dani: Hey, how about this? You come to the concert with us
b. Dani. and I can help you with maths tomorrow. I love maths!
c. Dani. Jen: Really? Can you help me?
d. Jen. Dani: Cross my heart! So, are you in?
6. a. chance. Jen: You bet I am! I’m a concert fan!
b. important.
c. cannot. LANGUAGE
d. can. 7. a. By the time he arrived at the train
station, the train had left.
TRANSCRIPT - LISTENING - CONCERT FANS 32 b. By the time he arrived at the theatre,
Jen speaks with an American accent and Dani speaks with a the play had started.
British accent. c. By the time he arrived at his friend’s
Jen: Hello? house, she had gone out.
d. By the time he arrived at the football
Dani: Jen, is that you?
stadium, the gamed had finished.
Jen: Hi, Dani. Yes, it’s me.
8. a. John complained that the phone had
Dani: What are you doing?
rung at 3 o’clock in the morning.
Jen: I’m studying for my maths exam. You know I hate maths b. Tina told us that the exam had begun
and I’m not doing that great in it. 10 minutes late.
Dani: Yeah, I know. Listen, Carol and I are going to a concert c. Fred said that he had lived in Dublin
tonight. Want to come? before moving to Los Angeles.
Jen: Sorry, Dani, but I am busy today. I’m cramming for the d. Marian explained that the doctor had
test on Monday. asked her to describe her typical day.
Dani: C’mon, Jen. I have a spare ticket to a Nelly Furtado show.
Jen: I love Nelly Furtado!
YOUNG ART
101
SPEAKING
9. Give students a short time to prepare. Allow
them to take notes but do not let them read the
written sentences - they should use their notes
as props only.
Assign points according to these criteria.
◆ Speaking
Compared the paintings in detail and Practically no language mistakes. Fluid interaction with good
4 3 3
expressed preferences appropriately. pronunciation and no hesitation.
Compared the paintings with a few Very few language mistakes. Fluid interaction with a few
details and expressed some 3 2 pronunciation mistakes and a 2
preferences appropriately. minimum of hesitation.
Compared the paintings in general Some language mistakes. Fluid interaction with some
and expressed a few preferences. 2 1 pronunciation mistakes and some 1
hesitation.
Compared the paintings vaguely and Language mistakes interfere with Interaction affected by pronunciation
1 0 0
didn’t express preferences. comprehension. mistakes and a lot of hesitation.
WRITING
10. The idea behind the exercise is not historical
truth, so don´t worry about correct dates and
real names. Students should use their previous
knowledge of the band or singer.
Assign points according to the following criteria.
◆ Writing
Wrote three paragraphs following Practically no grammar or Correct spelling and organisation of
4 3 3
all the indications. vocabulary mistakes. the paragraphs.
Wrote three paragraphs following Very few grammar or vocabulary A few spelling mistakes and unclear
3 2 2
most of the indications. mistakes. organisation of the paragraphs.
Wrote two paragraphs following Some grammar and vocabulary Several spelling mistakes and incorrect
2 1 1
some of the indications. mistakes. organisation of the paragraphs.
Wrote one or two paragraphs Grammar and vocabulary mistakes A lot of spelling mistakes and incorrect
following very few of the 1 interfere with comprehension. 0 organisation of the paragraphs. 0
indications.
PAGE 89 their results and reflect on them. Help them to think

SELF EVALUATION of what they can do to improve results, solve
Introduction.
PERFORMANCE.
Unit 4
102
UNIT 4
EXTRA TEST UNIT 4
READING - LI ANG
given a small toy piano

Li Ang is a young Chinese artist who was
ing the piano at the age
when she was only one and started play
of four.
she liked to play the
Every time her parents sang together,
of four, she started
piano to accompany them. At the age
bot h like music and
formally learning to play. Her parents
_______________.
(1) ______________________________
family to support a child
In China, it is not easy for an ordinary
ic considerations,
learning the piano. Apart from econom
deal of attention and even
parents have to give the child a great
10 years old, her parents
make great sacrifices. Before Li Ang was
____________________
had decided to send her to the USA (2)
___________________.
difficulties. Apart from the
At the beginning, Li Ang found many
of teaching is very
language and customs, the western way
had decided to learn
different from the Chinese one, but she
and succeed.
______________,
(3)_______________________________
er to accompany her
Li Ang’s mother gave up her own care cult for Li
rs. The learning experience was very diffi
daughter abroad for more than 10 yea ies were
, but she was not intimidated. She had already understood that the difficult
Ang
part of the process.
School of
ous piano professor from The Juilliard
Li Ang studied with Y. Kaplinsky, a fam d her to
confirmed her abilities and encourage
Music in New York City. The professor 10 yea rs’ studying
petitions. Li Ang feels her
attend all kinds of performances and com
abroad were very fruitful.
she is
international stage. As a Chinese pianist,
Now Li Ang frequently performs on the ed two Chin ese folk
to the west. This year, she play
also trying to introduce Chinese music
her, this is a bold attempt.
music pieces in recitals in the USA. For
_____, she
e hours every day. (4) _______________
Li Ang keeps playing the piano for thre is not as well
and swimming. Although she
has other hobbies, like watching movies in the
she has the faith to be a piano master
known as other world-famous pianists,
just begun.
future. After all, her musical career has
Created by: Publishing team.
Photocopiable material YOUNG ART

103
1 Read the text and put the following LISTENING –
missing information (a – d) back in the A SYMBOL OF A NEW GENERATION
corresponding blanks (1 – 4). 4 pts.
4 33 Listen to the recording and choose
a. for her further piano studies.
the correct answer for the questions. 4 pts.
b. In her free time
c. they supported her in studying it. a. Where does this recording take place?
d. To take care of the little girl i. In the school cafeteria.
ii. In the school yard.
2 Read the text again and complete the fact file iii. In the classroom.
with the artist’s personal information. 5 pts. b. What is the content of the listening text?
i. Young sports people.
NAME ii. Young scientists.
NATIONALITY iii. Young artists.
PROFESSION c. What is Martha referring to?
i. Personal information.
SCHOOL
ii. Professional information.
FAVOURITE ACTIVITIES iii. Personal and professional information.
d. What is Ray referring to?
3 Read the text again and answer these i. Personal information.
questions. 4 pts. ii. Professional information.
a. How old was Li Ang when she got her iii. Personal and professional information.
first piano?
b. What three difficulties did Li Ang have to 5 33 Listen to the recording again and
face abroad? circle the word you hear. 4 pts.
c. How long did she live abroad? th
a. He left school after he failed 9 grade three/
d. What is Li Ang trying to do now? two times.
b. His first album was called Infinite / Infinitive.
c. 'The Slim Shady' LP got double / triple
platinum.
d. He won three awards: Best Male Artist, Best
Album and Best Rap / Hip-Hop Artist.
6 33 Listen once more. Are these

statements true (T) or false (F)? 4 pts.
a. ____ Eminem was a very good student in
High School.
b. ____ He has known his ex-wife since they
were children.
c. ____ In 2000, Eminem wasn’t very
successful with his album Marshall
Mathers.
d. ____ It took him five years to release a new
album.

104
UNIT 4
LANGUAGE SPEAKING
7 Rewrite these sentences with the correct 9 Answer and discuss these questions
form of the verbs in brackets. 4 pts. with your partner. 10 pts.
a. We (never see) such a beautiful beach until a. What do you think about rap and hip hop
we (go) to Playa Blanca. as musical expressions?
____________________________________. b. Do you like these two music styles?
b. I (not have) any money for lunch because I c. What is your opinion of rappers who use
(lose) my wallet that morning. inappropriate language in their songs? Do
____________________________________. you think it is necessary?
d. Do you agree that rap is a social tool which
c. Susan ever (study) Spanish before she
young people use to express themselves?
(come) to Chile?
e. What do your parents say about the kind of
____________________________________.
music you like?
d. We ( not get) a good hotel room because
we (not book) in advance. WRITING
____________________________________.
10 Use the information below to write a short
8 Rewrite these sentences using the openings biography of this Chilean artist. (maximum 120
provided. 4 pts. words). Organise the information
a. “I didn’t feed the dog”, my brother admitted. chronologically and combine your ideas with
My brother admitted that ______________. appropriate sequence and linking words, such
b. “I hurt my leg while I was skateboarding”, as: first, then, finally, but, and, also, etc. 10 pts.
Mike said. Mahani Teave – Chilean pianist
Mike said that ________________________. 14th February, 1983: born on Easter Island.
c. “You broke the window!” my father 1993: began studies with Erica Putney.
complained. 1992: met Roberto Bravo.
My father complained that _____________. 1993: moved to Valdivia with her mother
to study.
d. “You didn’t read the text carefully”, the
1999: won the first prize in the Claudio Arrau
teacher explained.
International Piano Competition.
The teacher explained that _____________.
2001: obtained her Bachelor’s degree. Became
the island’s first classical musician.
2005: obtained Masters of Music degree at
Cleveland Institute of Music.
2006: won the Corpus Christi International
Competition in Texas, USA.
Now: continues studying at the Cleveland
Institute of Music with Sergei Babayan.
0 13 28 43 53
Photocopiable material YOUNG ART

105
READING – LI ANG
were at school. They divorced in 2001 and married
1. a. – 2. b. – 4. c. – 1. d. – 3.
again in 2006, but got divorced again only three
2. NAME Li Ang months later. They had one daughter.

NATIONALITY Chinese Now, Ray is going to tell us a bit more about
PROFESSION Pianist Eminem’s career.
SCHOOL The Julliard School of Ray: His first album was called ´Infinite´ and was
Music, New York released in 1996. In 1999, he released ´The Slim
Shady´ LP and it got triple platinum. Eminem had
FAVOURITE ACTIVITIES Watching movies,
swimming the same commercial success in 2000 with ´The
Marshall Mathers´ LP, which sold 8 million copies in
3. a. She was only one. the USA. He won 3 Grammies with this album and
b. The different language, customs and it was the first rap album nominated “Album of the
teaching method. Year”. By this time, this rapper and hip-hop star had
c. She lived abroad for more than ten years.
distinguished himself by his aggressive lyrics and
d. She is trying to introduce Chinese music
to the west.
had become a symbol of a new generation. At the
MTV Europe Music Awards, he won three awards:
LISTENING - 'Best Male Artist', 'Best Album' and 'Best Hip-Hop
A SYMBOL OF A NEW GENERATION 33
Artist'. Five years after his album 'Curtain Call', he
4. a. – iii. b. – iii. c. – i. d. – ii. released his album 'Relapse', in May 2009.
5. a. three. b. Infinite. c. triple. d. hip-hop. Teacher: Thank you, Martha and Ray. It was a very
6. a. False. b. True. c. False. d. True. complete presentation. Let’s see if your classmates
TRANSCRIPT – LISTENING - have any questions… (fade)
33
A SYMBOL OF A NEW GENERATION
LANGUAGE
All the speakers have a British accent.
7. a. had never seen / went.
Teacher: Good morning, class. Are we ready for the b. didn’t have / had lost.
presentations about young artists? We’ll start c. Had Susan ever studied / came.
with Martha Carter and Ray Marshall. Come to d. didn’t get / hadn’t.
the front, please. 8. a. My brother admitted that he hadn’t fed
Martha: We are going to talk about my favourite rapper, the dog.
Eminem. His birth name is Marshall Bruce Mathers, b. Mike said that he had hurt his leg while
and he was born on 17th of October 1972, in Kansas he was skateboarding.
City. When he was 12, he and his mother settled in c. My father complained that I had broken
Warren, Michigan, where he attended Lincoln High the window.
d. The teacher explained that we hadn’t
School. He had become a fan of rap music before he
read the text carefully.
began to get very serious about his rapping, but it
wasn’t until he was 17 that he actually made a
name for himself, becoming M& M, which would
later become “Eminem”. He left school after he’d
failed 9th grade three times. Eminem had a stormy
relationship with his wife, Kim. They got married in
1999, but they had known each other since they
Unit 4
106
UNIT 4
SPEAKING
◆ Speaking
Asked and answered all the Practically no language mistakes. Fluid interaction with good
4 3 3
questions appropriately. pronunciation and no hesitation.
Asked and answered most of the Very few language mistakes. Fluid interaction with a few
questions appropriately. 3 2 pronunciation mistakes and a 2
Asked and answered some of the Some language mistakes. Fluid interaction with some
questions appropriately. 2 1 pronunciation mistakes and some 1
hesitation.
Asked and answered only one of the Language mistakes interfere with Interaction affected by pronunciation
1 0 0
questions appropriately. comprehension. mistakes and a lot of hesitation.
WRITING
◆ Writing
Wrote short biography that Practically no grammar or Correct spelling and sequencing.
contained all the required 4 vocabulary mistakes. 3 3
information.
Wrote short biography that Very few grammar or vocabulary A few spelling mistakes and
contained most of the required 3 mistakes. 2 unclear sequencing. 2
information.
Wrote short biography that Some grammar and vocabulary Several spelling mistakes and
contained some of the required 2 mistakes. 1 incorrect sequencing. 1
information.
Wrote short biography that Grammar and vocabulary mistakes A lot of spelling mistakes and
contained very little of the 1 interfere with comprehension. 0 incorrect sequencing. 0
required information.
YOUNG ART
107
Unit 5 Science
Reading: fill in graphic organisers with specific information / identify the source Grammar: reporting verbs and indirect questions.
of a text / identify scientific language. Vocabulary: words related to science and scientific
Listening: find specific information / transfer information to a graphic organiser / discoveries.
identify Internet language.
Oral
Production: discuss a scientific topic.
Written You will use the following text types:
Production: write a scientific article. Reading: a scientific article.
Functions: forming and substantiating hypotheses. Listening: a web cam lecture.

Why and how science can change our lives for the better.

• Additional materials such as scientific articles, books from the library and website pages. Students can
also use their own science books to validate some points mentioned in the unit. Inviting the science
teachers to class would also be a valuable contribution.
• Recommended websites: http://www.sciencenewsforkids.org/
http://www.bbc.co.uk/sn/
http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml
Unit 5
108
PAGE 90 heading. Make them notice what is special
INTRODUCTION about the endings of the words.
Instruments end in – meter or –scope.
Invite students to examine and describe the People end in –ist, –er / –or.

photograph and relate it to the name of the unit. Disciplines end in –y.

