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PORTADA GUIA ING4M:a 01-08-11 9:13 Página 1
GUÍA DIDÁCTICA DEL DOCENTE
INCLUYE TEXTO DEL ESTUDIANTE
Jolanta Polk Reyes
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN AÑO 2012
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Inglés
GUÍA DIDÁCTICA DEL DOCENTE - INCLUYE TEXTO DEL ESTUDIANTE
Jolanta Polk Reyes
© 2012 Ediciones Cal y Canto
®
Original text
Jolanta Polk Reyes
Teaching English as a Foreign Language,
Dublin, Ireland.
Teacher training, translation and English Literature,
University of Silesia, Poland.
Original illustrations
Ediciones Cal y Canto
Design
®
Ediciones Cal y Canto
®
General Publisher
Publisher
Assistant Publisher
Jorge Muñoz Rau.
Alicia Manonellas Balladares.
Gloria Caro Opazo.
Ly-Sen Lam Díaz.
Designed by
María Jesús Moreno Guldman.
Cover designed by
María Jesús Moreno Guldman.
Layout by
Cristina Sepúlveda Aravena.
Proofreading
Kevin Towl.
Illustrations
Venus Astudillo Vera.
General Production Cecilia Muñoz Rau.
Production Assistant Lorena Briceño González.
Recording Producer Rodrigo González Díaz.
Photos
Banco de Fotos Ediciones Cal y Canto.
ISBN: 978-956-8623-98-2
N˚ de Inscripción: 197.519
All rights reserved; no part of this publication may be reproduced, stored in a retrieval
system, transmitted in any form, or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of the publisher.
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 BOOK
UNIT
4
1
UNIT 2
UNIT 3
READING
Love in Writing
(love letters) ...................10 - 11
READING
A Book and a Film
(extracts from a book and from
a magazine; a poster).......30 - 31
READING
Planet Saving Technology
(brochure)................................50
WRITING
Write a love letter....................13
WRITING
Write a film review..................33
WRITING
Write a brochure .....................53
LISTENING
From the Heart
(song)......................................15
LISTENING
Dark Fantasy
(interview) ..............................35
LISTENING
The Technology of Living
Things (interview).................55
SPEAKING
Share love stories ....................17
SPEAKING
Prepare and present an
interview evaluating other
performances ..........................37
SPEAKING
Discuss a scientific issue .........57
GRAMMAR
The modal verb might ............12
Intensifiers ...............................16
GRAMMAR
-ing forms................................32
Gerunds ...................................36
GRAMMAR
The Subjunctive .............60 / 62
TEST YOUR
KNOWLEDGE........................22
TEST YOUR
KNOWLEDGE........................42
TEST YOUR
KNOWLEDGE........................62
Plan of the book
UNIT 4
UNIT
5
UNIT 6
READING
Urban Rhythms
(magazine article)..........70 - 71
READING
The Magic of DNA
(article) ...........................94 - 95
READING
Business Letters
(business letters) .......118 - 119
WRITING
Write an article on a music
or a painting style ...................75
WRITING
Write a scientific article...........99
WRITING
Write a business letter..........123
LISTENING
Mobile Art
(conversation) .........................77
LISTENING
Asking the Right Questions
(conversation).......................101
LISTENING
Describing Jobs
(conversations) .....................125
SPEAKING
Discuss an art form ................81
SPEAKING
Discuss a scientific topic ......105
SPEAKING
Gather information about
occupations...........................129
GRAMMAR
The Past Perfect ..............72 / 79
GRAMMAR
Reporting verbs.......................97
Indirect questions .................103
GRAMMAR
Reporting verbs ....................121
Indirect questions .................127
TEST YOUR
KNOWLEDGE........................86
TEST YOUR
KNOWLEDGE .....................110
TEST YOUR
KNOWLEDGE .....................134
Plan of the book
5
IntRoDUCtIon
A message from the author
Global English has been developed and written taking
into account the patterns and activities most relevant
to the effective learning processes adequate for 12th
grade students.
What was most taken into consideration was how to
keep students’ interest in the contents of the book, i.e.
subjects and themes of special relevance and
attraction to young people of this age group. One of
the reiterative criticisms aimed at our youngsters is
their apparent lack of interest in contingent issues - we
firmly disagree with this idea. There is certain
disenchantment with the frivolity of the globalised
world, but time and time again the younger
generation has shown that they are interested in what
goes on around them.
That is why the units in the book have been developed
around key issues that have proved of certain interest
to our students. In other words, to quote M.B.
Tinzmann, B.F. Jones, T.F. Fennimore, J. Bakker, C. Fine,
and J. Pierce, 1990: “It is primarily through dialogue
and examining different perspectives that students
become knowledgeable, strategic, self-determined,
and empathetic. Moreover, involving students in real-
world tasks and linking new information to prior
knowledge requires effective communication and
collaboration among teachers, students, and others.
Indeed, it is through dialogue and interaction that
curriculum objectives come alive. Collaborative
learning affords students enormous advantages not
available from more traditional instruction because a
group - whether it be the whole class or a learning
group within the class - can accomplish meaningful
learning and solve problems better than any
individual can alone.”
The majority of the listening and reading texts have
been taken from authentic sources. Where this was not
feasible, they were specially written trying to make
them as real as possible.
Finally, the purpose of the book, apart from providing
learning contents, is to offer fun and diversion in the
sometimes dry and arduous knowledge acquisition
process. All our cartoons are original and the result of
many hours of thinking.
We hope that both students and teachers will enjoy
Global English and use it to its maximum extent.
The Author
6
IntroductIon
tHe stUDent’s BooK
Global English consists of six units
Unit 1: Love.
Unit 2: Literature and Films.
Unit 3: Technology.
Unit 4: Young Art.
Unit 5: Science.
Unit 6: In Business.
Each unit has been divided into two lessons of
gradually increasing complexity and level of
difficulty, both of them with before, while and after
reading or listening activities.
Each unit contains the following sections:
Introduction
There is an attractive, motivating photo that
illustrates the main topic of the unit and
accompanies the learning objectives of the unit,
also presented on the same page.
How ready are you for this unit?
Short activities that have a double purpose: to
motivate and create interest, and to evaluate how
much students already know about the contents to
be covered.
Reading
When students have a purpose for reading, they
can adopt different reading strategies to suit
different types of texts and different reasons for
reading. For example, students may need to skim
one type of text to identify the main points it
covers, but scan another text to locate specific
information.
The Before you Read activities motivate students to
read and encourage them to predict and anticipate
information. They are necessary for reading skills
development.
Making predictions is a core strategy for reading
comprehension. Proficient readers constantly
attempt to “read ahead” of an author - picking up
clues and predicting what might unfold. Predictions
are a category of inference; when we predict, we are
going beyond what is explicitly stated to anticipate
what, where, why, how, who, if. Developing
students’ abilities to make reasonable predictions
helps to sharpen their inferential thinking. Make
sure that you tell students that their various
predictions, though thoughtful and well-founded,
may still turn out to be incorrect.
The Reading tasks focus students’ attention, and
teach them to look for specific information, locate
clues and separate essential from non-essential
information.
The After you Read tasks connect the text with the
students’ own reality, give practice on specific
grammar points and provide opportunities for oral
and written expression.
Listening
The tasks to develop these skills in Global English
help students to learn strategies that will improve
their understanding of spoken messages.
The methodology adopts a three-phase approach
with before, while and after listening tasks, to
provide a setting, motivation and linguistic
preparation, as well as activate previous knowledge,
focus students’ attention on specific tasks and
reduce anxiety produced by unknown messages.
Writing and speaking
The development of these two skills is carefully
guided and always based on the content of a text,
making use of a variety of activities and strategies.
In each Reading lesson there is a section called
APPLICATION TASK – WRITING , in which students
are asked to develop a writing text imitating what
they have read in the lesson and following clear
steps and instructions. In the Listening lessons there
is an APPLICATION TASK – SPEAKING, where
students participate in a speaking activity imitating
models and following clear instructions.