Form groups and ask them to read the objectives of
the unit and make comments on the things they Answers
already know, what they can do, what will be new, Instruments: barometer, microscope,
etc. Draw students’ attention to the values that will speedometer, stethoscope, telescope,
be paid more attention to, and ask them to thermometer.
anticipate what issues will be discussed in People: geologist, inventor, palaeontologist,
connection with them. researcher, scientist.
Disciplines: astronomy, biotechnology,
PAGE 91
chemistry, geography, microbiology,
HOW READY ARE YOU FOR THIS UNIT? neurology.
Explain to students that this page of each unit will
contain activities meant to identify and activate Encourage students to work out their score and
their previous knowledge of the topic and related read what it indicates. Give help to those
vocabulary to establish the starting point for the students who get low scores and praise those
activities that will follow. They will also help to who seem to be better prepared for the
detect weaknesses that will require extra work and contents of the unit. Make notes of any useful
support, to contextualise the contents that will be information about what students already
developed, and present cognitive challenges. know that you can use later when developing
Although all the activities have been assigned the lessons.
points, the results do not indicate success or failure, PAGE 92
but help to identify the points mentioned in the Lesson 1 - READING
previous paragraph. THE MAGIC OF DNA
1 Students look at the pictures showing different BEFORE YOU READ
scientists. They match them with their names 1 (Learning ability: to connect content and
and then read the descriptions of the disciplines previous knowledge).
they practise. The one they might find difficult is Ask students to work in small groups. Give
enology/enologist (study of wine and of the examples of scientific terms to let students
making of wine). Explain what an enologist become familiar with the concept. Ask them if
does and tell them that it is an important they use scientific words and where. Tell them
profession in Chile given that wine and grapes to read the questions in their group and discuss
are a major Chilean export. all the points. Then they can present their
Answers findings to the rest of the class.
Scientist Picture Are of study ADDITIONAL ACTIVITY
Archaeologist 2 a. Ask students to make a table with two columns - in
one they write the English cognates and in the
Astronomer 6 c. other their equivalent in Spanish. Tell them to
Enologist 1 f. compare the spelling of the two words – which
Entomologist 5 e. letters are different? Is it mainly consonants or
Geneticist 4 d. vowels that differ? After they finish comparing the
spelling, read the words aloud so that they can
Ornithologist 3 b.
compare pronunciation.
2 Ask students to read the words in the box. Many

will be cognates and frequently used in Spanish. Learning tip
They list the corresponding words under each See notes on page 8 of the Introduction.
SCIENCE
109
47 species of 'roos'. Kangaroos can hop up to 74
2 (Learning ability: to connect pictures and topic).
kilometres per hour and hop over 9 metres in one
At this stage, do not ask students to name the
go. They live about 6 years in the wild and up to 20
animals in English. They can draw a simple
concept map represented by three circles with in captivity. Most roos are nocturnal and many are
lines to classify the animals. Invite different in danger of extinction, but they are also
students to complete the diagram on the board. considered pests, due to the way they damage
If students are interested, you can give them the crops.
names of the animals in the pictures and some 7. Mammoth: a mammoth is any species of the
information, but encourage them to find further extinct genus Mammuthus. These proboscideans
information on the Internet or in the library. are members of Elephantidae, the family of
elephants and mammoths, and close relatives of
Answers
modern elephants. They were often equipped
Animals with long curved tusks and, in northern species, a
covering of long hair. They lived from the
Pliocene epoch from around 4.8 million to 4,500
years ago.
Living: Extinct: 8. Rhinoceros: often colloquially abbreviated rhino.
1, 2, 4, 6, 8, 9, 3, 5, 7, 11, It is a name used to group five extant species of
10, 12, 13, 14. 15. odd-toed ungulates in the family rhinocerotidae.
Two of these species are native to Africa and three
BACKGROUND INFORMATION to southern Asia. Three of the five species - the
1. Armadillo: small placental mammal, known for Javan, Sumatran and Black Rhinoceros - are
having a leathery armour shell. critically endangered. The Indian Rhinoceros is
2. Chimpanzee (chimp): great ape closely related endangered, with fewer than 2,700 individuals
to humans. These intelligent primates live in a remaining in the wild. The White is registered as
variety of environments in western and central 'vulnerable', with approximately 17,500 remaining
Africa. Because of the rapid deforestation of their in the wild, as reported by the International Rhino
habitats, chimpanzees are an endangered species. Foundation.
3. Dodo: it was a flightless bird endemic to the 9. Owl: it is a type of bird that has a round head,
Indian Ocean island of Mauritius. Related to large eyes, and a short, hooked bill. Owls usually
pigeons and doves, it stood about a metre tall, fly and hunt at night. They catch and eat mice,
weighed about 20 kilograms, lived on fruit, and other small animals, and birds.
nested on the ground. 10. Penguin: aquatic, flightless bird living almost
4. Elephant: it is a large land animal. Three species of exclusively in the southern hemisphere, especially
elephant are living today: the African Bush in Antarctica. Highly adapted for life in the water,
Elephant, the African Forest Elephant and the penguins have dark and white plumage, and their
Asian Elephant, also known as the Indian Elephant. wings have become flippers. Most penguins feed
5. Ichtosaurus: ichthyosaurs were aerodynamic on krill, fish, squid, and other forms of sea life
marine reptiles that ranged in size from 2 to 10 caught while swimming underwater.
metres long. They had sharp teeth in long jaws, 11. Pterodactylus: (meaning 'wing finger'). It was a
and big eyes. They had four crescent-shaped fins, small, flying reptile that lived during the time of
a stabilising dorsal fin, and a fish-like tail with two the dinosaurs. It was not a dinosaur, but a type
lobes. They breathed air with lungs through of flying reptile that lived during the late
nostrils, which were close to the eyes, near the Jurassic period. Fossils have been found in
top of the snout. Tanzania, England, France, and Germany. This
6. Kangaroo: a common marsupial from the reptile lived on lake shores and reproduced by
islands of Australia and New Guinea. There are laying eggs.
Unit 5
110
UNIT 5
12. Sea lion: Member of seven species in seven large and powerful hind limbs, Tyrannosaurus
genera of modern pinnipeds including one forelimbs were small, though unusually powerful
extinct species, the Japanese sea lion. They are for their size, and bore two clawed digits. It was
characterised by the presence of external ear the largest known tyrannosaurid and one of the
-flaps, long front flippers, and the ability to walk largest known land predators, measuring up to
on all four flippers on land. Their range extends 13 metres in length, up to 4 metres tall at the
from the subarctic to tropical waters of the hips, and up to 6.8 metric tons in weight.
global ocean in both the northern and southern http://www.enchantedlearning.com/subjects
hemispheres, with the notable exception of the http://en.wikipedia.org/wiki
http://42explore.com/owls.htm
Atlantic Ocean. http://australian-animals.net/devil.htm
13. Shark: A type of fish with a full cartilaginous
skeleton and a highly aerodynamic body. The PAGE 93
earliest known sharks date from more than 420
million years ago, before the time of the 3 (Learning ability: to express opinions).
dinosaurs. Sharks range in size from the small This activity is more than just pointing to the word
dwarf lanternshark, a deep sea species of only that should not be included in the line. Once
17 centimetres in length, to the whale shark, the students decide on the odd one out, they should
largest fish, which reaches approximately 12 justify their choice. Is it the meaning or the form of
metres. Sharks are found in all seas and are the words they have taken into consideration?
common down to depths of 2,000 metres. They
Answers
generally do not live in freshwater, with a few
a. Dangerous - it is an adjective, while the
exceptions such as the bull shark and the river
other words are nouns.
shark, which can live both in seawater and
b. Species – the other words are all related to
freshwater. They breathe with the use of five to
reproduction.
seven gill slits. They have several sets of
c. Happy – all of them are adjectives, but
replaceable teeth. Well-known species such as
the meaning of happy does not fit in with
the great white and the hammerhead are at the
the rest.
top of the underwater food chain. However, their
d. Baker – the other three are scientists.
survival is under serious threat from fishing and
other human activities.
14. Tasmanian devil: it is the largest carnivorous 4 (Learning ability: to predict content from the
marsupial in Australia. The Tasmanian devil is a context).
nocturnal animal that lives alone. It is usually Making good predictions is the first step to
black with a white patch around its neck. It is the becoming a successful reader. When students
size of a small terrier dog, very solid and stout, predict the content of what they are about to
and weighs between 6 and 8 kilograms. The read, they actively prepare for understanding.
Tasmanian devil is now only found on the island Additionally, they formulate a hypothesis that
state of Tasmania. can be either substantiated or discarded after
15. Tyrannosaurus rex: (meaning 'tyrant lizard') they read. Research has shown that the most
was a genus of theropod dinosaur. The species effective readers in a class are those students
Tyrannosaurus rex (rex meaning king in Latin), who are actively involved, asking and answering
commonly abbreviated to T. rex, lived questions, and making predictions, rather than
throughout what is now western North America. just passively reading. Do not check answers at
Fossils are found in a variety of rock formations this stage.
dating approximately 68 to 65 million years ago.
It was a bipedal carnivore with a massive skull
balanced by a long, heavy tail. Relative to the
SCIENCE
111
WHILE YOU READ
7 (Learning ability: to find specific supporting
Did you know that... information).
Ask students to read the instructions to the
See notes on page 8 of the Introduction.
exercise. Tell them it is important to indicate
5 (Learning ability: to validate predictions). which key words helped them to decide.
Students read the text once and check their Answers
predictions. Ask them to discuss their findings Picture 1: mammoth - woolly, elephant as
with other students. Who got the closest surrogate mother.
prediction? Picture 2: sabre-toothed tiger – dagger-
Answers sharp fangs.
Mentioned in the text: the mammoth, the Picture 3: moa – relative of the ostrich.
dodo, and the Tasmanian Tiger. Picture 4: Irish elk – antlers, elk.
Picture 5: Neanderthal – relative of humans.
6 (Learning ability: to identify purpose of a text). Picture 6: short-faced bear – compared to
Why is it important to recognise the purpose of polar bear, related to the spectacled bear of
a text that students read? Each text has a South America.
different purpose and recognising it will increase
the possibilities of improving comprehension. 8 (Learning ability: to identify references).
For example: Ask students to read the words in bold and
An advertisement is generally written to then deduce, from the context, what they refer
persuade you to buy something. to. Ask them to compare with other students.
An article is usually written to inform about Check answers orally. They can circle the words
something. they refer to and then join them to the
A manual might instruct you how to do corresponding word in bold, to make the
something. connection visually explicit.
An encyclopaedia entry generally gives a brief Answers
definition of something. a. it (paragraph 4, line 1) - it refers to the
Ask students to identify the type of text and ‘resurrection list’.
establish its communicative purpose. b. he (paragraph 5, line 3) - it refers to scientist
Answer Schuster.
b. c. she (paragraph 8, line 1) - it refers to
geneticist Jenny White.
ADDITIONAL ACTIVITY d. it (paragraph 10, line 3) - it refers to the short-
Ask students to match the type of text in column A faced bear.
with the communicative purpose in column B. e. its (paragraph 11, line 2) - it refers to the
A B Neanderthal.
f. he (paragraph 13, line 5) - it refers to the
Type of text Purpose
expert.
A recipe
PAGE 96
An instruction leaflet To instruct
A university brochure offering courses To describe 9 (Learning ability: to transfer relevant
information to a visual organiser).
A travel book To persuade Tell students that each part of the table should
A newspaper article on music types To inform include only a short summary. Tell them that
An invitation to a party not all the information required might have
been provided in the text. If necessary, they can
copy the chart into their notebooks.
Unit 5
112
UNIT 5
Answers Hundreds of people turned up at the rock

a. Woolly mammoth. 5,000 years ago. DNA has concert and most of them came to pay tribute to
already been decoded. African elephant. the band and their long history.
b. Dodo. Late 17th century. Not found yet; Answers
scientists are looking for suitable DNA. a. Fact. d. Opinion.
Pigeon. b. Opinion. e. Fact.
c. Sabre-toothed tiger. 10,000 years ago. DNA c. Fact.
samples preserved in permafrost or tar
could be used to create clones. African lion. ADDITIONAL ACTIVITY
d. Tasmanian tiger. In the 1930s. From Provide more fact / opinion sentences not taken
museums around the world. from the text and ask students to identify each.
Tasmanian devil. • More and more women are deciding to give
e. Irish elk. 7,700 years ago. Information not birth to their children at home. A hospital, after
given. European deer. all, is not the best place for a baby to be born.
f. Short-faced bear. 11,000 years ago. The President seemed nervous.Then he took out
Specimens from permafrost. Spectacled his pen and wrote something in his notebook.
bear of South America. • Scientists discovered water on the Moon. It is
g. Neanderthal. 25,000 years ago. A draft of its quite possible that in the future we will have a
genome is expected to be published later human colony there.
this year. Humans.
PAGE 97
h. Woolly rhinoceros. 10,000 years ago. Hair,
horns and hooves from permafrost. 11 (Learning ability: to discriminate between
Modern rhino. correct and incorrect information).
i. Giant ground sloth. 8,000 years ago. Several Students read the statements (a – d) and decide
specimens with hair have been found. which ones are correct and which ones are not,
Finding a suitable surrogate mother would basing their decision on the information
be a challenge. provided in the text. Check answers orally.
j. Moa. 508 years ago. Information not
given. Ostrich. Answers
a. True. c. False.
10 (Learning ability: to differentiate between fact b. True. d. True.
and opinion).
AFTER YOU READ
In real life, we must offer opinions all the time -
not only about written texts, but also about
other people’s actions, different situations, Language Note Reporting verbs
classmates’ performance, etc. Much of what we
read in newspapers or magazines, or what we There is a long list of verbs that are used for
see on television is a mix of factual information reporting what someone has said. These verbs give
and the opinions of the author. Often the us the meaning of the original words without
opinions are disguised as fact, to make the actually using them all. A list is provided in the
author’s argument seem more believable. It is Students’ book. Mention to students that, apart from
important that students distinguish between using a reporting verb, they must also pay attention
fact and opinion in order to be discriminating to important changes in the structure of the sentence.
readers and listeners. Here is an example; the
parts in bold are facts (situations that exist, are
known to be true and can be proved) while the
parts in italics are opinions (somebody’s
attitude, feelings or thoughts about something).
SCIENCE
113
BACKGROUND INFORMATION Answers
a. Changes in verb tenses a. Picture 4. Wanda told Jack that she couldn’t
“I’m going home”. go to the party on Wednesday with him.
He said he was going home. b. Picture 3. She explained that she had some
b. Changes in expressions of time really important homework to do.
“I’m going home tomorrow”. c. Picture 5. He insisted that they had to go
He said he was going home the following day. out some time soon.
c. Changes in personal pronouns and possessive d. Picture 1. She promised that she would go
adjectives to the cinema with him at the week end.
“I’m going to my uncle’s home tomorrow”. e. Picture 6. She suggested that he called her
He said he was going to his uncle’s home the on Friday to decide on the film.
following day. f. Picture 4. She agreed that the best films
Exercises can be found at
http://valenciaenglish.netfirms.com/reportingex.htm (on-line) or were romantic comedies.
http://valenciaenglish.netfirms.com/pdffiles/worksheetreporting.pdf
(downloadable in pdf) 14 34 (Learning ability: to participate in a guided
oral activity).
PAGE 98
Students listen to the dialogue to check their
12 (Learning ability: to apply new vocabulary and answers. Then they listen and repeat, taking
structures). turns to say the parts of Wanda and Keiko. Give
Refer students to the Language Note before them a few minutes to practise the dialogue and
doing this exercise. Make sure to provide lots of then invite some pairs to role play it for the class.
examples and clarify doubts. You should be TRANSCRIPT – ORAL PRACTICE
aware that at first students will probably 34
concentrate on the change of tenses, but will Wanda and Keiko are American, but Keiko has a slight
not do the other corresponding changes Japanese accent.
(pronouns, time expressions). Wanda: I texted Jack the other day.
Answers Keiko: Did you? What did you tell him?
a. “Once sequenced, the DNA can be used to Wanda: I told him that I could not go to the party on
create clones, brought to the world with Wednesday with him.
the help of Tasmanian devil surrogate Keiko: Did he ask why?
mothers,” she replied. Wanda: Yes, and I explained that I had some really
b. “If this could be turned into fresh materials, important homework to do.
the creatures could be cloned with the
Keiko: Did he get angry?
African elephant acting as a surrogate
mother,” he added.
Wanda: No, but he insisted that I had to go out with him
c. “How feasible is it to resurrect it?” we asked some time soon.
an expert. Keiko: What did you answer?
d. “There are specimens encased in Wanda: I promised that I would go to the cinema with him
permafrost from which DNA can be on the weekend.
recovered,” he responded. Keiko: What kind of film are you going to see?
Wanda: I suggested that he should phone me on Friday to
13 (Learning ability: to consolidate grammar decide on the film.
and vocabulary).
Keiko: I bet he said he liked comedies.
First students match what Wanda said with the
pictures and then they re-write the direct
Wanda: Yes, and I agreed that the best films were romantic
sentences as indirect ones. comedies!
Keiko: I’m sure he was happy to hear that.
Unit 5
114
UNIT 5
PAGE 99 17 (Learning ability: to reflect on the contents of