Additionally, there are JUST FOR FUN activities to
stimulate student’s development and self-study
skills. An important component of this section is the
CHILEAN CONNECTION, which explicitly relates the
topic of the unit with the Chilean context. This part
of the book is “owned” by the students and the role
of the teacher is simply to guide and answer
questions but not to intervene, reward or punish for
exercises either done or not completed.
the Student’S book
7
The three following parts of the book respond to
Bloom’s Taxonomy of Cognitive Domain. Namely,
there is no complete learning process without
consolidation activities (CONSOLIDATION ACTIVITIES),
testing activities (TEST YOUR KNOWLEDGE) and selfevaluation activities (SELF-EVALUATION).
American v/s British English
Special boxes will show students differences
between American and British English both in
spelling and in pronunciation. Students are
frequently confused with the different spelling or
pronunciation and the idea of this explanation is to
show them that both ways are perfectly acceptable.
Make it clear to students that they can use either
way (spelling and pronunciation) but that they
must stick to one way only throughout their oral or
written production.
Did you know that …?
The aim of this section is to provide more information
on the main topic of the lesson and interest students
in finding more information on their own.
Throughout the book students and teachers will also
find website-based resources to expand their
knowledge of specific subjects. Exploitation of these
resources is important as self-study is already part of
many school improvement approaches and when
students realise their efforts are seen and recognised,
they usually become more committed to - and
interested in - improving their work.
Language Notes
They encourage students to identify characteristics
of a grammar point that has appeared in the
reading or listening texts, provide examples and
help students to deduce some general rules.
Learning tip
This is an additional tool we have provided to make
learning more accessible and contents easier to
understand. Learning tips can be done by students
on their own or you can analyse them with the
whole class.
@ Web sites
Web sites are suggested resources to gather
information on various topics or prepare for a
presentation. They provide a good opportunity for
the students’ independent work.
8
the Student’S book
Consolidation activities
They play an important role in the learning process.
These are just three of the reasons:
• they let both teachers and students find out
where they are still lacking;
• they help to correct errors and reinforce
strengths;
• they provide an attractive and entertaining
setting for the contents of the unit.
Formal evaluation - Test your Knowledge
This part of the book provides the teacher with the
necessary elements to formally evaluate the students’
learning process. There is a strong need not only for
the adequate marking of students’ acquired
knowledge but, most importantly, for determining
the shortfalls and stumbling blocks on the road to
consolidated knowledge. Therefore, the teacher
should not consider this part as exclusively the
rewarding / punishing tool for acquired / not acquired
knowledge, but rather as the basis for establishing
reinforcement procedures and techniques.
Minitest
In every lesson there is a short testing activity which
students must carry out within a time limit and for
which they must assign themselves points. The
teacher is strongly advised to encourage students
to analyse their performance, identify weaknesses
and strengths and consider steps to improve.
Self-evaluation
There is a final Self-evaluation section at the end of
each unit, divided into two parts. The first part helps
students to assign themselves marks in the final test
of the unit (TEST YOUR KNOWLEDGE). The second
part provides the students with feedback on how
much they have learned, putting them in a position
to make an assessment of their whole work. Learners,
by getting involved with evaluation, come face to
face with their learning problems and consciously try
to tackle them. Self-evaluation requires students to
be more aware of the changes they are experiencing,
motivates them to form a realistic and honest
perception of their own work and to try to take
responsible steps to solve their problems. Selfevaluation enables students to become independent
learners as well as independent thinkers.
BooK MetHoDoLoGY
Task-based learning
Global English helps students to develop language
and learning skills to carry out sequences of tasks.
These are some advantages of task-based learning.
• Increased motivation, as learners become
personally involved.
• All four skills, reading, writing, listening and
speaking, are integrated.
• Autonomous learning is promoted as learners
become more responsible for their own learning.
• There are learning outcomes, learners have an
end product.
• The tasks are authentic and therefore the
language input is more authentic.
• Interpersonal relations are developed through
working in pairs or groups.
• There is always a break from routine and the
chance to do something different.
Collaborative work
Students work in teams to explore real-world
problems and create presentations to share what
they have learned. This approach has many benefits
for students. These are some of them:
• deeper knowledge of subject matter;
• increased self-direction and motivation;
• improved research and problem-solving skills.
Additionally, it gives the teacher the grounds for
evaluating what students have learnt and how they
apply that knowledge to real-life situations, and an
excellent opportunity to observe the following
components of group / team dynamics:
• the ‘natural forces’ at play – who is the leader, who
lags behind, who needs encouragement or
“pulling back”;
• real group / team behaviour (cooperation,
respect, support, encouragement, responsibility);
• need for interventions to make the effect of those
dynamics more positive.
Working in groups develops several very important
skills, including collaboration, error correction and
respect for other people’s opinions. In addition to
completing the task at hand, you could ask students
to evaluate how well they worked as a group after
each group exercise using this simple instrument.
• Our Effectiveness as a Group
Evaluation scale: 1 – 2 – 3 – 4 – 5 – 6 – 7
Low
High
a. Members of the group felt free to state their real
opinions.
_______________
b. The group defined its task.
_______________
c. All members accepted responsibility for the
outcome.
_______________
d. All members of the group were productive.
_______________
e. All members of the group feel positive about the
work done.
_______________
f. All members were respectful at all times.
_______________
(Based on “Small-Group Discussion.” Raymond Stopper.
Xlibris, 2004, pp. 299-303)
Learner training
This concept has to do with developing students’
awareness of how they learn and how they develop
their learning strategies so that they become more
effective and independent learners. Teachers should
constantly encourage students to analyse their
learning process, making them think about their
learning, what problems they have and how they
could improve their performance so that they can
take the appropriate steps to optimise their learning.
Mixed ability
Global English caters for mixed-ability classes in a
variety of ways. The teacher needs to develop
techniques which allow students of all levels to
benefit from the lesson. Individual feedback is
advisable in any class, but in a mixed-ability class, this
attention to detail can increase student satisfaction.
The teacher should always try to make some mental,
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
suggestions on areas to work on. A few sentences
during general monitoring are better than nothing.
These details show that the teacher is aware of the
individual needs of students.
Additionally, each lesson in Global English offers at
least one activity that can be done by fast learners,
while the rest of the class is finishing a task.
Discussions
Any pair or group discussion is aimed at stimulating
free expression among students. The teacher
should avoid interrupting or correcting at that very
same moment, as it inhibits their free expression.
When correcting, avoid words such as wrong,
incorrect, or bad. Instead, use expressions such as
How about…? Why don’t you …?
Games
A teacher should bear in mind that games are
important while teaching a foreign language
because they are motivating and help students to
sustain the effort of learning. However, games are
the means and not the end - they are simply a way
of making learning more entertaining, so never
treat a game as time filler or something students
should do when you are stuck for ideas. Each game
should have a purpose, with teacher supervision
and sometimes prior preparation.
Learning styles
Research and teaching experience have shown that
students are better motivated and learn more when
their different intelligences and learning styles are
taken into account in the teaching and learning
process. As there are different personalities, there
are also different learning styles in a classroom.
• Visual learners. These students need to see things
in the class. For example, wall displays, posters,
realia, flash cards, graphic organisers, etc.
• Auditory learners. They learn better by listening to
audio recordings, DVDs and songs. They like
working in pairs and small groups.
• Kinesthetic learners. They learn through physical
activities, competitions, board games, role plays, etc.
10
book Methodology
• Tactile learners. They like board and card games,
demonstrations, projects, role plays, etc. Whilelistening / reading activities are motivating for
them. For example, students can be asked to fill in
a table while listening to a talk, or to label a
diagram while reading.
Global English has considered these important facts
and it comprises different kinds of activities to suit
the students’ needs in a class.
Vocabulary
The active vocabulary in each unit is the vocabulary
the students need to carry out the tasks. There is
development of students’ passive vocabulary
through a rich variety of lexis in the texts. There are
specific vocabulary sections and practice activities.
Students should be trained to develop effective
strategies for learning vocabulary and for keeping
clear vocabulary records. There should be
systematic use of a vocabulary column on one side
of the board in which any words or phrases that
crop up during the lesson can be recorded. At the
end, students can copy these, with an example,
picture or translation in their notebooks.
When especially difficult words appear in a text or
in an activity, their meaning is given in a glossary
section at the bottom of the page.
Grammar
Global English deals with grammar with the purpose
of making it more meaningful and useful for students.
Structures that are essential for the understanding of
oral or written texts are presented and practised in a
very controlled way. The learning of the structures is
not an aim in itself, but it is important for the reading
or listening comprehension task(s).
In order to activate students’ language awareness,
the course highlights some morphosyntactic
elements such as the following:
Cognates
Cognates are words in different languages related
to the same root, for example, education (English) educación (Spanish).
The different lessons in Global English provide
students with a question to help them notice and
recognise cognates. The teacher should encourage
students to find the cognates whenever they face a
new text.
False Cognates
Students might get confused because there are
several words in Spanish that are similar in English,
but have a different meaning.
Here are a few examples of false cognates:
• Actually = en realidad, not actualmente (at
present, currently).
• Embarrassed = avergonzado/a, not embarazada
(pregnant).
• Realise = darse cuenta, not realizar (carry out, fulfill).
• Approve = aprobar = agree with something, not
aprobar un examen (pass an exam).
• Lecture = conferencia = a talk about a topic, not
lectura (reading).
• Try = tratar de hacer algo, not tratarse de (be
about) or tratar con (deal with).
• Politics = la política, not los políticos (politicians)
• Library = biblioteca, not librería (bookstore)
• Familiar = estar familiarizado con, not familiar
(relative)
• Parents = padres, father and mother, not parientes
(relatives).
Collocations
When words are used together regularly, rules are
formed about their use not for grammatical
reasons, but because of the association. Black and
white appear in that order because of collocation;
the two words are always in that order and to put
them the other way around seems wrong.
Here are some common collocations in English with
a few examples.
• Verb + noun: throw a party / accept responsibility.
• Adjective + noun: square meal / grim
determination.
• Verb + adjective + noun: take vigorous exercise /
make steady progress.
• Adverb + verb: strongly suggest / barely see.
• Adverb + adjective: utterly amazed / completely
useless.
• Adverb + adjective + noun: totally unacceptable
behaviour.
• Adjective + preposition: guilty of / blamed for /
happy about.
• Noun + noun: pay packet / window frame.
Prefixes and suffixes
A word can consist of three parts: the root, a prefix,
and a suffix. The root is the part of the word that
contains the basic meaning, or definition of the
word. The prefix is a word element placed in front
of the root, which changes the word’s meaning or
makes a new word. A suffix is a word element
placed after the root, which changes the word’s
meaning as well as its function.
Prefix
preundisremisimbide-
Common Prefixes
Meaning
before
not
not
again
not
not
two
not
Example
preview
untidy
dishonest
reactivate
misunderstand
impossible
bicycle
decaffeinated
Suffixes
-er
-able
-ous
-ness
-ful
-ly or -y
-ment
Common Suffixes
Meaning
doer
able
full of
state of being
full of
like
state of
Example
teacher
imaginable
joyous
happiness
wonderful
heavenly
agreement
book Methodology
11
LeARnInG PRoGRess MAPs As sUPPoRt MAteRIAL FoR teACHInG11
What we have in common makes us human. Our
differences make us individuals. In a classroom where
there is very little or no differentiated teaching, only
the similarities among students seem to be the focus
of attention. In a differentiated class, the common
areas are acknowledged and exploited, and the
differences among students also become important
elements in the teaching – learning process.
Carol Ann Tomlinson 12
The Chilean Ministry of Education has presented
the community with a new curricular tool, the
Learning Progress Maps. It is possible that the
teachers may have a lot of information about them,
from different and probably more complete sources
than those provided here.
13.
This brief and concise document does not intend
to be exhaustive nor replace any of those sources. It
only wishes to present the Maps in a particularly
specific context, that of a very specific training in
evaluation for learning, as in that area they can be
very useful in the different steps of that training.
This is a brief introduction to the Maps that
considers the inclusion principle that guides them,
the way in which they are presented, an example
and some details to understand their pedagogical
and evaluative usefulness. Rather than theoretical
or conceptual details, special importance is given to
the elements that facilitate their use by teachers.
Introduction
The Learning Progress Maps have been developed
to show teachers, students and parents the way in
which learning progresses along school life, and
especially the expected direction for each of the
areas of the curriculum. They are neither a new
curriculum nor a curricular alternative; they are
based on the existing Curricular Framework. Their
objective is to describe the types of learning
promoted by the Fundamental Objectives and the
Obligatory Minimum Contents, and to indicate the
characteristics of their development from 5th Year of
Primary Education to 4th year of Secondary
Education. The Maps can be used in the day to day
classroom work to establish the students’ position,
their differences and their learning needs. Once this
reflection and awareness task is done, it is possible
to design a variety of teaching strategies to cater for
the students’ needs.
Learning progression and diversity
Children’s learning – as shown every day in the
teaching process - shows progressive development
as they move up from one level to the next. Older
students generally know more about a subject and
show more complex cognitive abilities than younger
students; when comparing abilities and knowledge
of a 4th Year of Secondary Education with those of a
student in 1st Year of primary education, it can easily
be noticed that the former is much more competent
than the latter in all the learning areas. Between
these two students, who represent the extreme
levels of achievement during the school cycle, it is
possible to distinguish several intermediate stages.
On the other hand, children in a particular level
make use of different abilities to understand the
same topic, and have different ways to explain what
they understand. There is progression not only from
one level to the next; it is normal that in the same
class the students are at different levels and show
different degrees of understanding and
achievement of the required abilities.
However, not all students progress in the expected
direction. Inadequate attention to differences can
produce delay in the students’ learning. This delay, in
turn, has a cumulative effect; it tends to increase in
the upper levels, and when this happens, its effects
are more difficult to revert. Therefore, it is important
to know the state of students’ learning very well.
The Learning Progress Maps are a support
instrument to diagnose achievement and differences
among students to help them to move on in their
school work according to the expected outcomes
promoted by the national curriculum; they offer
common criteria and language to observe learning.
11 Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007.
12 Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paidós, Madrid, 2005.
13 The full Maps are published in the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.
12
learnIng ProgreSS MaPS aS SuPPort MaterIal for teachIng
Evaluation for Learning in Practice
It is important to distinguish Evaluation for Learning
as a particular model that is different from the
traditional interpretations of evaluation. Here is a
summary of its main characteristics.
In this conception, evaluation:
• is considered an intrinsic part of teaching and
learning.
• requires that teachers share with their students
the learning achievements expected from them.
• helps students to know and identify the standards
they must reach.
• involves students in their own evaluation.
• provides feedback that tells students what they have
to do, step by step, to improve their performance.
• assumes that every student can improve his / her
performance.
• involves both teachers and students in the
analysis of and reflection on the data provided by
the evaluation.
This model contrasts with the type of evaluation that,
in practice, means adding evaluation procedures or
tests at the end of the programmed units of work.
These procedures or tests are separable and
independent from the teaching of the unit. The
“feedback” is to get a mark. Although, according to
this model, evaluation is a teachers’ issue (the State,
for example, does not get involved), it tends to have
a summative rather than formative objective.
However, the term “formative” can have several
interpretations; very often it only means that
evaluation is frequent in a period of time and has
been planned together with the teaching. In this
sense, formative evaluation does not necessarily
consider all the features identified as characteristic
of Evaluation for Learning. Evaluation can be
formative because it helps the teacher to identify
areas where more explanation or training are
needed. From the point of view of the students,
their final mark and the comments written on the
margins of their work, although they may signal
their weak and strong points, they do not give them
clues as to how to progress towards the
achievement of more and better learning.