the lesson and relate them to own experiences).
15 Minitest (Learning ability: to evaluate learning).
Start this section asking students to evaluate
This minitest allows students to evaluate their
what they have learnt throughout the lesson.
performance in the grammar aspect of the lesson
Do they think their vocabulary has improved?
and also to consider evaluation as a continuous
Have they learnt a new grammar structure?
process throughout the book. Read the
Have they learnt something new about the
instructions aloud, make sure that all the students
topic in question? You can ask students to do
understand them clearly and set a time limit to
some kind of checklist where they write how
complete the task. Help students to check their
many new words they have learnt and other
answers and work out their scores. You may ask
contents from the lesson. Remember, however,
students to keep track of their progress and then
that the final evaluation should reflect the
evaluate their overall performance in the
stated learning objectives / abilities. Encourage
Minitests after two or three units.
them to analyse and answer questions c, d and
Answers e. with what they truly think about these issues.
a. that her name was Carla.
PAGE 100
b. she did.
Lesson 2 – LISTENING
c. I went to Alexander Fleming school
ASKING THE RIGHT QUESTIONS
d. his name was George.
i. I told her / I said she had a lovely name. BEFORE YOU LISTEN
ii. I added that I was from Benton City too. 1 (Learning ability: to connect content and
iii. She exclaimed that her boyfriend also previous knowledge).
went to that school.
Write the steps of the scientific method on the
iv. I shouted that my name was George too. board and ask students to read their definition in
their book. Ask them if they have ever used such
16 APPLICATION TASK – Writing processes in real life. Give real life examples.
(Learning ability: to create a new text).
Classifying - letters in the post office.
Discuss with students the structure of an article:
Experimenting – trying to make a new dish in
• The introduction is very important – the text the kitchen.
should start well enough to interest the
Hypothesising – making a supposition on how
readers to keep on reading. Students should long it will take us to get from point A to point
use drama, emotion, quotations, questions, B by bus.
descriptions.
Measuring - buying fabric for curtains.
• The body of the article needs to keep any
Observing – looking at a plane flying over
promises or answer any questions raised in the our heads.
introduction. Students should try to maintain
Ask students to give their own examples.
an 'atmosphere' throughout the text.
• While the introduction draws the reader in, 2 (Learning ability: to connect the topic and
the conclusion should be written to help the personal experience).
reader to remember the story. The use of a Ask students to look at the pictures and identity
strong punch line is a good strategy. the processes they illustrate.
Go through the instructions with students and Answers
analyse them step by step. Always be willing to Picture 1: measuring.
help out. Make sure that students have enough Picture 2: observing.
time to write the article and to proofread it. Picture 3: experimenting.
Help them to evaluate their writing according Picture 4: classifying.
to the points provided in the Students’ book. Picture 5: hypothesising.
SCIENCE
115
ADDITIONAL ACTIVITY
5 (Learning ability: to predict content from
Ask students to tell their science teacher to carry
cognates and familiar words).
out the five stages of a scientific process in their
Students read the words in the box in Exercise 4
next science class. It could be something really
again and try to predict which of them will
simple, such as heat exchange between a cup full of
appear in the lecture they will listen to. Do not
hot water and a cup of cold water, or you can ask
check answers at this point.
the science teacher what he/she is teaching your
students at that time and carry out the PAGE 101
corresponding processes of the scientific method in
WHILE YOU LISTEN
your class.
6 36 (Learning ability: to validate predictions).
3 (Learning ability: to express opinions). Play the recording and ask students to check
After students have seen lots of examples of the their predictions. It is important to do so and
steps of the scientific method, ask them to work you can remind them that in our lives we
in pairs or groups and write a list of areas predict all the time and then validate our
where we can also use them. Tell them to predictions. One example is playing the lottery.
compare with another pair and discuss, There would be no sense in playing the lottery if
offering their opinions. we did not check if the numbers are the
4 35 (Learning ability: to infer the meaning of winning ones.
key words and identify their pronunciation).
Answers
This is an exercise that links pronunciation
All the words in the box in Exercise 4 appear in
practice, finding out the meaning of key words
the lecture.
and cognates. Ask students to close their books
while you play the recording for them to listen
and repeat the words. Play the recording again 7 36 (Learning ability: to find specific supporting
information).
and ask them to write the words as they think
Ask students to look at the pictures and talk
they are written and then compare their version
about the scientists. Offer information if students
with the correct version in the book.
are not familiar with them, in Spanish if
Answers necessary. Then play the recording again and tell
All the words are cognates, except for the them to write the questions each of them asked.
word journal = a newspaper or magazine that
deals with a particular subject or profession = Answers
revista, publicación, not jornal or jornada. a. Columbus wondered what the shortest way
to India was.
TRANSCRIPT – PRONUNCIATION 35 b. Newton asked what made an apple fall.
c. Darwin wanted to know why caterpillars
analyse - conclusion - experiment - hypothesis - journal - are sometimes so beautifully and artistically
method - palaeontologist - universe coloured.
OPTIONAL ACTIVITY - GAME d. Palaeontologists wanted to discover when
Cognates are quite common in scientific language exactly dinosaurs disappeared.
given that their root is generally Latin or Greek. e. Lemaitre asked where the universe was
Divide the class into groups of four or five students expanding to.
and give them five minutes to write a list of words in
Spanish which they think will look or sound similar
in English. Check orally for each group and award a
prize to the group with the most correct guesses.
Unit 5
116
UNIT 5
Answers
Christopher Columbus (1451-1506): Italian explorer
Ask yourself the right question.
who sailed across the Atlantic Ocean in 1492, hoping
Construct a hypothesis.
to find a route to India, in order to trade for spices.
Test your hypothesis.
He made a total of four trips to the Caribbean and
Analyse your data and draw your conclusions.
South America during the years 1492-1504.
If hypothesis is correct – Communicate
Sir Isaac Newton (1642-1727): English
your results.
mathematician and physicist, one of the foremost
If hypothesis is wrong - Think again and
scientific intellects of all time. According to the well-
construct a new hypothesis.
known story, it was on seeing an apple fall in his
orchard some time during 1665 or 1666 that PAGE 102
Newton conceived that the same force governed
the motion of the Moon and the apple. He 9 36 (Learning ability: to find special words).
calculated the force needed to hold the Moon in its Tell students to read the expressions (a – f). Are
orbit, as compared with the force pulling an object they familiar with Internet jargon? Do they
to the ground. know what they mean? If not, explain. Then play
Charles Robert Darwin (1809 – 1882): English the recording again and ask them to tick the
biologist and naturalist. During his trip to the ones used by Prof. Jones.
Galapagos Islands in the Pacific Ocean he noticed Answers
many variations among plants and animals. Based a. - d. - e.
on his observation during the trip and back in
London in 1836, Darwin concluded that: one, BACKGROUND INFORMATION
evolution of the species took place; two, Blogger: a person who writes in a blog.
evolutionary change was gradual, requiring Chilax: chill out and relax.
thousands to millions of years. Cu soon: see you soon.
Palaeontologists: scientists who investigate the To text: to send a written message using a
whole history of life on Earth from fossilised remains, mobile phone.
starting from its earliest stages millions of years ago. To tweet: to post your opinions on the Twitter
Georges Lemaître (1894 –1966): Belgian professor social network.
of physics and astronomer at the University of To unfriend: to remove someone from your
Leuven. He proposed what became known as the Facebook account.
Big Bang theory of the origin of the Universe, which Internet slang (Internet language, Internet short-
he called his “hypothesis of the primeval atom”. hand, leet, netspeak or chatspeak): a type of slang that
Internet users have popularised and, in many cases,
8 36 (Learning ability: to transfer information to have coined. Such terms often originate with the
a graphic organiser). purpose of saving keystrokes. Many people use the
It is said that “a picture is worth a thousand same abbreviations in texting and instant messaging,
words”. A graphic organiser forms a powerful and on social networking websites. Acronyms,
visual picture of information and allows the keyboard symbols and shortened words are often
mind ‘to see’ undiscovered patterns and used as methods of abbreviation in Internet slang.
relationships. We use them every day in our Many items of Internet jargon cross from computer-
lives. The most common example is the mediated communication to face-to-face
calendar. Tell students to study the graphic communication. For example, The New York Times’
organiser before playing the recording at least “Buzzwords of 2008” article includes: “FAIL” (failures,
twice again. Go around the classroom and big mistakes), “longphoto”, (a term coined by Flickr
check pupils’ work. for videos less than 90 seconds long), “DWT”
(Driving While Texting) and various terms starting
with “tw-”, inspired by the web service Twitter.
SCIENCE
117
Teenagers now sometimes use Internet acronyms in
both spoken and written communication, for
example, ROFL (Rolling on Floor Laughing). David In order for the scientific process to answer the
Crystal says that the crossover from written slang to question, it must be about something that you can
speech is “a brand new variety of language evolving, measure, preferably with a number. It must be
invented really by young people, within five years”. something that, once measured, will give you some
Other linguists disagree. data that you will later analyse.
Now that we’ve asked ourselves the right question, we
10 36 (Learning ability: to discriminate between
correct and incorrect information). must construct a hypothesis. A hypothesis is an
Ask students to read the statements and decide educated guess about how things work: for example, I

if they are true or false; they can do this in pairs. can ask myself what will happen if I do something. You
Then play the recording again for them to check must state your hypothesis in a way that you can easily
their answers. measure, and of course, your hypothesis should be
Answers constructed in a way that will help you to answer your
a. True. b. True. c. False. d. True. e. False. original question.
Step three is testing your hypothesis by doing an
11 36 (Learning ability: to identify textual clues). experiment. Your experiment checks if your hypothesis is
Ask different students to read the statements true or false. It’s important for your experiment to be a fair
aloud. Then play the recording again for them test. You conduct a fair test by making sure that you change
to identify what the words in bold refer to. only one factor at a time, while keeping all other conditions
Answers the same. You should also repeat your experiment several
a. the bloggers. times to make sure that the first results weren’t just an
b. the question we ask ourselves. accident. Important scientists test their hypothesis
c. scientists who find out their hypothesis is hundreds of times before drawing conclusions.
false. And that is your next step: analysing your data and
d. the results of your findings.
drawing your conclusions. Once your experiment is
complete, you collect your measurements and analyse
TRANSCRIPT – LISTENING – 36 them to see if your hypothesis is true or false. Scientists
ASKING THE RIGHT QUESTIONS
often find that their hypothesis was false, and in such
Prof Jones speaks with an American accent. cases they’ll construct a new hypothesis starting the
Prof Jones: entire process of the scientific method over again. Even
Hello, bloggers. Once again via our web cams we can if they find that their hypothesis was true, they may
discuss science and your interests. In your mails and want to test it again in a new way.
texts, some of you asked me to explain a typical And last, but not least, is communicating your results.
scientific process. The scientific process actually starts You wouldn’t be a scientist if you kept the results just to
when you ask a question about something that you yourself. To complete your science project, you must
observe. In other words: how, what, when, who, which, communicate your results to others in a final report or a
why, or where? For example, Newton asked what made display. Professional scientists do almost exactly the
an apple fall. Darwin wanted to know why caterpillars same thing by publishing their final report in a
are sometimes so beautifully and artistically coloured. scientific journal or by presenting their results on a
Columbus wondered what the shortest way to India poster at a scientific meeting. In modern days, you can
was. Palaeontologists wanted to discover when exactly even tweet or text your results to your colleagues.
dinosaurs disappeared. Lemaitre asked where the
universe was expanding to.
Unit 5
118
UNIT 5
AFTER YOU LISTEN

12 (Learning ability: to consolidate vocabulary). Reporting verbs –
Tell students that when we create sentences, we
Language Note indirect questions.

can make them more interesting by using words This is a continuation of the work on reporting verbs,
that mean the same as the word you are concentrating more on indirect questions.
speaking about. This allows us to add variety to Explain to students that if we do not begin a
our vocabulary. You can give them an example of question directly, but begin it with something like: He
two sentences, one of which uses synonyms and asked, She enquired, They would like to know, the
the other which does not. Which one is better? word order is the same as in an affirmative statement.
a. I live in a nice little house and the house is in Direct question: “What is he doing?” she asked.
Indirect question: She asked what he was doing. She
a nice little town in Canada.
wanted to know what he was doing.
b. I live in a lovely little house and it is in a nice Indirect questions do not close with a question mark,
small town in Canada. but with a period. Like direct questions, they demand
Answers a response, but they are expressed as declarations
data – information. discover – find out. without the formal characteristics of a question. That
factor – aspect. process – method. is, they have no inversion and they do not use
auxiliaries do, does, did.
result – consequence. test – examine.
We often use indirect questions to be more polite.
ADDITIONAL ACTIVITY Examples:
Take students to the computer lab. Prepare a text I would like to know how to get to the museum.
with some 10 words suitable for synonym Please tell me when your friend is going to be back.
replacement. Tell them to locate a thesaurus online
or in a word processing program. Tell them to select PAGE 104
the word, click 'Tools' on the menu bar at the top of 15 (Learning ability: to consolidate a language item).
the screen and choose 'Language' and 'Thesaurus.' Refer students to the Language Note before