The concept of learning underlying this model is
another distinctive feature. Today’s approach to
learning suggests that, eventually, it is the students
themselves who are responsible for their own
learning (nobody can learn for them).
Consequently, Evaluation for Learning must
necessarily involve the students in the evaluation
process so as to provide information on their
performance and guide their efforts to improve. An
important part of this information is the feedback
the teacher gives the students, but another part
must be the result of the direct participation of the
students in this process through self-evaluation. In
the context of promoting life-time learning, it is
more and more important to develop in the
students the capacity to know how much they have
learnt and the ability to guide and manage their
own learning.
So, what actually happens in the classroom when
evaluation is used to improve learning?
To begin with the more obvious aspects, the
teachers are involved in the collection of information
about their students’ learning and motivate them to
revise their work critically and constructively.
The methods to obtain information about the learning
are well known. These are the most frequently used:
• to observe the students and listen to them when
they reason and describe their work;
• to ask students open questions, inviting them to
explore their ideas and reasoning;
• to propose ideas that require students to use
certain abilities or to apply ideas;
• to ask students to communicate their ideas not only
in writing, but also through drawings, artifacts,
actions, dramatisations and concept maps;
• to discuss key words and analyse how they must
be used.
Of course, teachers can collect this information
through the methods identified above, and then
use it to improve learning. The use of this
information requires that teachers and students
make decisions and act; they must decide on the
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next steps in the learning process and help
students to get started. It is of the utmost
importance to remember that it is the students who
must do the walking; consequently, the students
who are more involved in the process will better
understand how to extend and improve their
learning. A plan that involves the students in the
judgement of their own work – instead of being
passive to face the judgement of teachers – has
higher probabilities of raising the learning and
achievement standards.
This is a different conception of “feedback”. The
“food” the teacher offers is a portrait of the
objective to reach, of the standard or goal towards
which the student must aim and which, in this way,
constitutes a point of comparison for his / her work.
The role of the teacher – and what constitutes the
core of teaching – is to provide the students with
the skills and strategies required to take the steps
they need to improve their own learning.
Key Principles of Evaluation for Learning
Evaluation is a process that allows the recollection
of evidence on the learning achieved by the
students at a given moment. The object of the
evaluation is the work produced by the student,
never the student.
• The key dimensions of learning from the point of
view of the learning area and the learning level of
the students constitute the criteria used for the
evaluation of learning.
• The criteria must be shared with the students so
that they know and understand them, and so that
they direct their work accordingly.
• Self-evaluation and peer-evaluation must be
done using pre-established criteria. If this does
not happen, their validity will be questionable,
because different individuals naturally evaluate
according to their own personal criteria.
• It must be remembered that evaluation
necessarily involves value judgements. This
happens when a teacher assigns a numerical
qualification to a student’s test, and also when
concepts are used, for example “poor” or
“excellent” to indicate a student’s level of
achievement at a certain moment.
• The teacher must take responsibility for the
evaluation instruments he / she develops and
uses with the students; this means that he / she
must make sure that they really let him / her
collect information about the learning outcomes
defined in the pre-established evaluation criteria.
What Learning Progress Maps are and what they are not
What MPAs are
They are materials for each area of the curriculum that describe the
usual road followed by students in their learning. They assume that
progress is the result of maturity and exposure to learning
opportunities in specific stages of school life.
They express knowledge and abilities, that is to say, the
competences that students typically reach at certain moments of
their school life.
They indicate what we value as learning goals and the sequence in
which they are achieved; they provide a framework to monitor
progress and communicate results.
They are presented as concrete descriptions of learning and offer
examples of possible achievements in each level.
They provide a guiding framework for teaching; they let users
elaborate evaluation tasks that will indicate the level of each
student, and organise teaching strategies accordingly.
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What MPAs are not
They do not state that learning is linear (a sum of specific learnings)
nor do they propose an exact description of the learning progress
that all students experience.
They are not an expression of all the knowledge and abilities the
students can achieve in a specific level.
They are not a new curriculum and they do not assume that all the
students in the same class should be in the same level of learning.
They are not checklists for test correction.
They are not an instrument to classify students and they do not
support a specific teaching model to achieve learning.
How many MPAs have been prepared?
Each area of the curriculum has sub-divisions that
represent topics or abilities that must be developed
during school life. A Map has been designed for
each of them.
English
Our country’s active participation in different areas
of the international sphere, together with the
changes produced by globalisation, make the
learning of English essential to successfully face the
demands of society in the 21st century.
Learning English is a challenging and attractive
activity at any age, but particularly for young
people who see it as a tool to access information
and technology and as a means of communication
with other realities and cultures. Learning English,
or any other foreign language, contributes to the
understanding of the mother tongue, and at the
same time it widens the opportunities to access
information in other areas of study.
Presentation of the Maps
The Maps are organised in seven levels that cover
students’ learning life from 1st Year of Primary Education
to 4th Year of Secondary Education. Each level describes
the expected learning outcome for two school years.
For example, level 1 corresponds approximately to 1st
and 2nd Year of Primary Education, level 2 to the next two
years, and so on. The last level (7) describes a student
whose outcome when finishing school is “outstanding”.
All this information and the complete maps can be
found in the web site of the Unidad de Currículum y
Evaluación, www.curriculum-mineduc.cl.
Relevant aspects of the Reading Map
In concordance with the curricular emphasis aimed
at the development of the abilities and the use of
language with the purpose of acquiring information
and gaining access to other cultures and
technological advances, grammar is not the focus of
attention of the Reading Map. Its role as facilitator
of understanding and communication is
acknowledged, but the role of grammar will
become more evident in the Writing Map.
The Reading Map emphasises the importance of
working with authentic texts as early as possible;
their degree of complexity increases as students
move from one level to the next. By the end of their
secondary school education students should be
able to read authentic texts of intermediate
complexity, which implies beginning their learning
using simple authentic texts.
The Reading Map does not reject the use of the
mother tongue as a resource to monitor learning
when the situation requires that the students show
evidence of comprehension and interpretation rather
than oral production. It is a well-known fact that
students of a foreign language can understand much
more than they can express orally or in writing. For
this reason, the answers to the tasks presented as
examples in the Map are in Spanish. This does not
mean that the students are not allowed to express
comprehension in English or that there is an
intention to work these abilities separately.
In the following pages you will find an excerpt of
the Reading Progress Map. It begins with a
synthetic presentation of all the levels. Then, each
level is presented in detail, with its description and
some examples of performance that illustrate how
that level of learning can be recognised.
Reading Progress Map
The aim of the English curriculum is to get students
to use and apply the language in different tasks that
imply they can understand oral and written texts,
and solve simple communicative situations orally or
in writing. From this point of view, four English
Learning Maps have been designed, around the
following linguistic abilities:
• Reading
• Listening
• Written Expression
• Oral Expression
The Maps of English have been designed using the
international standards of the Common European
Framework (CEF) for teaching, learning and
evaluating languages, and those of the Association
of Language Testers of Europe (ALTE). CEF level A2
15
and ALTE 1 (Waystage User) are associated to level
4, which describes the expected learning achieved
by the majority of the students by the end of 8th
Year of Primary Education; level B1 and ALTE 2
(Threshold user) are associated to level 6, which
describes the expected learning achieved by the
majority of students by the end of 4th Year of
Secondary Education.
b. Reading abilities. This dimension includes the
students’ capacity to extract specific information,
to infer information and to show global
comprehension of what they have read. The Map
describes how these reading abilities become
more complex from one level to the next, also in
relationship with the increasing complexity of
the texts read.
To describe progress in reading comprehension, the
Reading Map is organised around two dimensions:
In the light of these dimensions, the Map describes
a student’s reading comprehension progress, from
the ability to identify some highlighted information,
to make simple inferences and state the main topic
of a very short, simple text (in level 3), to end up
being able to reach a higher level of inference and a
deeper understanding of linguistically and
conceptually more complex texts (level 6).
a. Text-types. In this dimension the progression is
given by the complexity of the topics the students
read about and the complexity of the language
used in the texts. There is progression from concrete
to abstract topics, and from language expressed in
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
(Outstanding) the main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are
related to personal interest topics.
Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view,
Level 6
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 different
Level 4
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?
Examples of performance.
When a student has reached this level, he / she can
do the following activities:
• compare information to identify relevant data in
the text;
• identify in the text words or sentences that reflect
an opinion or an attitude;
• identify and organise the main ideas to state the
main meaning;
• contrast information from the text to identify
opinions and messages that are not obvious;
• identify words and expressions that provide
coherence to the text;
• identify words that can have different meanings
according to the context (polisemia);
• identify a variety of terms for the same concept.
For example: big, huge, enormous.
Written Expression Progress Map
The Written Expression Progress Maps describe the
development of skills and knowledge the students
display when they write in English. This activity is
understood as the students’ competence to solve, in
writing, simple communicative situations which are
personally relevant and have clearly defined
purposes.
According to the curricular framework, writing in
English is a process that begins in 5° Year of primary
Education, when the students have already
developed this competence in their mother
tongue. Therefore, in this process of expressing
themselves in English in writing, the students
transfer to this new domain what they learnt during
their literacy process in Spanish. Writing in another
language is a complex and slow progressive
construction process that is developed along an
extended period of time. In this Map, the progress
of this competence is described considering two
dimensions: the types of texts the students can
write, and the mastery of the foreign language the
students display when writing texts.
a. Types of texts. It refers to the students’ capacity
to write a variety of texts of increasing
complexity in terms of topic and purpose. The
topics grow from very concrete and close in the
lower levels to less concrete and more varied
topics in the higher levels of the Map.
This is what the purposes consider:
• give instructions or indications. For example, a
message or the steps to carry out a task;
• describe. For example, people, objects and places;
• narrate. For example, daily situations and special
events.
These purposes are expressed in texts of highly
practical use, for example, messages, postcards,
recipes, faxes, e-mails, personals letters, business
letters or letters for educational purposes, a short
curriculum vitae, a composition.
b. Mastery of the language. It considers the
following skills:
• communicate, in writing, increasingly more
complex information, which goes from the
inclusion of general information to the ability to
incorporate details and complementary information;
• use formal aspects of the language. This means to
show increasing mastery of:
- the thematic vocabulary in terms of quantity
and pertinence;
- the morpho-syntactic elements needed for
communication.
Progress in the use of morpho-syntactic elements is
described from the students’ capacity to write very
simple texts using chunks of language, and the
writing of texts with very simple grammatical
structures that include the verb forms first learnt by
students. As from level 5 the students use simple
structures that include some sequence markers and
the combination of some verb tenses. In level 6, the
students can incorporate grammatical 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.
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Here is part of a presentation of the Written
Expression Progress Maps, with a brief presentation
of all the levels, and then a detailed presentation of
each level, with its description and some examples
of performance that illustrate how this level of
learning can be recognised.
Level 7
Outstanding
Level 6
Level 5
Level 4
Level 3
Level 6
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All this information and the complete maps can be
found in the web site of the Unidad de Currículum y
Evaluación, www.curriculum-mineduc.cl.
Writes texts related to familiar or personal interest topics, with narrative, descriptive and instructive purposes. Organises
sentences around a specific topic, incorporating complementary information. Uses simple and complex grammatical
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
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.
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
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
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:
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.
tHe InteRnet In tHe LAnGUAGe CLAssRooM
Nowadays, in the era of the information revolution
and the widespread use of the Internet in almost all
spheres of life, it seems that using computer
technology in the teaching process is more and
more accepted and widespread.
The Internet can serve as a teaching medium, a rich
resource of materials of any kind (texts, pictures,
sounds, music and films), and teachers may use
these as a basis for their lessons instead of texts
from the course book only. In this way, Internetassisted lessons may supplement teaching by
adding an additional dimension to the classroom.
Students can use Web resources to gather
information on various topics or prepare to present
a project.
The Internet gives great possibilities for students’
individual work, allowing them to work at their own
pace, on the materials they choose themselves,
giving them variety and choice and offering an
attractive and interactive learning environment.
This is largely achieved by the use of
communication tools such as e-mail, chat or
discussion groups. Due to these widely accessible
and inexpensive tools, any student can
communicate with people from different parts of
the world.
How useful is the Internet in the classroom?
• Students do online reading, listening, writing or
speaking activities and thus improve their skills.
• Students encounter grammatical structures in real
contexts.
• The potential of communication tools may be
exploited through e-mail, chat, discussion groups,
videoconferencing; activities demanding
collaboration can be developed.
• Internet-assisted instruction fosters learner
independence.
• Individual students find partners and can write
e-mail letters to them.
• Collaborative work between schools can be
developed.
How does the Internet help the teacher?
• Teachers can gather information about different
and varied topics: facts, figures, and formulas;
book reviews; historical archives; authors;
collaborative projects; lesson plans.
• E-mails, for example, can serve the goals of the
teacher reinforcing structures and lexis, enlarging
students’ knowledge of the world and practising
the conventions of writing.
• Teachers can easily find opportunities for
professional development through up-to-date
resources and seminars.
How can we collect and analyse information?
The use of the Internet allows students to practise
and develop Web searching techniques, as well as
analyse and critically evaluate online sources. It is
important to make sure that students not only
search for and find required information, but also
understand the materials and use their own words
to paraphrase the websites. In this way, students
need to use all their learning skills and favourite
techniques to collect, organise and present the
information found on the Web. Web searches help
students to develop analysis and synthesis skills, as
well as stimulate them to think critically.
Students should be taught how to evaluate sources
and discriminate between good and bad ones, and
they should be given constant guidance so that they
are not overwhelmed by a multitude of resources.
How can we develop Internet-safe lessons?
• Never start lessons by having students use search
engines on their own.
• Ask students to find very specific information, not
just surf.
• Always ask students to write down the URLs of the
sites they use for reports in a bibliographical format.
• Do not send the entire class to the same site at
the same time.
• When possible, try to preview sites before
students visit them.
• URLs of web sites change all the time, so try the
links yourself first.
the Internet In the language claSSrooM
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Hypertext
HYPERTEXT: digital resources and activities
This is a set of multimedia resources developed
from the printed text.
It roughly follows the same structure as the printed
text, with the same contents, but pays more
attention to the while-reading and listening
activities, providing opportunities for practising
pronunciation, speaking and writing as well.
It includes a variety of elements that allow the
students and / or the teachers to make use of the
resources, following a dynamic reading that
combines static and moving images, music and
sound. It strongly encourages students’
autonomous work and gives them access to
different spheres of learning.
The activities have the following characteristics:
• they complement the contents and activities in
the printed text and have a clear didactic purpose;
• they can be used for further practice, and also
with evaluation purposes (there are diagnostic
and final tests per unit);
• they develop the same contents and expected
learning, but in different contexts;
• 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 the student 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.
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the Internet In the language claSSrooM
Websites made available to students and
teachers:
http://www.link2english.com
(Mary Glasgow Magazines)
http://www.onestopenglish.com
(MacMillan\Heinemann)
http://www.holidays.net
(a website devoted to information about various
celebrations and religious holidays)
http://www.geocities.com
(pages with information about various countries)
http://www.members.tripod.com/~towerofenglish
http://esl.about.com
(part of the About.com portal, devoted to ESL
problems and activities)
http://www.eslcafe.com
http://www.longman-elt.com
(Pearson Education)
http://www.enciclopediasm.com/youandinternet.asp
Some advice on how to use the Internet with your
students (Spanish)
http://www.cln.org/int_projects.html
The sites here will aid teachers who are looking for
Internet projects for their classes
CLAssRooM MAnAGeMent
Classroom management has to do with methods
used by the teacher in order to establish
harmonious class organisation and discipline. The
following components play an important role in the
achievement of these goals.
The teacher
A classroom where learning takes place is a
pleasant environment; the teacher is enthusiastic
and active and encourages student participation.