The computer will present a list of words students doing this exercise. Check answers orally.
can substitute for their own word.
Answers
13 (Learning ability: to apply new vocabulary). a. The child asked why the teacher got angry
In this activity, students use the words they so often.
previously identified, in context. b. I wondered when we used a microscope.
Answers c. I enquired when I should talk to the coach
a. results. about the match.
b. data / information. d. My mother wanted to know how much
c. methods / processes. meat we needed for the meat pie.
d. factor / aspect. e. Georgina wondered which colour Susan
preferred, blue or green.
PAGE 103
14 (Learning ability: to consolidate key words and 16 37 (Learning ability: to consolidate a language
expressions). item and imitate a spoken model).
Ask students to work in pairs. Tell them to read Students apply what they have learnt about

the statements and provided options and then indirect questions in a real life complete
choose the best ones. Check answers orally. dialogue. Encourage students to pay attention to
the introductory phrases in the dialogue and
Answers then change the direct questions. Students can
a. i. b. iii. c. iii. d. ii. e. i. f. iii. g. ii. do this in pairs. Play the recording several times,
first for students to check their indirect questions
SCIENCE
119
and then for them to repeat and practise, taking PAGE 105
turns to be the tourist and the guide.
Answers 18 APPLICATION TASK – SPEAKING
See transcript. (Learning ability: to discuss a scientific topic).
See notes on Application Tasks on page 7 of the
TRANSCRIPT – ORAL PRACTICE 37 Introduction.
In this exercise, students will take part in a
The tourist speaks with a British accent and the guide with a
discussion. In order for a group discussion to be
Chilean accent. successful, it is important for all members to
Tourist: Excuse me; I wonder if you could give me some information. know how to discuss a topic. The first thing that
Guide: Of course, what would you like to know? the group will need to have is a topic they feel
Tourist: I’d like to know what time museums generally close. comfortable with. In each discussion group,
Guide: At half past five. there will be dominant and quiet participants;
Tourist: Then do you happen to know where I can buy a map? dominant members will be outspoken and will
Guide: You can get one at the Tourist Information Centre want to take over the discussion; they will be
quick to let the other members know what they
on the corner.
think. The quiet members are just the opposite;
Tourist: Great. And could you tell me how I can get to a
it will be difficult to get a word out of them. As
handicrafts centre from here? the leader of your class, you must help quiet
Guide: Walk along this street and turn right at the corner. There members to present their thoughts to the rest of
is a small handicrafts market very near the big building the group and keep the dominant ones in check.
you can see there. Go through the instructions with students
Tourist: Do you have any idea who designed that magnificent before embarking on the discussion and then
building? help them to evaluate their performance using
Guide: Yes. It was designed by Juan José de Goycolea y Zañartu. the suggested ideas.
19 (Learning ability: to practise and consolidate
17 Minitest (Learning ability: to evaluate learning). language through a game).
This minitest allows students to evaluate their Help students to form groups and then go
performance in the grammar aspect of the lesson through the instructions for the game with the
and also to consider evaluation as a continuous class. Check that everyone knows what they
process throughout the book. Read the have to do. If necessary, you can brainstorm and
instructions aloud, make sure that all the students write on the board:
understand them clearly and set a time limit to a. Names of famous people they would like
complete the task. Help students to check their to interview.
answers and work out their scores. You may ask b. Direct questions they could ask.
students to keep track of their progress and then c. Opening for indirect questions that they
evaluate their overall performance in the could use.
Minitests after two or three units. Give the groups time to rehearse and then invite
Possible answers them to show their radio interview to the class.
a. My son asked me why I was so tired / sad.
20 (Learning ability: to reflect on the contents of
b. I wanted to know when we would go
the lesson and relate them to own experiences).
on holiday.
You could start this section asking students to
c. My young wife wondered where we would
evaluate what they have learnt throughout the
buy our first home.
lesson. Do they think their vocabulary has
d. I asked dad how much the TV cost.
improved? Have they learnt a new grammar
e. My teacher enquired how many students
structure? Which? Have they learnt something
knew the answer.
new about the topic? You can ask students to
Unit 5
120
UNIT 5
do some kind of checklist where they write how

Answers
many new words they have learnt and other
a. Picture 5. d. Picture 4.
contents from the lesson. However, remember
b. Picture 3. e. Picture 1.
that the final evaluation should reflect the
c. Picture 2.
stated learning objectives/abilities.
Invite groups or individual students to share their
a. John: What is the soup of the day?
answers to questions c. and d. with the class and
Waiter: You can have tomato,
promote discussion of these controversial issues.
vegetable, or chicken soup.
PAGES 106 - 107 b. Belinda: When will the car be ready?
CONSOLIDATION ACTIVITIES Mechanic: It will be ready next Monday.
c. Emily: How many pills should I take?
1 This exercise reviews science terms and Doctor: You should take three pills a day.
reporting verbs. Students read the blog and
d. Fred: Why are you arresting this
write the questions Professor Digby was asked,
young man?
based on the information in the blog. If
Police officer: Because he has stolen a
students find it difficult, tell them to go back to
woman's wallet.
the Language Notes on pages 97 and 103.
e. Gillian: What time will the film start?
Possible answers Usher: The film will start in 10 minutes.
a. What is palaeontology? What does
palaeontology study? 4 Students rewrite the direct sentences in their
b. Can we clone dinosaurs? indirect form using the corresponding
c. Does the film Jurassic Park show reality? Is reporting verbs.
the story in the film Jurassic Park real?
d. What new hypothesis are you working on? Answers
What are you working on at the moment? a. Aunt Sybil recommended that I take a
e. Can we visit you at the laboratory? digital camera with me.
b. Ursula’s father warned her not to talk to
2 Ask students to read the sentences on the left strangers.
first (a – d). Do they understand them? Then ask c. Vivian’s mother told her to send her an
them to read the sentences on the right to form e-mail when she arrived.
synonymous pairs. You can ask them to write the d. Richard’s brother suggested he should buy
matching pairs in their notebooks, or you can ask a Yankees T-shirt.
different students to read them aloud.
Answers JUST FOR FUN
a. – iii. b. iv. c. i. d. ii.
3 This exercise has three parts: first, students Introduction. Remind students that they should do
match sentences a – e. with pictures 1 – 5 to the activities on their own, without much intervention
establish the setting of the dialogues. Then they from you, but help and support when necessary.
write the questions the people in the pictures
were asked. Finally, they answer the questions PAGE 109
using their own ideas. CHILEAN CONNECTION
Check orally and then tell different pairs of students Talk to students about astronomy and why it is
to role play the mini-dialogues for the class. important. Why are so many observatories located
in the north of Chile? Have they ever been to an
observatory? What is the difference between an
astronomer and an astrologist?
SCIENCE
121
An astronomer is a scientist that studies the PAGES 110 - 112
universe and the movements of celestial bodies TEST YOUR KNOWLEDGE
according to the laws of physics.
Answers
An astrologist is a person who predicts the future by
the positions of the planets, the Sun and the Moon. READING – FINDING WATER ON THE MOON
1. b.
Answers 2. (Be flexible to accept other correct answers).
1.2: the size of the Euler telescope. a. Scientists said they were surprised to find out
2.2: the size of the Max Planck telescope. there was water on the moon.
3.58: the size of the New b. They also revealed that it was not enough
Technology Telescope. moisture to foster / support life.
3.6: the size of the ESO telescope. c. Scientists argued for months to find out what
4: (metres) the class of telescope ESO the problem with the instruments was.
operates at La Silla. d. Lunar senior scientist Paul Spudis called the
27: (kilometres) the distance between La new find exciting.
Silla and Las Campanas Observatory. e. He also asked the question where the water
100: (kilometres) the distance between La came from.
Silla and the Cerro Tololo Observatory. 3. a. The moon.
160: (kilometres) distance between La Silla b. To see if it could bring up buried ice.
and La Serena. c. (1) The water came from comets or asteroids
300: the number of publications that crashed into the moon. (2) The solar wind
attributable to the work of carries hydrogen atoms that bind with
La Silla observatory. oxygen, this way making water.
600: (kilometres) the distance between La SPEAKING
Silla and Santiago. 4. This exercise draws on what students learnt in
1960: (1960s) the decade in which the this unit and links it to their own experience,
observatory was established. asking them to use their imagination.
2,400: the altitude at which the La Silla Students work in pairs. First both students
observatory is located. complete column A with their own ideas and
67 million: the number of pixels of the Wild Field then they ask each other questions to complete
Imager on one of the telescopes. column B.
◆ Speaking
Asked and answered all the questions Practically no language mistakes. Fluid interaction with good
4 3 3
using appropriate reporting verbs. pronunciation and no hesitation.
Asked and answered some of the Very few language mistakes. Fluid interaction with a few
questions using some reporting 3 2 pronunciation mistakes and a 2
verbs. minimum of hesitation.
Asked and answered half of the Some language mistakes. Fluid interaction with some
questions using one or two reporting 2 1 pronunciation mistakes and some 1
verbs. hesitation.
Asked and answered only one or two Language mistakes interfere with Interaction affected by
of the questions using only one 1 comprehension. 0 pronunciation mistakes and a lot of 0
reporting verb. hesitation.
Unit 5
122
UNIT 5
LISTENING – MYSTERIES OF SCIENCE 38 Speaker II:

5. One of the interesting small mysteries of science is that
I II of the “booming dunes”—sand dunes that make a
A Spanish Geologist 
variety of loud sounds, compared by witnesses to
A British researcher  trumpets, low-flying aircraft, organs, flutes and so on.
Low ozone levels  While sand structures that make small sounds are fairly
Global warming  common, booming dunes are rare.
Acoustic resonance  The phenomenon is clearly caused by an acoustic
resonance of the sands moving in the dunes. Squeaking
Various instruments 
sands make high-pitched, harmonically pure sounds
6. a. incident. that last for a fraction of a second; booming dunes
b. 200. generate low-pitched sounds that last from a few
c. resonance. seconds to many minutes. Some booming dunes can be
d. size. heard 10 kilometres away. The first studies of booming
dunes were performed late in the last century, and the
TRANSCRIPT – Listening – 38 first comprehensive paper on the subject was published
MYSTERIES OF SCIENCE by British researcher R.A. Bagnold in 1966.
But why don’t all sand dunes create such sounds? One
Speaker I has a Spanish accent.
clue is that, in many booming dunes, the sand grains
Speaker II has a British accent.
are unusually uniform in size and unusually smooth,
Speaker I:
though this is not universally the case. It is generally
It was a sunny, cloudless day in Spain when a football-
true that booming dunes are unusually dry.
sized ball of ice fell out of the sky and smashed through
Intermittent rainfall washes fine dust out of the sand.
the windshield of a parked car in the village of Tocina.
Jesús Martínez-Frías, a planetary geologist with the LANGUAGE
Centre for Astrobiology in Madrid, went to investigate 7. a. Jane asked what programme I had
the incident, and several others, in the region at that seen on Saturday.
time. The phenomenon is not unique to that region; ice b. The shop assistant asked if she
balls have fallen in other parts of the world, some up to could help me.
200 kilograms in weight. c. The customer asked how much the
Many researchers suggest they may have a simple computer cost.
explanation. Maybe they fell from aircraft passing d. Sandra said it was not a good idea to
overhead, or maybe they’re simply a hoax. But leave so late.
8. Check that students use the correct tenses and
Martínez-Frías has constructed a theory that could
appropriate pronouns.
explain them. Atmospheric observations of the region
Possible answers
around Tocina during the time of the falls show that the
a. The tourist asked me where the museum was.
ozone level was depressed. Low ozone levels cause the b. I told Susan I was happy.
lower atmosphere to cool, and Martínez-Frías suspects c. The policeman said he wanted to see my
an ice particle, possibly created from the remains of jet documents.
exhaust, began to fall from high altitude, building up d. The astronomer explained that the telescope
mass in the humid lower atmosphere until impact. He was working again.
believes that global warming may be contributing to the
conditions that create them.
SCIENCE
123
WRITING
9. Ask students to read the interview and then
rewrite it in no more than 150 words, using the
reporting verbs provided in the box. Tell them to
pay attention to word order in the sentences and
to any other necessary changes.
◆ Writing
Wrote the text following all the Practically no grammar or Correct spelling and organisation of
indications and using all the 4 vocabulary mistakes. 3 the paragraphs. 3
reporting verbs correctly.
Wrote the text following most of Very few grammar or vocabulary A few spelling mistakes and unclear
the indications and using most of 3 mistakes. 2 organisation of the paragraphs. 2
the reporting verbs correctly.
Wrote the text following some of Some grammar and vocabulary Several spelling mistakes and
the indications and using half of 2 mistakes. 1 incorrect organisation of the 1
the reporting verbs correctly. paragraphs.
Wrote the text, but followed very Grammar and vocabulary mistakes A lot of spelling mistakes and
few of the indications and not 1 interfere with comprehension. 0 incorrect organisation of the 0
using the reporting verbs. paragraphs.
PAGE 113
SELF EVALUATION
Introduction.
PERFORMANCE.
Unit 5
124
UNIT 5
EXTRA TEST UNIT 5
READING – TRACING OUR ANCESTORS
ARDIPITHECUS RAMIDUS AND

THE PALEOBIOLOGY OF EARLY HOMINIDS
By Tim D. White
Charles Darwin and Thomas Huxley were forced to

study human origins and evolution without a relevant
fossil record. With only a few Neanderthal fossils
available to supplement their limited knowledge of
living apes, they speculated about how essential human
features such as upright walking, small canines, capable
hands, and our special intelligence had evolved through
natural selection to provide us with our complex way of
of stone tools and animal butchery
life. Today we know of early Homo from more than two million years ago (2 Ma) and have a record
natural history.
that reaches back to 2.6 Ma. These demonstrate just how deeply technology is embedded in our
in 1924 and it is now recognized to
Australopithecus, a predecessor of Homo that lived about 1 to 4 Ma, was discovered in South Africa
represent an ancestral group from which Homo evolved.
is the Afar Rift region of northeastern
The Ardipithecus ramidus, a hominid species, is dated to 4.4 Ma, and the habitat in which it lived
ties about early human evolution,
Ethiopia. This species, substantially more primitive than Australopithecus, resolves many uncertain
chimpanzees and bonobos.
including the nature of the last common ancestor that we shared with the line leading to living
izing the isotopic composition of soil
By collecting and classifying thousands of vertebrate, invertebrate, and plant fossils, and character
patches of forest. We have also learned
samples and teeth, we have learned that Ar. ramidus was an inhabitant of woodland with small
in trees and on the ground.
that it probably was more omnivorous than chimpanzees (ripe fruit specialists) and likely fed both
s, including a partial female
Ar. ramidus, first described in 1994 from teeth and jaw fragments, is now represented by 110 specimen
120 cm tall. Brain size was as small
skeleton rescued from erosional degradation. This individual weighed about 50 kg and stood about
Ar. ramidus had a small face and a
as in living chimpanzees. The numerous recovered teeth and a largely complete skull show that
pelvis, and legs collectively reveal that
reduced canine/premolar complex, indicative of minimal social aggression. Its hands, arms, feet,
of the suspension, vertical
it moved capably in the trees, supported on its feet and palms, but lacked any characteristics typical
of bipedality more primitive than that
climbing, or knuckle -walking of modern gorillas and chimps. Terrestrially, it engaged in a form
of Australopithecus, and it lacked adaptation to 'heavy' chewing related to open environments.
chimpanzee-like and that both
Ar. ramidus thus indicates that the last common ancestors of humans and African apes were not
ary pathways.
hominids and extant African apes are each highly specialized, but through very different evolution
of
Adapted from: White, T.D. (2009). Ardipithecus ramidus and the Paleobiology
Novemb er 3, 2009, from http://
Early Hominids. Science 2, vol. 326. Retrieved on
www.sciencemag.org/content/326/5949/64.short
Extant : (adj.) something very old that is still in existence.

Knuckle : (noun) one of the joints in the hand where your fingers bend, especially where your fingers join on to the main part of your hand.
Skull : (noun) the bones of the head which surround the brain and give the head its shape.
Photocopiable material SCIENCE

125
1 Read the text and tick (✔) the correct answer. LISTENING - GRAND DESIGNS FOR
Where does the text come from? 1 pts. INTERSTELLAR TRAVEL
a. ____ An encyclopaedia.
b. ____ A newspaper.
c. ____ A scientific magazine.
Draw in dark Squeeze dark Energy and annhilation
matter matter until by products provide
2 Read the text again and complete it annihilates thrust
this fact file. 4 pts.
DARK
Name: Ardipithecus ramidus MATTER ENGINE
ROOM
THRUST
Date of living: __________________ DIRECTION OF TRAVEL
Place of living: __________________
MIRROR
MIRROR
Weight: ________________________
Size: __________________________ Black hole emits Hawking radiation
Hawking radiation reflected
DIRECTION
3 Read the text once more. Are these Hawking OF TRAVEL
BLACK HOLE STARSHIP radiation propels
statements true (T) or false (F)? 5 pts. spacecraft
SUN
a. ____ Charles Darwin and Thomas Huxley BLACK HOLE forms at
based their conclusions on fossil records focal point of laser
that they had collected. and is loaded into
spacecraft
b. ____ Archaeologists have found records of
SOLAR-
stone tools that are approximately 2.5 POWERED LASER MIRROR
Crew module
million years old. joins later
c. ____ Records of the Ardipithecus ramidus let 5 39 Listen to a scientist giving a lecture to some
us know about how humans evolved. students. Tick the correct speaker. 6 pts.
d. ____ The Ardipithecus ramidus ate meat
and plants.
Lecturer Student 1 Student 2
e. ____ The Ardipithecus ramidus was able to a. So what could humans
climb trees, like gorillas and chimpanzees. do to reach the stars within
4 Read the text again carefully. Which of a lifetime?
b. Let’s take Liu’s dark
these is the main conclusion you can matter starship.
draw from it? 2 pts. c. What’s exactly his plan?
a. Fossils are essential to know about d. Don’t you think Liu’s
human evolution. idea depends on
b. Having discovered the Ardipithecus ramidus is speculative physics?
a very important stage in scientists’ attempts e. Who knows what
to know where humans come from. dark matter is actually
c. Humans and chimpanzees do not share made of?
common ancestors. f. What do you think is
the weakest point in
Dr Liu’s design?

126
UNIT 5
6 39 Listen again and circle the word 9 Transform these questions into indirect questions
you hear. 5 pts. using the provided openings. 5 pts.
a. Our nearest / closest star - Proxima Centauri - a. “Excuse me, how can I get to the post office
is a staggering 4.2 light years away. from here?”
b. Dr Liu imagines a rocket that need not carry Do you know ________________________.
its own fuel / petrol. b. “How does this printer work?”
c. His plan is to drive the rocket using the Can you explain ______________________.
energy released when dark c. “Does Annie know about computers?”
matter particles join / destroy each other. I wonder whether _____________________.
d. They will convert all their mass into d. “Where are you from?”
energy / power. I’d like to know _______________________.
e. Two mathematicians / astronomers e. “Are you coming to the party?”
proposed plans for a craft powered by an Could you tell me if ___________________?
artificial black hole.
SPEAKING
7 39 Listen to the recording once more. Are
these statements true (T) or false (F)? 5 pts. 10 Ask and answer these questions in groups of
three. After giving your opinions, encourage your
a. ___ Our nearest star, Proxima Centauri,
classmates to respond by asking questions like:
is closer to the Earth than the Sun.
What do you think? Do you agree? Do you
b. ___ Most astronomers are sure that
disagree? Why?
dark matter exists.
All the participants should present their ideas
c. ___ There is a lot of dark matter throughout
logically and listen respectfully to the others, even
the universe.
if they disagree. The person who is speaking
d. ___ The journey to Proxima Centauri would
should not be interrupted until he / she finishes
take about two years.
expressing his / her opinions. 10 pts.
e. ___ The greatest concentration of dark matter
is very near the centre of the Milky Way. Student A: Do you think science is important
in our lives?
LANGUAGE Student B: Yes / No. I think that ____________.
Do you agree?
8 Report what these people said using Student C: Yes / No, because _____________.
the proper reporting verb. 5 pts. Student A: Do you think it’s important to learn
a. “Wine comes from grapes”, the about human evolution?
teacher explained. Student B: Yes / No, because ______________.
____________________________________. What do you think?
b. “I will never take your things again”, Student C: In my opinion _________________.
Bill promised. Student A: Do you think we should be worried
____________________________________. about the possibility of life in space?
Student B: Well, I believe _________________.
c. “I’ll call you when I get back”, Mary told me.
Do you agree / disagree?
____________________________________.
Student C: ____________________________.
d. “I don’t feel well”, my mother complained.
____________________________________.
e. “Gina can help you with the shopping bag”,
my sister said.
____________________________________.
Photocopiable material SCIENCE

127
WRITING Fiona Brinkman
Interviewed by David Bradley
11 Write two short paragraphs (maximum Reporter: Fiona Brinkman is a genetist and Research Associate
150 words) with the information in the at the University of British Columbia, Canada. She
interview opposite. Use the reporting works in the field of microbial genomics.What first
verbs in the box. 10 pts. inspired you to go into your field, Fiona?
· asked · answered · enquired Fiona: My parents are scientists and love the outdoors, so I
· explained · indicated · replied was naturally attracted to areas of research that
· said · told · wanted to know combine the two.
Reporter: What do you enjoy about your work?
Fiona: The variety of work I get to do: writing, reading,
presenting, travelling, and the fact that I’m learning
something new all the time.
Reporter: What advice would you give young scientists?
Fiona: I would tell them something my uncle told me:
“Don’t worry about trying to go into this or that
research field because it is the appropriate or hot
field to get into at the time. Just work in whatever
field you enjoy. If you enjoy it, you’ll find you
naturally do well.”
Reporter: Which scientist from history would you like to meet?
Fiona: Leonardo da Vinci.
Reporter: In your opinion, what was the greatest scientific
discovery last century?
Fiona: Penicillin.
Reporter: And what will be the great discoveries of this century?
Fiona: Truly great discoveries cannot be predicted, in my
opinion. I would guess that sentient artificial
intelligence is around the corner, and there will likely
be significant insights into the workings of the
human body.
0 13 28 43 58

128
UNIT 5
READING – TRACING OUR ANCESTORS

1. b. Let’s take Liu’s dark matter starship first.
2. Name: Ardipithecus ramidus Most astronomers are convinced of the existence of
Date of living: 4.4 Ma. dark matter. Because dark matter is so abundant
Place of living: Afar Rit, Ethiopia. throughout the universe, Dr Liu imagines a rocket
Weight: 50 kg. that need not carry its own fuel.
Size: 120 cm Student 1: What’s his plan exactly?
3. a. F. b. T. c. T. d. T. e. F. Lecturer: His plan is to drive the rocket using the energy
4. b.
released when dark matter particles destroy
LISTENING - GRAND DESIGNS FOR each other.
INTERSTELLAR TRAVEL Student 2: Don’t you think Liu’s idea depends on speculative
5. a. Student 1. b. Lecturer. c. Student 1. physics?
d. Student 2. e. Lecturer. f. Student 1. Lecturer: Well, who knows what dark matter is actually
6. a. nearest. b. fuel. c. destroy. d. energy.
made of? If dark matter particles extinguish in
e. mathematicians.
the way we think they do, they will convert all
7. a. F. b. T. c. T. d. T. e. F.
their mass into energy. Dr Liu points out that the
TRANSCRIPT - LISTENING - 39 faster his rocket travels, the quicker it will collect
Grand designs for interstellar travel up dark matter and accelerate, so the journey
The lecturer has an American accent. time to Proxima Centauri would be reduced from
Student 1 has an Australian accent. tens of thousands of years to just a few.
Student 2 has a German accent. Student 1: What do you think is the weakest point in Dr
Liu’s design?
Lecturer: “Space is big,” wrote Douglas Adams in his book
Lecturer: I think there is just one small problem with this
The Hitchhiker’s Guide to the Galaxy. “You just
project. To work most efficiently, Liu’s rocket
won’t believe how vastly, hugely big it is.” Let me
would have to fly through dense regions of dark
tell you he wasn’t exaggerating. Even our
matter. As far as we know, the greatest
nearest star - Proxima Centauri - is a staggering
concentration of dark matter is 26,000 light
4.2 light years away - more than 200,000 times
years away, at the centre of the Milky Way. Still,
the distance from the Earth to the sun.
Liu points out that no one has made a detailed
It would take 74,000 years to reach Proxima
map of the dark matter in our galaxy and he
Centauri - safe to say we wouldn’t be around to
hopes that nearer concentrations will be found.
enjoy the view.
Student 2: What can you tell us about the other project?
Student 1: So what could humans do to reach the stars
Lecturer: Two mathematicians from Kansas State University
within a lifetime?
in Manhattan proposed plans for a craft powered
Lecturer: There are two radical new possibilities on the
by an artificial black hole. ....(fade)
table that might just enable us - or rather our
distant descendants - to reach the stars.
The famous physicist Jia Liu, of New York
University, outlined his design for a spacecraft
powered by dark matter, and two
mathematicians from Kansas State University in
Manhattan proposed plans for a craft powered
by an artificial black hole.
SCIENCE
129
LANGUAGE 9. a. Do you know how I can get to the post
8. a. The teacher explained that wine came office from here?
from grapes. b. Can you explain how this printer works?
b. Bill promised that he would never take c. I wonder if Annie knows about computers.
my things again. d. I’d like to know where you are from.
c. Mary told me that she would call me e. Could you tell me if you are coming
when she got back. to the party?
d. My mother complained that she SPEAKING
didn’t feel well. 10. Assign points according to these criteria.
e. My sister said that Gina could help me
with the shopping bag.
◆ Speaking
Exchanged opinions respectfully, Practically no language mistakes. Fluid interaction with good
presenting all ideas logically. 4 3 pronunciation and no hesitation. 3
Exchanged opinions respectfully, Very few language mistakes. Fluid interaction with a few
presenting most ideas logically. 3 2 pronunciation mistakes and a 2
Exchanged opinions respectfully, Some language mistakes. Fluid interaction with some
presenting asome ideas logically. 2 1 pronunciation mistakes and some 1
hesitation.
Didn’t exchange opinions, didn’t Language mistakes interfere with Interaction affected by pronunciation
1 0 0
present ideas logically. comprehension. mistakes and a lot of hesitation.
WRITING
◆ Writing
Wrote paragraphs reporting all Practically no grammar or Correct spelling and organisation of
4 3 3
the information in the interview. vocabulary mistakes. the paragraphs.
Wrote paragraphs reporting most Very few grammar or vocabulary A few spelling mistakes and
of the information in the 3 mistakes. 2 unclear organisation of the 2
interview. paragraphs.
Wrote paragraphs reporting some Some grammar and vocabulary Several spelling mistakes and
of the information in the 2 mistakes. 1 incorrect organisation of the 1
Wrote paragraphs, but didn’t Grammar and vocabulary mistakes A lot of spelling mistakes and
report the information in the 1 interfere with comprehension. 0 incorrect organisation of the 0
Unit 5
130
UNIT 5
NOTES
SCIENCE
131
Unit 6 IN BUSINESS
Reading: define and infer. Grammar: reporting verbs – questions / indirect questions.
Listening: identify specific information. Vocabulary: words related to business activities and
Oral commercial letters.
Production: discuss professions and occupations.
Written
Production: write a business letter. You will use the following text types:
Functions: complain / disagree / apologise / warn. Reading: business / commercial letters.
Listening: conversations.

The importance of following specific procedures in formal situations.

• If available, use of additional materials such as illustrations, pictures, diagrams, charts, complaint letters,
business letters about job interviews, etc.
An excellent source of information on the topic of the lesson are the following websites http://www.unc.edu/
depts/wcweb/handouts/business.html and www.writeexpress.com/Espanol/sample-business-letters.html
definitions, printed handouts, library material, and notes.
Unit 6
132
PAGE 114 Possible answers
INTRODUCTION To apply for a job. To provide / ask for
Invite students to examine and describe the information. To complain about something.
photograph and relate it to the name of the unit. To keep in touch. To apologise. To confess
Form groups and ask them to read the objectives of something. To declare love.
the unit and make comments on the things they Encourage students to work out their score and
already know, what they can do, what will be new, read what it indicates. Give help to those students
etc. Draw students’ attention to the values that will be who get low scores and praise those who seem to
paid more attention to, and ask them to anticipate be better prepared for the contents of the unit.
what issues will be discussed in connection with them. Make notes of any useful information about what
PAGE 115 students already know that you can use later
when developing the lessons.
HOW READY ARE YOU FOR THIS UNIT?
Explain to students that this page of each unit will PAGE 116
contain activities meant to identify and activate Lesson 1 - READING
their previous knowledge of the topic and related BUSINESS LETTERS
vocabulary to establish the starting point for the BEFORE YOU READ
activities that will follow. They will also help to 1 (Learning ability: to connect content and
detect weaknesses that will require extra work and previous knowledge).
support, contextualise the contents that will be Ask students to prepare a chart like the one
developed, and present cognitive challenges. provided below and fill in the corresponding
Although all the activities have been assigned parts at different stages of the learning cycle. The
points, the results do not indicate success or failure, first and second parts of the table should be filled
but help to identify the points mentioned in the in at the beginning of the lesson. You should do
previous paragraph. it together with the students. For example, for
1 Ask students to work in small groups. Each group this lesson, in the first part students might write
selects at least two jobs in the categories indicated. in different types of letters and jobs they know. In
the second part of the chart they might want to
Possible answers write: other verb tenses, more vocabulary related
a. Athlete, builder, luggage handler, to work and letters, etc. The final part of the chart
lumberjack, miner. is filled in at the end of the last lesson to see what
b. Doctor, lawyer, musician, scientist, teacher. students’ learning process was like and if their
c. Artist, nurse, secretary, shop assistant, expectations were met.
teacher.
d. Pilot, soldier, tourist guide, train driver, KWL CHART
travelling salesperson. What I know What I want to know What I learnt
e. Diver, fireman, stuntman, window cleaner,
zoo keeper.
2 Students look at the cartoons, read the

statements and match them with the situations.
Answers Ask students to work in groups; go from group
a. – 1. c. – 2. to group and monitor discussion. Ask for and
b. – 3. d. – 4 offer specific situations, such as the purchase of
a faulty product, a delayed train, etc.
3 You can start with a short general discussion,
asking students if they send or receive letters. 2 (Learning ability: to identify communicative
Do they believe that the Internet has affected purpose).
the way people communicate? Why or why not? Talk to students about using formal and informal
Students then work in groups and list reasons language. Ask them if they would use the same
why people write letters. expressions when they talk to their friends as
IN BUSINESS
133
when they talk to the school headmaster. Ask they really are, thus boosting their confidence.
them to give examples and provide your own. Ask students to read the words aloud. Do they
Write them on the board. know what they mean? Which ones are similar
Tell students to match the sentences and then in Spanish? They should check the meaning of
write both in their notebooks. the ones they do not know in a dictionary.
Answers Answers
a. – v. d. – iii. The cognates are: client, department,
b. – iv. e. – i. discriminate, justifiably.
c. – ii.
BACKGROUND INFORMATION Learning tip