In most cases the teacher is the only direct contact
the students have with English. It is therefore
important that she / he tries to communicate with
the students in English as much and as often as
possible. Some students may not be used to this,
and teachers should explain, in Spanish, that they
may find it difficult to understand at first, but it will
gradually get easier. Teachers can also use gestures
or mime to help understanding.
Instructions for activities should be given as clearly
and as simply as possible, through demonstration
and examples. If it is clear that many students have
not understood, the teacher can ask a stronger
student to translate for the class.
The students
Teenage students are going through a difficult
process of development in their lives, so the teacher
might face discipline problems, disruptive
behaviour, or unwillingness on the students’ part to
do the different tasks they are assigned. The topics
in Global English have been carefully selected since
it is known that the choice of an appealing content
for adolescents has an essential influence over
success or failure.
The responsibility for building a positive learning
atmosphere lies not only in the good relationship
the teacher and her / his students develop, but also
in the one the students have among themselves.
Global English helps the teacher in this task through
a number of carefully designed exercises, very clear
tasks, and opportunities for the students to check
and evaluate their own work.
Discipline
One of the reasons for bad discipline is usually a
student’s inability to cope with the tasks. The noisiest
students will demonstrate their frustration by means
of loud outbursts and disruptive behaviour, while the
rest of the class may remain passive.
To avoid discipline problems, these preventative
strategies are suggested.
• Careful planning. When a class is carefully planned
students realise there is a feeling of purpose which
keeps their attention on the task in hand.
• Clear instructions. Instructions in a class are crucial.
They must be given very clearly and assertively so
that students know exactly what to do.
The English class
The main objective of the English class in Global
English is the development of the four skills: reading
comprehension, listening comprehension, oral
production and written production; however, the
teacher may allow students to use Spanish to show
understanding of some of the reading and listening
texts. Students must be encouraged to use English
whenever possible, and the teacher must provide
patterns and clear examples for them to follow.
Large classes
Large mixed-ability classes have to be faced every
day by teachers, who instinctively feel that they
could do a better job in a smaller class. Grouping is
one technique that has been used to reduce the
negative effects of large classes.
When the class is divided into smaller units, many
learning activities can be undertaken that would
not otherwise be feasible in a large class,
particularly those of a communicative nature.
All this implies a different role for the teacher. The
teacher must not become less active in the
classroom, but rather less the centre of activity. A
teacher who is monitoring, encouraging, and
participating in different classroom groups will be
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.
claSSrooM ManageMent
21
By re-organising the classroom to allow more
opportunities for communicative interactions and
activities, students will be in a better position to
acquire the foreign language.
Pairwork and groupwork
As stated before, one of the ways of giving students
the time they require to practise the language in
the classroom is by dividing the class into groups or
pairs. Grouping helps teachers to individualise or
match their teaching to individual learners. In
implementing grouping, several aspects should be
taken into account, such as the teaching context,
the teaching content and the individual learner.
Grouping provides opportunities for peer
interpretation and sharing of experiences and insights.
It may also help a teacher to accommodate learner
differences by varying student roles and varying the
types of student involvement. Thus, teachers should
think of grouping as a way to appreciate all the unique
individuals that they may find in a classroom.
Teachers must bear in mind that this type of work
encourages students to share their skills and
knowledge, and learn from each other. It also
increases students’ involvement and active
participation, and develops positive attitudes. It is
important to share with the students the importance
of these activities, which will give them an
opportunity to learn the social and communicative
skills required to work with other people.
The teacher should take an active role in group and
pair formation, so that the students do not always
work with the same people, to take full advantage
of the variety of learning styles and abilities.
Besides, students should assume different roles
each time (coordinator, secretary, researcher,
presenter, artist, etc).
Some basic teaching reminders
• Teachers should prepare the lesson beforehand
given that thorough prior preparation allows
them to develop some useful ideas. It is their
chance to make the class entertaining and to
involve students in the learning process.
22
• An important part of making a class interesting
and lively is through directly engaging the
students by name and on a personal level and
also sharing personal experiences with them.
• Start every lesson in a way that focuses everyone’s
attention. This creates expectation and prepares
students for what is to come. For example, with
books closed, write the topic of the lesson on the
board and ask some questions about it, show a
poster / picture related to the lesson, ask who can
remember what they did the previous class, etc.
• Students should not open their books until
everyone is paying attention.
• End an activity before students get bored with it.
Equally, do not hurry the students or end the
activity too soon if they are obviously enjoying it.
• Ask students their opinion.
• Do not assume that if one student says they
understand, everyone else does.
• Ask (elicit) rather than tell. Students get bored of
listening to the teacher explaining. Someone in
the class will probably know the answer.
• Do not ask students to explain difficult things,
such as definitions of words in English.
• Do not interrupt students during pair / group
speaking activities to correct their English. It is
better to note the main, common mistakes, put
them on the board and correct them with the
class at the end of the activity.
• Do not insist on 100% accuracy all the time.
Mistakes are a normal part of the learning
process, and a valuable source of information for
the teacher.
• Give praise and encouragement, especially to the
weaker students. Write positive comments on
their work. Let them know what they are doing
well, as well as what they need to improve.
• Remember that you are the main motivator in the
classroom!
• Make use of alternative assessment and
evaluation strategies, for example:
- Make use of recordings of formal and informal
oral language experiences (May I go to the
bathroom; Excuse me… How do you say …?, etc.)
-
-
-
and then assess these according to predetermined criteria which are based upon
student needs and curriculum objectives.
Use checklists as concise methods of collecting
information, and rating scales or rubrics to
assess student achievement.
Interview students to determine what they
believe they do well or areas in which they need
to improve.
Have students keep portfolios of their writing
tasks, and language abilities checklists and records.
Keep records of students’ reading and writing
activities and experiences.
- Have students write in journals.
- Share with students during the writing and
reading processes, and observe them during
peer activities.
- Involve students in developing some or all of
the evaluation criteria whenever it will be
beneficial to do so.
(From: Assessment and Evaluation by Spandel & Stiggins, 1990 and
Stiggins, R. (1995). Creating sound classroom assessments. (Available
from Assessment Training Institute, 503 W. 2nd Avenue, Suite 300,
Portland, OR 97204, http://www.assessmentist.com/products.html)
• Teachers are advised to consider this diagram
when planning the use of resources throughout
the book.
Gestures,
signs, picturesque
language
Pictures,
videos, posters,
slides
Written
symbols and notes
Colourful and
attractive extra
material
Flow charts,
diagrams, rubrics,
graphs
Markers,
stickers, coloured
paper
The visible
teacher uses:
23
tHe teACHeR’s BooK
This component includes:
• An introduction with a description of the course
and the course components, the methodology
used and suggestions for classroom
management.
• Background notes for the teacher related to the
information content of the different texts.
• Detailed teaching notes for every unit.
• Answers for all the tasks in the Student's Book and
for all the tests.
• The transcription of the recording.
• One additional photocopiable test per unit.
avoid interrupting students when they are doing
oral communication activities; make notes of the
common mistakes and then correct with the whole
class at the end of the activity.
Choice of tasks
The book includes a great number of varied
activities. The teacher should choose the ones
which are more appropriate for his / her group,
depending on their general level. The important
thing for the teacher to bear in mind is the final
objective of each unit, and how the different
students are advancing towards it.
Classroom language
The teacher's book offers a selection of useful
language that the teacher can use in different
situations, with different purposes with the
students. Some of them provide examples for
students to imitate and others are expressions the
teacher can use and students need to identify and
recognise. All of them are recorded in the first nine
tracks of the CD.
CD
The CD includes all the material for the listening
tasks, including Pronunciation, Listening and
Listening test material. We have included a variety
of accents: British, American, Canadian, Irish,
Scottish, Indian, Chilean, French, Russian, among
others, to expose students to different ways of
speaking English.
There are activities for fast learners - exercises for
those students that have started to become
independent users of Global English, and have
developed the capacity to work quicker and on
their own. The teacher's role here is to offer more
instances to those students who instinctively feel
the need to actively apply the language they have
been practising during the lesson. The teacher does
not need to correct or become involved unless
students directly appeal to him / her to do so.
Idiomatic expressions
When idiomatic expressions appear in the texts or
in the activities, they are explained, defined and an
example is given. Idioms or idiomatic expressions
are those that cannot be immediately understood
by analysing the literal meaning of their
components; literal translation will sound odd. This
section will help teachers to include them naturally
in different exercises.
There are ADDITIONAL ACTIVITIES which the
teacher can use if there is enough time or if the
students require further practice, and OPTIONAL
ACTIVITIES, which generally offer a break from the
routine, a moment to relax or have a bit of fun while
practising the language.
Bibliography
Both the Teacher's Book and the Student's Book
offer suggestions of materials that can be used for
reference. Some of these materials can be found in
the Centro de Recursos de Aprendizaje (CRA) in each
school.
Information and extra practice is suggested when
there is a chance that students will make a mistake,
in grammar, vocabulary or pronunciation.
Remember that the teacher must be very careful as
to when and how to correct errors; for example
24
the teacher’S book
Thematic bibliography
List of books where the teacher can find further
information on the contents of the book, organised
by skill: reading, listening, speaking and writing.
CLAssRooM LAnGUAGe
Greetings 1
• Good morning. / Good afternoon. / Hello. / Hi.
• Good bye. / See you tomorrow. / See you later.
• Have a nice weekend. / Enjoy your holiday.
Moods and feelings 2
A: How are you today?
B: I’m fine. / I’m great. / OK. / Very well, thank you. /
I’m not very well. / I have a problem. / I’m feeling
down. / I’m sad.
Asking for clarification 3
• Can you repeat that, please?
• Can you say that again, please?
• Sorry? I’m afraid I didn’t understand.
• Can you help me with this exercise, please?
Encouragement 4
• Well done! / Good! / Excellent! / Good work! /
Congratulations!
• Do it more carefully. / Say it again. / Try to correct
that, please.
• Not too bad. / You’ll do better next time. / Keep
trying!
The date 5
A: What day is it today?
B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s
Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday.
A: What’s the date today?
B: It’s (Monday) March 9th. / It’s (Monday) 9th March.
The weather 6
A: What’s the weather like today?
B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s
nice and warm. / It’s nice and cool. / It’s raining. /
It’s snowing.
The time 7
A: What’s the time? / What time is it?
B: It’s one o’clock. / It’s two o’clock. / It’s three
o’clock. / It’s ten o’clock. / It’s twelve o’clock.
B: It’s quarter past nine. / It’s half past ten. / It’s five
past eleven. / It’s ten past twelve. / It’s twenty
past one. / It’s twenty five past two.
B: It’s quarter to eight. / It’s twenty five to nine. / It’s
twenty to ten. / It’s ten to three. / It’s five to four.
Some commands and instructions
• Answer the questions.
• Be quiet.
• Check your answers.
• Check your predictions.
• Close the door.
• Come to the board.
• Compare your
answers.
• Complete the
paragraph.
• Copy the instructions.
• Discuss the ideas in
your group.
• Do Exercise 1.
• Do not write in your
book.
• Fill in the blanks.
• Find examples in the
text.
• Find the cognates in
the text.
• Listen to the recording.
• Look at the pictures.
8
• Look up these words in
the dictionary.
• Make a list.
• Make some notes.
• Match the pictures.
• Name three activities.
• Open your books.
• Pay attention, please.
• Put the pictures in
order.
• Read the instructions.
• Select the correct
answer.
• Silence, please.
• Sit down.
• Stand up.
• Talk to your partner.
• That’s all for today,
thank you.
• Work in groups of four.
• Work with your
partner.
• Write the sentences.
Turn taking and permission 9
• Can I talk to you after the class?
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
Unit 1. LOVE
Topics: Love and personal
feelings
Pages: 6 - 25
Time: 18 hours
Expected Learning
Students show general and specific
comprehension of different types of
reading and listening texts.
Students complete texts using key
vocabulary, intensifiers and the modal
verb might.
Students write a love letter.
Students imitate spoken models and role
play dialogues.
Students share own experiences.
Unit 2. LITERATURE AND
FILMS
Topics: Books and films
Pages: 26 - 45
Time: 18 hours
Students use – ing forms and gerunds to
write descriptions and complete
sentences.
Students write a film review.
Students imitate a spoken model and role
play dialogues.
Students present an interview.
26
SuggeSted year PlannIng
Activities
5. 6. 7. 8. 9. page 9
4. 5. 6. 7. 8. Track 12, page 15
Resources
Diagrams
Charts
Pictures
10. 12. page 12; 10. page 16;
9. page 15
15. page 13
14. Track 10, page 13; 2.
Track 11, page 14; 12.
Track 13, page 17
14. page 17
5. 6. 7. 8. 9. page 29
6. 7. 8. 9. Track 18, page 35
13. page 33
12. page 36
15. page 37
14. page 33
11. Track 16, page 32
16. page 37
Diagrams
Pictures
Charts
Indicators of Evaluation
Activities
How ready are you for this unit?: Students activate their previous knowledge of the topic
and related vocabulary to establish a starting point.
Minitest: Students do a short testing activity within a time limit, assign themselves points
and analyse their performance.
Test your Knowledge
• Reading: Students identify type of letter. Students find specific information. Students locate
and match information.
• Listening: Students identify type of programme. Students find general information. Students
discriminate between correct and incorrect information.
• Language: Students use intensifiers and the modal verb might.
• Writing: Students complete a letter.
• Speaking: Students role play a dialogue expressing suggestions.
Self Evaluation: Students analyse their performace in the whole unit.
Extra Test (Teacher’s book)
• Reading: Students find specific information and transfer it to a chart. Students find
synonymous words and expressions.
• Listening: Students discriminate between correct and incorrect information / Students
identify speakers.
• Language: Students use intensifiers and the modal verb might.
• Writing: Students write a love letter.
• Speaking: Students express their opinions on given topics.
Test your Knowledge
• Reading: Students identify writer’s view. Students match information. Students find specific
information.
• Listening: Students discriminate between correct and incorrect information. Students identify
speakers.
• Language: Students use gerunds. Students identify gerunds and present participles.
• Writing: Students write a film or a book review.
• Speaking: Students role play a dialogue expressing opinions.
• Reading: Students locate information. Students match information. Students identify writer’s
opinion.
• Listening: Students discriminate between correct and incorrect information. Students find
specific information.
• Language: Students use gerunds. Students identify gerunds and present participles.
• Writing: Students write a review.
• Speaking: Students talk about their likes and dislikes in films.
Page
1. 2. 3.
7
13
13
13
17
1.2.3.
22
4. 5. 6. Track 14
23
7.8.
10.
9.
Quiz
(Teacher’s book)
1. 2.
23
24
24
25
(Teacher’s book)
48
3. 4. Track 15
48
5. 6.
8.
7.
1. 2. 3.
48
48
48
27
13.
15.
33
37
1. 2. 3.
43
6. 7. Track 20
43
4. 5.
9.
8
Quiz
(Teacher’s book)
1. 2. 3.
4. 5. 6. Track 21
43
44
44
45
(Teacher’s book)
67
68
68
7. 8.
10.
9.
68
68
68
27
Unit
Unit 3: TECHNOLOGY
Topics: Green technology and
conservation of our
environment
Pages: 46 - 65
Time: 18 hours
Unit 4: YOUNG ART
Topics: Expressions of young
art, music, painting.
Pages: 66 - 89
Time: 18 hours
Expected Learning
Students write sentences using the
Subjunctive.
Students write a brochure on a new
technology.
Students talk about inventions.
Students role play a conversation.
Students discuss issues related to
technology.
5. 6. 7. 8. page 48
9. 10. 11. page 49
6. 7. 8. 9. Track 24, page 55
14. page 52
Students find or infer specific information
in different types of reading and listening
texts.