Informal language may make use of slang and
colloquialisms, employing the conventions of Read notes on this section on page 8 of the
spoken language. Introduction.
Formal language often uses complex, complete
sentences; it is impersonal, it avoids colloquial or 4 (Learning ability: to deduce the communicative
slang vocabulary and phrasal verbs, and consistently purpose of texts).
prefers learned words, often derived from Latin. Students first read the types of letter in the box,
Formal language is also often used in writing. then match them with the descriptions.
ADDITIONAL ACTIVITY Answers
Write a list of statements on the board and ask a. Letter of complaint.
students to indicate which ones are formal and b. Resignation letter.
which ones are informal. In what kind of situations c. Thank you letter.
would they use each one? Ask them to match the d. Order letter.
formal with the informal sentences. e. Letter of apology.
a. Can you help me? (Informal – Formal: f.)
b. For Pete´s sake, you have messed up again.
Thank you letter: it thanks someone for services
(Informal – Formal: e.)
received, gifts, etc. The format for this type of letter
c. Good morning, Mr Stevens, how are you today?
depends on how well you know the receiver. A
(Formal – Informal: d.)
thank you letter to a company would require a
d. Hi John, how are you doing?
more formal format such as Block Format, while a
(Informal – Formal: c.)
thank you letter to a friend would be correct with a
e. I am sorry to say it, Susan, but I can see that you
Simplified Block Format.
have created a problem for us again. (Formal –
Letter of complaint: it is used to lodge a complaint
Informal: b.)
about a product or service you are unhappy with. This
f. I would like to ask you for help, if you don’t mind.
type of letter normally uses the Block Letter Format.
(Formal – Informal: a.)
The writer does not know the receiver, but needs to
g. The cop pounced on the thief and handcuffed
make a case why the product or service is faulty. The
him. (Informal – Formal: h.)
letter is very formal and straight to the point.
h. The Police Officer quickly approached the robber
Letter of apology: it shows that you are sorry and
and arrested him. (Formal – Informal: g.)
says that you value your relationship with the other
3 (Learning ability: to infer the meaning of key party. The sooner an apology letter is written and
words). sent out, the better it is for the relationship.
Working with cognates is very important and Depending on the nature of the letter, it can either
makes students think that they are actually be written in a friendly format or in the business
much more familiar with the language than letter format.
Unit 6
134
UNIT 6
Order letter: we write one when we want a product

Answers
or a service. It is almost always a commercial letter
a., e., f., g.
and it is very formal and straight to the point.
Resignation letter: it should be written in the
formal business letter format and be directed to the 8 (Learning ability: to identify definitions).
Refer students back to page 116 and the
manager / supervisor. At a minimum, the letter
definitions of the letters. Ask them to match
should state that the person is leaving, when he /
them with the letters they have just read.
she is leaving, and thank them for the time that
they have employed the person. Answers
PAGE 117 Letter I: resignation letter.
Letter II: letter of complaint.
5 (Learning ability: to predict general information Letter III: thank you letter.
using previous knowledge).
Letter IV: order letter.
Students work in small groups or in pairs and
Letter V: letter of apology.
discuss the characteristics of a business letter.
Monitor their work, but do not check answers at
this point. 9 (Learning ability: to find and support specific
information).
6 (Learning ability: to identify format of business Ask students to read the items in the chart and
letters). then go back to the letters. They should tick the
You can share the background information with correct column. Check answers orally.
the class before they attempt to do the exercise.
Ask them to look at the diagrams carefully and I II III IV V
then compare them with the letters they are a. A product required by a certain date. 
going to read. b. An inconvenience caused by a new 
staff member.
Answers c. A request for an explanation. 
Letters I and II – a. block style. d. Someone’s plans for the future. 
Letters III and IV – b. semi-block style. e. Someone’s positive qualities. 
Letter V – c. modified block style.
PAGE 120
Block style letter: all words and sentences start at 10 (Learning ability: to discriminate between
the left margin. The same margin is used on all sides correct and incorrect information).
of the letter. We use open punctuation (no Students read the statements and then read the

punctuation after salutation or at the end of letters again to decide if the statements are true
the letter). or false. Ask fast learners to correct the false
Semi- block letter: the sender’s address, date and statements. Check answers orally.
closing salutation are indented - moved to the right
of the page. It is also acceptable to indent the Answers
paragraphs, but it is not necessary to do so. a. True.
Modified block letter: the return address, date, b. False (Michelle Ortega is the writer of letter
complimentary closing and the signature line are to II; the recipient is Mr Ray Daniels).
the right of the paper. The rest is not indented. c. True.
d. False (she has a bank account and the
WHILE YOU READ
number was in a previous invoice).
7 (Learning ability: to validate predictions). e. False (they have given a 10% discount to
Students quickly read the five letters and check the client as a way of apologising).
their predictions in Exercise 5.
IN BUSINESS
135
11 (Learning ability: to identify explicit and implicit He/she is saying I’m inferring
information).
The
Explain to students that explicit means that the
sky is quite dark
words tell you exactly what the situation is.
and the clouds look heavy.
These are things like rules, the weather on a
I'd better take out my
specific day, and other concepts that are very
umbrella.
specific and not open to interpretation (two and
two is four).
Implicit is something you understand from the The
choice of words or otherwise figure out from gun was found in
your own experience. For instance, if you are the butler's pocket and
reading a book and a sentence says: “she looked his hands were blood-
at the sky and could feel wetness stream down stained.
her face” – we can either understand that it was
raining or that she was crying. Jenna
Answers studied really hard
a. Implicit. d. Implicit. for the exam. She revised all
b. Implicit. e. Implicit. the exam questions and did
c. Explicit. extra tests.
12 (Learning ability: to infer information). Other sentences you can use:

Inferring is the process of making an inference, Sue blew out the candles and opened her presents.
an interpretation based on observations and John ran into the street without looking.
prior knowledge; in other words, guessing the Stewart was the star player, but he had a broken finger.
meanings of words or phrases on the basis of We bought tickets and some popcorn and when
the context in which they occur. People can also the lights went out we stopped talking.
infer from gestures, intonation, etc: I can infer I forgot to set my alarm clock last night.
from the look on your face that you are not happy.
PAGE 121
Answers
a. i. b. i. c. iii. d. ii. e. i. AFTER YOU READ
13 (Learning ability: to consolidate key vocabulary).
optional ACTIVITIES - INFERRING gameS Students go back to Exercise 3 and fill in the
Game 1: Hold up a picture of a person showing an gaps. Check answers orally.
obvious emotion or demonstrate an emotion
yourself. Ask students to infer what the person is Answers
feeling. Do all people infer the same? Why? Why not? a. purchase.
Game 2: Draw two bubbles on the board – one with b. department.
a sentence and one with nothing in it, as in the c. account.
following examples. d. issues.
e. clients.
Unit 6
136
UNIT 6
ADDITIONAL ACTIVITY
14 (Learning ability: to identify and classify differences Students match the direct questions with the
between American and British English).
reported questions.
Throughout the course, students have gradually
a. John asked me if I had ever been to Alaska.
been exposed to differences between American
b. He asked me what it was like.
and British ways of spelling and pronouncing
c. He asked me when I had gone.
words. This exercise brings together several
d. He asked me if it had been cold.
words that appear in the five commercial letters.
e. He asked me how long I had stayed.
Ask them to write the missing British version of
f. He asked me if I would go back.
the word and then identify whether it is a
i. Have you ever been to Alaska?
spelling or vocabulary difference.
ii. What is it like?
iii. When did you go?
Answers iv. Was it cold?
American British Spelling Vocabulary v. How long did you stay?
Apologize Apologise  vi. Would you go back?
Center Centre  PAGE 122
Learned Learnt  15 (Learning ability: to practise a language item).
Organization Organisation  Refer students to the Language Note before
Pants Trousers  doing this exercise. Check answers orally.
Specialize Specialise  Answers
a. Sally wanted to know what time it was.
b. My brother asked who my maths teacher was.
c. The child asked his father where the
Reporting verbs – bathroom was.
Language Note questions (continued)
d. The doctor enquired how tall I was.
This is additional information on reporting verbs and e. I wanted to find out how much the Coldplay
how to make indirect questions. CD’s were.
We use reported questions to tell what other people
have asked. There are two kinds of questions: Yes/No 16 (Learning ability: to use information to
questions and ‘Wh’ questions. complete a conversation).
Yes/No questions: we use ‘if’. Students first read the part of the conversation
Fred asked Gillian if she was hungry.

said by Marina and then go back to letter I to
For ‘Wh’ questions you have to use an embedded
question. find the information that will permit them to
Hellen asked the teacher what the capital of Brazil was. complete the dialogue.
The verb order is changed in indirect / reported
questions. Answers
See transcript on page 138.

Students check their answers and then role play
the conversation taking turns to be Marina and
Valeria. Check pronunciation and intonation.
IN BUSINESS
137
TRANSCRIPT – ORAL PRACTICE 40 Answers
Marina speaks with an American accent and Valeria has an (Accept variations in the reporting verbs).
a. Molly’s mother wanted to know where her
Italian accent. This transcript uses American spelling.
father was.
Marina: So Valeria, I understand that you’re leaving the b. The teacher asked how we had found the
Call Center. information to write the report.
Valeria: Yes, sadly I’m leaving the Center. c. Sarah enquired how many languages we
Marina: And when exactly are you planning to leave? could speak / spoke.
Valeria: I’ll be working until March 1st. d. Kelly wondered why I didn’t answer her
Marina: What are your plans for the future? messages.
Valeria: I’ll be starting a course in computer science. e. The interviewer wanted to find out what
my experience with learning disabilities was.
Marina: I believe that you liked working for us.
Valeria: Yes, I enjoyed it very much and I learned a lot. PAGE 123
Marina: And what is the most important thing that you
learned here? 19 APPLICATION TASK – WRITING
Valeria: I think that my English has improved enormously. (Learning ability: to write a text following a model).
Go through the instructions with students and
Marina: And what other skills have you learned from
clarify each point separately.
working with us?
Review the different types of letters. Ask students
Valeria: I’ve learned how to work in a team. to choose from the situations presented (i. – iii.).
Marina: Do you think you could help us train your replacement? Ask them to write the letter on a separate sheet
Valeria: Of course, I’ll be happy to do that. of paper and check for grammar errors, spelling,
and punctuation mistakes.
18 MINITEST (Learning ability: to evaluate learning). 20 (Learning ability: to reflect on the contents of
This minitest allows students to evaluate their the lesson and relate them to own experiences).
performance in the grammar aspect of the Students are asked to reflect on what they have
lesson and also to consider evaluation as a discussed in the lesson and decide if what they
continuous process throughout the book. Read have done has helped them to talk about the
the instructions aloud, make sure that all the topic of the lesson. Encourage students to
students understand them clearly and set a time discuss their answers in small groups, and to
limit to complete the task. Help students to give and support their opinions with respect for
check their answers and work out their scores. their classmates at all times. Pay special
You may ask students to keep track of their attention to questions c. and d. and the value
progress and then evaluate their overall issues they will raise.
performance in the Minitests after two or This is also the place where students can fill in
three units. the third part of the KWL chart.
PAGE 124
Lesson 2 – LISTENING
DESCRIBING JOBS
BEFORE YOU LISTEN
1 (Learning ability: to connect content and
Ask students to draw a chart like the one
indicated in Exercise 1, Lesson 1 of this unit and
follow the instructions provided.
Unit 6
138
UNIT 6
Students work in small groups or pairs and mentioning the name of the job. The partner
share their findings and opinions with other must try to guess the job from the description.
pairs or groups.
Possible answers
2 (Learning ability: to connect pictures and content). a. A fireman is a person who extinguishes fires
A job description is a list of the general tasks, and rescues people from accidents. He or
functions and responsibilities of a position. she usually wears a special uniform.
Typically, it also includes to whom the employee b. A policeman is a person who keeps order in
reports, specifications such as the qualifications our streets and arrests criminals. He or she
needed by the person in the job, salary range for usually wears a uniform.
the position, etc. A job description is usually c. A musician is a person who plays an
developed by conducting a job analysis, which instrument professionally. He or she must
includes examining the tasks and sequences of usually study for many years.
tasks necessary to perform the job. The analysis d. An actress / actor is a person who performs
looks at the areas of knowledge and skills needed on the stage, on television, or in films. He or
for the job. In this exercise, a job description is just she is usually famous.
a brief note of the duties of a person and some
outstanding characteristics. PAGE 125
Possible answers 4 41 (Learning ability: to infer the meaning of
a. A security guard is a person who guards key words).
money and valuables or places such as offices, Students read the words in the box, compare

supermarkets, and others. He or she usually them with their Spanish equivalents, and check
wears a uniform.
the meaning of unknown words in a dictionary.
b. A postman is a person who delivers letters.
Dictionary work is important for students not
He or she usually walks a lot.
c. A pilot is a person who flies a plane. He only in language learning, but also in other
or she usually spends a lot of time away subjects; using dictionaries, students increase
from home. their vocabulary and learn more about other
d. A sports commentator is a person who talks subjects. Warn them that there are several false
about sports events on the radio or TV. He or cognates in the box.

she usually knows a lot about sports.
Answers
Draw students’ attention to the American v/s British The cognates are: committee, maintenance,
English box, and help them to notice the differences qualifications, require.
in vocabulary. The false cognates are:
Students can find more examples of differences Applicant = postulante, not aplicador (applicator).
between American and British English at Salary = sueldo, not salario (wages).
http://www.michigan-proficiency-exams.com/difference-
between-british-english-and-american-english.html
3 (Learning ability: to describe and guess jobs).
Ask students to work in pairs. One of the main applicant - committee - loan - maintenance - qualifications -

motivations to encourage pair work in the require - salary - supplies
English language classroom is to increase the
opportunities for learners to use English in the 5 (Learning ability: to predict content).
class. Most activities of this type aim at reducing Students predict the common subject of the
the amount of TTT (Teacher Talking Time). conversations they will listen to based on previous
Tell students to choose two pictures each and exercises, the title of the lesson, and the options
then talk about them to their partners without provided. Do not check answers at this point.
IN BUSINESS
139
WHILE YOU LISTEN PAGE 126
6 42 (Learning ability: to validate predictions). 9 42 (Learning ability: to match non-textual
Students listen to the three conversations and information and visuals that represent it).
check their predictions. Students study the pictures and then listen to

Answer the conversation again. Encourage them to
a. identify the picture that best represents each
conversations before listening again. Then play
7 42 (Learning ability: to find specific information). the recording again for them to identify the
Ask students to look at the pictures depicting clues in the recording, more than in the words,
various jobs, read the names aloud, and then in the people speaking, the background noise,
play the recording again. Students tick the jobs the formality or informality of language used,
mentioned in the three conversations. the situation, etc.).
Answers Answers
b., f., c. Picture 1: Conversation III. Two girls talking
Draw students’ attention to the American v/s British informally; they are in shopping centre.
English box, and help them to notice the differences Picture 2: Conversation I. Boy and girl talking,
in vocabulary. friends, it sounds as if they were in a park.
Students can find more examples of differences Picture 3: Conversation II. A formal situation,
between American and British English at two adults talking, a man and a woman.
http://www2.gsu.edu/~wwwesl/egw/jones/differences.htm
10 42 (Learning ability: to find and classify
8 42 (Learning ability: to find and match specific information).
information). Ask students to listen to the recording again
Students first read statements a – c. You might and tick the conversation that mentions the
start the exercise asking them what kind of specific issues.
words they think will go into the gaps (noun, Answers
adjective, verb, etc.). Then, ask them to write the I II III
word in pencil if they can guess it. They listen a. A diploma. 
again and check or insert the missing words. b. A job counsellor. 
Finally, they write the corresponding job title c. An application form. 
using the clues provided in the descriptions. d. Maintenance 
Answers e. Maths skill 
a. Loans officer: this person usually interviews f. The salary. 
loan applicants, analyses credit reports and g. Training. 
prepares and reviews loan documents. h. Two years’ experience. 
b. Safety officer: this person will investigate
accidents and suggest preventive solutions; he 11 42 (Learning ability: to find specific supporting
/she will examine potential unsafe working information).
conditions, direct the activities of a safety Make sure that students carefully read the
committee, and may provide safety training. questions and the alternatives before playing
c. Office assistant: this person will run the the recording again. You can ask them to
photocopying machine and perform special choose alternatives before listening again, and
services such as distributing ,binding, cutting, then you play the recording for them to check
and stapling documents. He / she will be their choices. Check answers orally.
responsible for the maintenance of the
Answers
machine and ordering supplies.
a. ii. b. i. c. i. d. ii. e. i. f. ii.
Unit 6
140
UNIT 6
TRANSCRIPT – LISTENING – DESCRIBING JOBS 42 Clerk: That’s great. Let me find the job description… Oh, here
Conversation I it is. The successful applicant will conduct investigations
Claire speaks with a British accent and Gary speaks with an of accidents, and suggest preventive solutions. He or
Irish accent. she will examine potential unsafe working conditions.
Additionally, the chosen person will direct the activities
Claire: How did the interview with the job counsellor go?
of a safety committee and may provide safety training.
Gary: Fine, I think.
The applicant will report to the Safety Manager.
Claire: What did she ask?
Applicant: Sounds like the job for me.
Gary: She wanted to know if I was good at specific school
Clerk: Would you like to fill in this application form with your
subjects.
personal information and ….
Claire: What did you tell her?
Gary: I told her I was good at maths. Conversation III
Claire: And what did she suggest? The speakers have an American accent. This transcript uses
Gary: That I should think of a career where I can use my American spelling.
maths skills, for example in the banking sector. Judy: Look, I found this ad in this week’s newspaper. They
Claire: In what kind of position? need someone to help in the office.
Gary: She said I could be a loans officer, for example. Helen: What does it say exactly?
Claire: What is a loans officer? Judy: It says: Busy city center office requires an office
Gary: She said that a loans officer usually interviews loan assistant to run a photocopy machine and produce high
applicants, analyses credit reports, and prepares and quality multiple copies of documents. The applicant will
reviews loan documents. also be required to set up the photocopying machine
Claire: How did you react to that? and perform special services, such as distributing,
Gary: I asked her if I had to take a special course for that, but binding, cutting and stapling documents. The person
she explained that a high school diploma was usually will be responsible for the maintenance of the machine
enough, but my first job would probably be assisting a and ordering supplies. Must be able to work fast and
loans officer with some experience. under pressure.
Claire: Sounds like a great idea. Helen: You phoned them, didn’t you?
Gary: Yeah, I think I’ll do some research and see which banks Judy: Yes, I did.
are looking for new staff. Helen: What did they ask?
Conversation II Judy: They asked if I could start next week.
The speakers have an American accent. The transcript uses Helen: And what did you ask them?
American spelling. Judy: I asked if I needed any experience and they said I didn’t.
Helen: How about the salary?
Clerk: There’re several positions available. Have you had a
Judy: It’s a part-time position, five days a week, three hours a
look at the bulletin board?
day at 6 dollars per hour.
Applicant: Yes, I have and I’m interested in a couple of them.
Helen: 6 by 3 by 5 – that gives us … (fades)
Clerk: Could you tell me which ones?
Applicant: The one that would be most suitable to my
qualifications is the safety officer.
Clerk: Do you have any experience in that area?
Applicant: Yes, I’m a qualified risk prevention officer and I
worked as one for nearly two years.
IN BUSINESS
141
PAGE 127 13 (Learning ability: to use new vocabulary
AFTER YOU LISTEN and structures).
12 (Learning ability: to use new vocabulary). Refer students to the Language Note first. Give
Refer students back to Exercise 4 to revise the plenty of other examples before doing the exercise.

new words, and then ask them to use some of
them to complete the sentences. Answers
a. Emily asked if I could take her to the station.
Answers b. The man enquired if I had a spare pen.
a. qualifications. c. Annie wondered if the new employee knew
b. loan. anything about computers.
c. supplies. d. Helen asked if we had switched off the
d. committee. lights at home.
e. applicants. e. Stephen wanted to know if we were
f. maintenance. coming to his party.
f. The interviewer asked me if I had ever
applied for a scholarship to study abroad.
Language Note Indirect questions
In yes / no questions, we use if or whether Learning tip

(more formal) and the word order is the same as
in reported questions. If the reporting verb (i.e. See notes on this section on page 8 of the
asked, wanted to know, enquired) is in the past, Introduction.
the reported clause will be in a past form. This
form is usually one step back into the past from PAGE 128
the original. If Simple Present, Present Perfect or
the Future tense is used in the reporting verb (i.e. 14 (Learning ability: to reinforce a grammar point).
asks, wants to know, has said, will enquire, etc.) Students work in pairs. They read the
the tense is retained. Students must also pay conversation and use the answers provided to
attention to the change of pronouns when complete it.
changing the direct question into an indirect one.
Answers
Most important tense changes See transcript on page 143.
Simple Present Simple Past
“Do you live near her?” Jenny asked 15 43 (Learning ability: to participate in a guided
Jenny asked if I lived near here. conversation).
Present Continuous Past Continuous Play the recording once for students to check
“Are you watching TV?” Kate wanted to know. their answers and then several times with
Kate wanted to know if I was watching TV. pauses for them to listen and repeat. Give them
Simple Past Past Perfect a few minutes to practise the dialogues in pairs
“Did we switch off the lights?” Leo enquired. and then invite different pairs to role play them
Leo enquired if we had switched off the lights. for the rest of the class.
Present perfect Past perfect
“Have you applied for a loan?” the woman asked.
The woman asked if I had applied for a loan.
Future Present Conditional
“Will you go with me?” Maureen wanted to know.
Maureen wanted to know if I would go with her.
Unit 6
142
UNIT 6
TRANSCRIPT – ORAL PRACTICE 43 PAGE 129
Rosa speaks with an American accent and the assistant with 17 APPLICATION TASK – SPEAKING
a British accent. (Learning ability: to summarise (ideas,
information) through discussion and oral work).
I
Review the instructions with students and ask
Rosa: Can you tell me if Mrs White is in the office today? them to copy the worksheet into their
Assistant: Sorry, Mrs White is not in at the moment. notebooks, leaving plenty of space between
Rosa: Would you mind telling me what time she is coming back? the points to write their findings. After they
Assistant: Yes, she will be back in about half an hour. have written their information, they should
Rosa: I was wondering if I could leave her a message. make a short presentation to the class about
Assistant: Of course you can leave her a message. Tell me. the job of their choice.
Peter speaks with a Russian accent and the tourist guide with 18 (Learning ability: to reflect on the contents of
a British accent. the lesson and relate them to own experiences).
Students are asked to reflect on what they have
II
discussed in the lesson and decide if what they
Peter: I’d like to know if the Fine Arts museum is open now.
have done has helped them to talk about the
Tourist guide: Sorry, the Fine Arts museum is closed right now. topic. Encourage students to discuss their
Peter: Can you tell me if it opens on Mondays? answers to the questions and to give and
Tourist guide: Yes. It opens at 10 am on Mondays. support their opinions with respect for their
Peter:: I can’t remember if it is in the city centre. classmates at all times. Pay special attention to
Tourist guide: No, no, it’s not in the city centre. It is in Marylebone. question d., which raises important value issues.
Peter: I’d also like to know if you have to pay admission. This is also the place where students can fill in
Tourist guide: Yes, you have to pay an entrance fee, but it's the third part of the KWL chart.
not much. PAGES 130 - 131
CONSOLIDATION ACTIVITIES
16 Minitest (Learning ability: to evaluate learning). See notes on this section on page 8 of the
This minitest allows students to evaluate their Introduction.
performance in the grammar aspect of the
lesson and also to consider evaluation as a 1 Students read the beginning of three letters and
continuous process throughout the book. Read choose an alternative from the box to decide
the instructions aloud, make sure that all the what types of letters they are.
students understand them clearly and set a time Answers
limit to complete the task. Help students to check I - a letter of complaint.
their answers and work out their scores. You may II - a thank you letter.
ask students to keep track of their progress and III - an application letter.
then evaluate their overall performance in the
Minitests after two or three units. 2 This is a follow up to Exercise 1. Students must
match the answers (a – c)with the letters on
Answers page 130 (I – III).
Check each student´s answers individually or Answers
ask them to exchange Minitests with a partner Answer a. – Letter III.
and correct each other’s answers. Answer b. – Letter I.
Answer c. – Letter II.
IN BUSINESS
143
LISTENING –
3 Students read the bubbles corresponding to
PLACING A JOB ADVERTISEMENT 44
each cartoon and rewrite the questions as
indirect questions. 4. a.
5. a. i. b. ii. c. i. d. ii. e. ii.
Answers (the beginning may vary, but the 6. Name: Pauline.
reported questions must be these.) Surname: Brown.
a. The woman asked the policeman where the Position: Human Resources manager.
nearest post office was. E-mail address: pbrown@nationalair.co.uk
b. Susan asked me if I was having a good time. Telephone number: 44 028 786765.
c. The young couple asked how much the car cost. TRANSCRIPT - LISTENING - PLACING AN
d. The salesman asked the child how old he was. 44
ADVERTISEMENT
PAGE 132 Pauline speaks with a British accent. The clerk speaks with an
JUST FOR FUN American accent.
See notes on this section on page 7 of the Pauline: I’d like to place an advertisement in your paper.
Introduction. Remind students that they should do Clerk: Certainly. How many words?
the activities on their own, without much intervention Pauline: I’m not sure. I’d better read it out to you and then we
from you, but help and support when necessary. can check.
Answers Clerk: No problem. Which section of the classifieds do you
1. Answers provided in the Student’s book. want to place it in?
2. 1 – b. 2 – c. 3 – a. Pauline: The jobs section.
Clerk: Right. What’s the text?
PAGE 133
CHILEAN CONNECTION Pauline: It says: Important national airline is seeking a flight
attendant. The successful candidate will ensure the
Ask students if they know any foreign people. How safety of the flying public and make flights comfortable
did they meet them? In what situations? What and enjoyable for passengers.
nationalities were they? What kind of ideas did they Clerk: Anything else?
have about that nationality before meeting the
Pauline: Yes, please add: The selected person will attend pre-
people? Did their perception change? Do they know
what the word prejudice mean? How do they think
flight meeting with the captain and conduct pre-flight
foreigners see Chileans? Help them to notice that check of first-aid and safety equipment.
these points refer to business, formal situations. Clerk: OK, got it all. Any contact details?
Pauline: Yes, could you please put my name and position in
PAGES 134 - 136
the ad? I’m the Human Resources manager and my
TEST YOUR KNOWLEDGE
name’s Pauline Brown. Could you also write that
Answers contact should be done by telephone or e-mail?
READING – Clerk: Can I have the e-mail and phone number, please?
THE BUSINESS OF LETTER WRITING Pauline: Of course. My e-mail address is pbrown@nationalair.
1. I – c. II – a. III – b. co.uk and the telephone number is
2. a. iii. b. ii. c. ii. 44 028 786765.
3. a. False. d. True. Clerk: Let me count the number of words. 1,2,3 …. 65 words
b. True. e. False.
in total, including your contact details.
c. True. f. True.
Pauline: Do you think I should put anything else in the ad?
Clerk: How about experience? Will the candidate need
any experience?
Unit 6
144
UNIT 6
LANGUAGE
Pauline: No, experience is not necessary, but candidates must 7. a. I wonder if Sean has been to New
be over 18 and must have a high school diploma. And Zealand.
the airline will offer further training. b. The football fans asked the commentator if
Clerk: Let’s put it in the ad then. That’s an additional 15 words Manchester United were winning the match.
making it a total of 80. c. I can´t remember if I left my umbrella at
Pauline: When can you print the ad? home.
Clerk: Let me see…I will send it to the design department d. The music teacher asked if I played /
this afternoon, so it can appear tomorrow. could play the accordion.
Pauline: You’ve been very helpful. Thanks a lot. e. Our new friends enquired if we had
learnt English at school.
Clerk: Any time.
8. a. his parents were
b. his name was
c. old he was
d. he knew his home address
e. he was from
SPEAKING
9. Ask students to work in pairs taking turns to be
the interviewer and the interviewee. They both
look at the suggestions for an interview and the
interviewer prepares the questions while the
interviewee prepares the answers. They role
play the interview.
◆ Speaking
Asked and answered all the Practically no language mistakes. Fluid interaction with good
4 3 3
questions appropriately. pronunciation and no hesitation.
Asked and answered some of the Very few language mistakes. Fluid interaction with a few
questions appropriately. 3 2 pronunciation mistakes and a 2
Asked and answered half of the Some language mistakes. Fluid interaction with some
questions appropriately. 2 1 pronunciation mistakes and some 1
hesitation.
Asked and answered only one or two Language mistakes interfere with Interaction affected by
of the questions appropriately. 1 comprehension. 0 pronunciation mistakes and a lot of 0
hesitation.
IN BUSINESS
145
WRITING
10. Students read the instructions carefully and then
write a letter of complaint with a maximum of
150 words. Check each letter individually.
Assign points following these criteria.
◆ Writing
Wrote a letter following all the Practically no grammar or Correct spelling and organisation of
indications, using indirect questions 4 vocabulary mistakes. 3 the paragraphs. 3
/ reporting verbs correctly.
Wrote a letter following most Very few grammar or vocabulary A few spelling mistakes and unclear
indications, using some indirect 3 mistakes. 2 organisation of the paragraphs. 2
questions/ reporting verbs correctly.
Wrote a letter following some Some grammar and vocabulary Several spelling mistakes and
indications, using a few indirect 2 mistakes. 1 incorrect organisation of the 1
questions / reporting verbs correctly. paragraphs.
Wrote a letter, but followed very few Grammar and vocabulary mistakes A lot of spelling mistakes and
of the indications and did not use 1 interfere with comprehension. 0 incorrect organisation of the 0
indirect questions / reporting verbs. paragraphs.
PAGE 137
SELF EVALUATION
Introduction.
PERFORMANCE.
Unit 6
146
UNIT 6
EXTRA TEST UNIT 6
III
th, 2011
May 25
READING – BUSINESS SITUATIONS Mr. Bruce Atkinson
The Evanston Agency
I 620 Maywiew Ave.
January 12th, 2011. Pineville, WV 24874
Ms. Miranda Robertson
110 Riverbend Drive Dear Mr. Atkinson,
to make delivery on
Stamford, CT 06907 This is to inform you that we are unable
the date indicated.
Dear Ms. Robertson, the above referenced purchase order on
to ship within 15 days
Thank you for your recent correspondence regarding
your account We should have our merchandise ready
that you can hold on
number 14963. We were able to track down the error
and have of the original delivery date and we hope
effect has also until that time.
credited your account accordingly. A report to this order to give you as
been sent to our credit reporting company. We wanted to inform you of this delay in
nate arra ngements, if
As of this date, your account balance is $5,890. much time as possible to make alter
ever , that if your order
inconvenience necessary. We can assure you, how
You are a valued customer and we apologize for any remains in force we will expedite deliv ery to you as soon as we
er assistance,
this mix-up may have caused. If we may be of furth have received the merchandise.
please contact this office at your convenience. thank you for your
Please accept our apology for this delay and
Yours faithfully, understanding.
Morgan Christen Yours faithfully,
Marketing and Sales Department
Allied Industries Inc. Alphonse Germanian
Unit Manager
Bio Dynamics Llc.
II
July 9th, 2011
Mrs. Belinda Asher IV
Man agin g Dire ctor
Bank of Canada August 27th, 2011
2906, Peel St. Mr. Roger Moriarty
Montreal, QC 1500 Congress St.
Austin, TX 78701
Dear Mrs. Asher,
to you Dear Mr. Moriarty,
This is the third letter that I have written Mixmaster, I would like to
regarding the status of my acco unt. Having received your letter regarding your Chambers
It is heartwarming to know
I am enclosing copies of my previous lette for
rs to avoid thank you for your kind words about our products.
tion appliance remained with your fami ly for near ly twenty years and never
having to set fort h the sam e info rma that this
you again. “let you down.”
and that occurred in the new
I am beginning to get quite annoyed by
all of the We only updated our Chambers Mixmaster once,
to would have to be our
notices you have been sending to me in ld
error and 1999 models. Therefore, the model you are referring
do not have any of the
would greatly appreciate it if someone
wou original style, model # 3309. I regret to say that we
held sentimental value for you.
straighten out the problem that exists at
your end. discontinued models and I can understand why it
which is available in finer
I do understand the difficulty you must
have in However, I can assure you that our current model, same fine
believe that if department stores and appliance centers, has been made with the
maintaining all of your records, but I do may be surprised to know that
you would bring my correspondence to
the attention quality to which you have grown accustomed. You we have
to suspend the it comes with the same guarantee of workmanship and high quality that
of your credit manager, he may decide Appliances start ed business.
mailing of these letters to me until this
problem is been providing since 1946, the year when Chambers
for writing to us.
resolved. I wish I could be of more help to you. Thank you again
Thank you. Marilyn French
Edith Hampton Marketing and Communications
Executive Dire ctor Chambers Appliances.
Riviera Indu strie s Inc.
Created by: Publishing team.
Photocopiable material IN BUSINESS

147
1 Read the four letters (I – IV) and match them LISTENING – THREE DIFFERENT JOBS
with what they express (a – d). 4 pts.
4 45 Listen to three people talking about
a. A complaint.
their jobs. Match them with the pictures. 3 pts.
b. An apology.
c. Congratulations. a. Speaker _____________
d. Gratitude.
2 Read the four letters and tick the correct

column. 6 pts. b. Speaker _____________
I II III IV
a. The company regrets a mistake.
b. The company expresses a good
opinion of the customer.
c. The customer is very angry about a c. Speaker _____________
situation.
d. The company is expressing
understanding of an unpleasant
situation.
e. The company is saying thank you in 5 45 Listen to the recording again. Which
advance. Speaker, 1, 2, or 3 do these sentences refer to?
f. The company is expressing
6 pts.
gratitude about a previous
situation. a. ________ Doesn’t have much work in
winter time.
3 Read the letters once more. Do these sentences b. ________ Thinks the salary is poor, but the
express a fact (F) or an inference (I)? 4 pts. job will be very satisfying.
c. ________ Will sleep very little at night.
a. ___ Morgan Christen has sent a report
d. ________ Is happy when people return
to a credit company.
home.
b. ___ The Unit Manager of Bio Dynamics Llc.
e. ________ Would like to have another job in
does not know if the customer can wait
the future.
for the products.
f. ________ Can wear informal clothes at work.
c. ___ Edith Hampton wrote two previous
letters.
6 45 Listen to the recording once more.
d. ___ Model 3309 of Chambers Mixmaster is
not produced anymore. Are these statements true or false? 6 pts.
a. ________ Speaker I will earn a lot of money.
b. ________ Speaker III wants to work indoors
in the future.
c. ________ Speaker II will live far from work.
d. ________ Speaker III always enjoys his work.
e. ________ Speaker I thinks salary is a
positive aspect of her job.

148
UNIT 6
LANGUAGE SPEAKING
7 Choose the correct option to complete 9 Choose a job from the box and imagine
the indirect questions. 5 pts. that you have to start working next week.
a. Why is Nadia angry? With your partner, role play a conversation
Peter asked why ____________. in which you describe and report what your
i. Nadia is angry. future boss said about this new job. Then
ii. was Nadia angry. change roles. 10 pts.
iii. Nadia was angry.
b. What’s the weather like?
My sister asked ____________. Bar tender Journalist
i. what is the weather like. Museum guide Taxi driver
ii. what the weather was like.
Gym instructor Any other you choose
iii. what the weather is like.
c. Where is the party?
My mother wanted to know ____________.
i. where is the party. WRITING
ii. where the party is.
iii. where the party was. 10 Choose one of these situations (a – c) and
d. What is Frank doing? write a suitable letter in which you express
She asked what ____________. apology, gratitude or complaint. 10 pts.
i. Frank is doing. a. A customer has ordered a home appliance
ii. Frank did. for Christmas, which is in ten days, and your
iii. Frank was doing. company is not able to comply with the
e. Are you enjoying the tour? order.The company you work for is: Deluxe
My father asked me if ____________. Home Appliances, 785 South Street, Los
i. I am enjoying the tour. Angeles, USA. Invent a name and address for
ii. I was enjoying the tour. the customer.
iii. I were enjoying the tour. b. An employee is leaving his / her job and he /
she has sent a letter saying how much he /
8 Choose a phrase from the box to change the
she enjoyed working at the company. You
direct questions into indirect ones. Use a work as human resources manager for YMC
different phrase for each question. 5 pts. Department Store, and the employee is
Ms Kate Olsen, who lives in 268 Park Avenue,
Can you tell me if …
Manchester, England.
Could you tell me if… c. You went to your local Municipal Office to
I'd be interested to hear if … renew your passport. You found the
employees exceptionally rude and are not
I'd like to know if … satisfied at all with the service. Address the
Would you mind telling me if … letter to your local municipality.
a. Did Josephine cause the accident?

b. Has the article been printed?
c. Can this number be divided by three? 0 16 30 45 59
d. Is this the truth? to 15 to 29 to 44 to 59 PTS
e. Did you leave your bag here last night? Keep trying Review Well done! Excellent! TOTAL
Photocopiable material IN BUSINESS

149
READING – BUSINESS SITUATIONS II.

1. Letter I – b. Letter II – a.
The interviewer has an American accent. The interviewee has a
Letter III – b. Letter IV – d.
British accent.
2.
I II III IV Interviewer: So, Ms. Maddigan, your job will be to make sure
a. The company regrets a mistake.  our clients have a brilliant time, and you must be available
b. The company expresses a good for them more or less 24 hours a day. You’ll be the last

opinion of the customer. person to go to bed and the first one to get up in the
c. The customer is very angry about a morning. Let me tell you that sometimes the clients are a

situation. bit difficult.
d. The company is expressing Interviewee: Do I have to wear a uniform?
understanding of an unpleasant 
situation. Interviewer: Oh, no. Here the weather is very pleasant and
e. The company is saying thank you in our staff are allowed to wear shorts to work.
 Interviewee: Can I ask how much I will I earn?
advance.
f. The company is expressing Interviewer: You’ll get around US$ 1,200 a month. You’ll also

gratitude about a previous situation. get a free apartment within the resort. Ah! And clients
3. a. Fact. b. Inference. c. Inference. d. Inference. usually offer drinks and meals!
LISTENING – THREE DIFFERENT JOBS 45 III.
4. a. Speaker III. b. Speaker I. c. Speaker II. The speaker has an Italian accent.
5. a. Speaker 3. b. Speaker 1. c. Speaker 2. Painter: I started doing this on weekends when I was a
d. Speaker 1. e. Speaker 3. f. Speaker 2. student, but I realised I could earn a living from it and
6. a. False. b. True. c. False. d. False. e. False. now I work most days of the week.
In winter it is not so busy, but even during a blizzard
TRANSCRIPT – LISTENING - THREE DIFFERENT JOBS 45
people still come up, asking for a drawing. Sometimes
I. it is great fun, but sometimes it is hard sitting here
A speaks with a British accent. B speaks with an American when it’s cold and rainy.
accent. I wouldn’t like to do this for ever. I would like to sit in an
A: How did the interview go? Do you think you'll get the job? office or a beautiful studio and work comfortably.
B: Oh, yes. In fact, I’m starting next week.
A: What do you know about the job? LANGUAGE
B: The interviewer told me that the training is going to be hard 7. a. iii. b. ii. c. iii. d. iii. e. ii.
because I’m expected to work and study at the same time 8. Any of the reporting clauses +
and he added that the work is both physically and mentally a. Josephine caused the accident.
b. the article has been printed.
demanding.
c. this number can be divided by three.
A: Why?
d. this is the truth.
B: Well, he explained that working shifts can be bad for our e. you left your bag here last night.
social life and sometimes it’s very difficult to have friends
who are not working in the hospital. However, I find the
work totally fulfilling. I certainly don’t do this to get rich,
and that is a big negative point, but I think the best thing is
when you see patients get better and go home.
B: Congratulations, then!
Unit 6
150
UNIT 6
SPEAKING
◆ Speaking
Exchanged information about a new Practically no language Fluid interaction with good pronunciation
4 3 3
job appropriately. mistakes. and no hesitation.
Exchanged some information about Very few language mistakes. Fluid interaction with a few pronunciation
3 2 2
a new job appropriately. mistakes and a minimum of hesitation.
Exchanged a bit of information Some language mistakes. Fluid interaction with some pronunciation
2 1 1
about a new job appropriately. mistakes and some hesitation.
Did not exchange information about Language mistakes interfere Interaction affected by pronunciation
1 0 0
a new job appropriately. with comprehension. mistakes and a lot of hesitation.
WRITING
◆ Writing
Wrote a business letter according Practically no grammar or Correct spelling and organisation of
4 3 3
to the chosen situation. vocabulary mistakes. the paragraphs.
Wrote a business letter slightly Very few grammar or vocabulary A few spelling mistakes and unclear
inappropriate for the chosen 3 mistakes. 2 organisation of the paragraphs. 2
situation.
Wrote a business letter not really Some grammar and vocabulary Several spelling mistakes and incorrect
2 1 1
according to the chosen situation. mistakes. organisation of the paragraphs.
Couldn’t write a business letter Grammar and vocabulary mistakes A lot of spelling mistakes and incorrect
1 0 0
according to the chosen situation. interfere with comprehension. organisation of the paragraphs.
IN BUSINESS
151
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• Tinzmann, Jones, Fennimore, Bakker, Fine & A complete guidance to understand the
Pierce. (1990). What is the Collaborative Classroom? differences between writting formal and
Oak Brook, Ill: NCREL. informal letters in English.
• Turkenik, C. (1998). Choices - Writing Projects for • http://www.englishclub.com

Students of ESL. New York, NY: Cambridge Lessons for learners, including fun pages like
University Press. games, quizzes and chat.
Unit 6
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GUÍA DIDÁCTICA DEL DOCENTE

INCLUYE TEXTO DEL ESTUDIANTE

Jolanta Polk Reyes

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN

Jolanta Polk Reyes

Advice and support

Original text Jolanta Polk Reyes

Reimpresión © 2013 Ediciones Cal y Canto®

Reimpresión © 2012 Ediciones Cal y Canto®

© 2011 Ediciones Cal y Canto®

Original illustrations Ediciones Cal y Canto®

Impreso RR Donnelley Chile

UNIT 2: LITERATURE AND FILMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

UNIT 4: YOUNG ART . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

UNIT 5: SCIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108

UNIT 6: IN BUSINESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Thematic bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

plAn oF tHe BooK

HOW READY ARE HOW READY ARE HOW READY ARE

plAn oF tHe BooK

A message from the author

THE STUDENT’S BOOK

Task-based learning Working in groups develops several very important

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING

Reading Progress Map

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING

THE INTERNET IN THE LANGUAGE CLASSROOM

It includes a variety of elements that allow students http://esl.about.com

• they complement the contents and activities in http://www.pearsonelt.com

• they can be used for further practice, and also http://www.rong-chang.com/

• they develop the same contents and work http://www.cln.org/int_projects.html

• they are interactive, requiring actions that are

THE INTERNET IN THE LANGUAGE CLASSROOM

Classroom management has to do with methods Discipline

- Have students keep portfolios of their writing

Gestures, Pictures, Written

Flow charts, Markers,

Choice of tasks Classroom language

There are ADDITIONAL ACTIVITIES which the Bibliography

Information and extra practice is suggested when Thematic bibliography

THE TEACHER’S BOOK

Greetings 1 The time 7

Unit Expected Learning Activities Resources

Unit 1. LOVE Students show general and specific 5. 6. 7. 8. 9. page 9 Diagrams

SUGGESTED YEAR PLANNING

SUGGESTED YEAR PLANNING

Unit 3: TECHNOLOGY Students show general and specific 5. 6. 7. 8. page 48 Illustrations

Students role play dialogues. 13. page 73

SUGGESTED YEAR PLANNING

SUGGESTED YEAR PLANNING

Unit 5: SCIENCE Students show general and specific 5. 6. 7. 8. page 93 Pictures

Students role play conversations. 17. Track 40, page 122

SUGGESTED YEAR PLANNING

Test your Knowledge

SUGGESTED YEAR PLANNING

You will pay special attention to these values:

Didactic resources and methodology tips

8 (Learning ability: to locate specific information). PAGE 12

them to read the three questions, first answer