6. 7. 8. 9. 10. page 69
5. 6. 7. Track 30, page 77
8. 9. 10. Track 30, page 78
Students complete sentences.
12. page 73, 14. page 74
14. page 80
18. page 75
Students write an article on the history of
a painting style.
Students play a game.
Students role play dialogues.
Students discuss art forms.
28
Activities
Resources
Illustrations
Pictures
Charts
16. page 53
17. 18. page 57
13. page 73
17. 18. page 81
Pictures
Illustrations
Time lines
Diagrams
Activities
Page
Test your Knowledge:
• Reading: Students summarise information. Students match information. Students
discriminate between correct and incorrect information. Students find specific information.
• Listening: Students find general information. Students discriminate between correct and
incorrect information. Students find specific information.
• Language: Students rewrite and complete sentences. Students use linking words.
• Writing: Students summarise a text.
• Speaking: Students role play introductions.
• Reading: Students identify type of text. Students discriminate between correct and incorrect
information.Students find specific information.
• Listening: Students identify purpose of text. Students discriminate between correct and
incorrect information. Students find specific information.
• Language: Students use linking expressions. Students rewrite sentences.
• Writing: Students write a leaflet.
• Speaking: Students discuss an issue and give recommendations.
1. 2. 3.
47
15
15
53
57
1. 2. 3 .4.
63
5. 6. 7. 8. Track 26.
63
9. 10. 11.
13.
12.
Quiz
(Teacher’s book)
1. 2. 3.
64
64
64
65
(Teacher’s book)
86
4. 5. 6. Track 27.
86
7. 8.
10.
9.
87
87
87
Test your Knowledge
• Reading: Students find, match and locate specific information. Students find specific information.
• Listening: Students discriminate between correct and incorrect information. Students identify
speaker.
• Language: Students use the Past Perfect tense. Students rewrite sentences using the Subjunctive.
• Writing: Students write about favourite singer or band.
• Speaking: Students compare paintings and express preferences.
• Reading: Students match and locate information. Students transfer information to a chart.
Students find specific information.
• Listening: Students discriminate between correct and incorrect information.
• Language: Students complete sentences using the Simple Past and the Past Perfect tense.
Students rewrite sentences using the Subjunctive.
• Writing: Students write the biography of a Chilean artist.
• Speaking: Students discuss music styles.
1. 2. 3.
67
17
16
75
81
1. 2. 3.
4. 5. 6. Track 32.
87
87
7. 8
10.
9.
Quiz
(Teacher’s book)
1. 2. 3.
88
88
88
89
(Teacher’s book)
104
4. 5. 6. Track 33.
7. 8.
104
105
10.
9.
105
105
29
Unit
Unit 5: SCIENCE
Topics: Science and scientific
discoveries.
Pages: 90 - 113
Time: 18 hours
Expected Learning
Students write what people actually said.
Students report what people said or
asked.
Students write a scientific article.
Students role play dialogues.
Students discuss scientific issues.
Students play a game.
Unit 6. IN BUSINESS
Topics: Business and
commercial letters, formal
situations.
Pages: 114 - 137
Time: 18 hours
Students identify and extract specific
information in different types of reading
and listening texts.
Students complete conversations using
reporting verbs and indirect questions.
Students write a business letter.
Students role play conversations.
Students make presentations about
occupations.
Students discuss jobs.
30
Activities
Resources
5. 6. 7. 8. page 93
9. 10. page 96
11. page 97
6. 7. 8. Track 36, page 101
9. 10. 11. Track 36, page 102
12. page 98
13. page 98
15. page 104
16. page 99
14. Track 34, page 98.
16. Track 37, page 104.
17. page 99, 18. 20. page 105
19. page 105
Pictures
Charts
Diagrams
Illustrations
7. 8. 9. page 117
10. 11. 12. page 120
6. 7. 8. Track 42, page 125
9. 10. 11. Track 42, page 126
16. page 122
14. page 128
19. page 123
17. page 129
Illustrations
Pictures
Charts
18. page 129
Activities
Page
Test your Knowledge
• Reading: Students draw conclusions. Students find specific information.
• Listening: Students match speakers and information. Students discriminate between correct
and incorrect information.
• Language: Students report what people said.
• Writing: Students report an interview.
• Speaking: Students exchange information using reporting verbs.
• Reading: Students identify source of text. Students find and classify information. Students
discriminate between correct and incorrect information. Students draw conclusions.
• Listening: Students match information and speakers. Students discriminate between correct
and incorrect information.
• Language: Students report what people said or asked.
• Writing: Students report an interview.
• Speaking: Students exchange opinions about scientific and technological issues.
1. 2.
91
15
17
99
104
1. 2. 3.
5. 6. Track 38.
111
111
7. 8.
9.
4
Quiz
(Teacher’s book)
1. 2. 3. 4.
112
112
111
113
(Teacher’s book)
126
5., Track 39;
6. 7., Track 39.
8. 9.
11.
10.
126
127
127
128
127
Test your Knowledge
• Reading: Students identify type of letter. Students infer information. Students discriminate
between correct and incorrect information.
• Listening: Students match information and visual clues. Students discriminate between
correct and incorrect information. Students transfer information to a visual organiser.
• Language: Students write indirect questions.
• Writing: Students write a letter of complaint.
• Speaking: Students role play an interview.
• Reading: Students identify purpose of text. Students locate specific information. Students
• Listening: Students match information and visual clues. Students identify speakers. Students
• Language: Students use indirect questions.
• Writing: Students write a letter of apology, gratitude or complaint.
• Speaking: Students role play a conversation reporting what someone said.
1. 2. 3.
115
18
16
122
128
1. 2. 3.
135
4. 5. 6. Track 44
135
7. 8.
10.
9.
Quiz
(Teacher’s book)
1. 2. 3.
136
136
136
137
(Teacher’s book)
148
4. 5. 6. Track 45.
148
7. 8.
10.
9.
149
149
149
31
UNIT 1 TB ING 4M (032-049):UNIT 1 TB ING 4M (032-049) 28-07-11 16:26 Página 32
UNIT
LOVE
1
In this unit you will learn to:
READING:
LISTENING:
ORAL
PRODUCTION:
WRITTEN
PRODUCTION:
FUNCTIONS:
validate predictions through skimming / classify specific information.
identify the tone of messages / identify stressed words / discriminate
between correct and incorrect information.
express personal attitudes / participate in guided dialogues / ask and
answer questions.
complete paragraphs / write a love letter.
express condition, interest, possibility, requests and suggestions.
You will also learn:
GRAMMAR:
VOCABULARY:
the modal verb might / intensifiers.
words related to love and feelings.
You will use the following text types:
READING:
LISTENING:
love letters.
a news story / a song.
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. Good
online sources are http://www.lovingyou.com/content/inspiration/loveletters.php or
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.
32
Unit 1
PAGE 6
INTRODUCTION
Invite the students to examine and describe the
photograph and relate it to the name of the unit.
Form groups and ask them to read the objectives of
the unit and make comments on the things they
already know, what they can do, what will be new, etc.
Draw students’ attention to the values that will be paid
more attention to, and ask them to anticipate what
issues will be discussed in connection with them.
PAGE 7
HOW READY ARE YOU FOR THIS UNIT?
Explain to students that this page of each unit will
contain activities meant to identify and activate
their previous knowledge of the topic and related
vocabulary to establish the starting point for the
activities that will follow. They will also help to
detect weaknesses that will require extra work and
support and to contextualise the contents that will
be developed and present cognitive challenges.
Although all the activities have been assigned
points, the results do not indicate success or failure,
but help to identify the points mentioned in the
previous paragraph.
Give students time to form groups and discuss the
exercises that have to be done in groups, and
encourage them to reflect and be honest to do
those that require individual responses.
The introduction concentrates on expressing personal
opinions, so remind students to respect each other’s
opinions though they might be quite different.
1 Ask students to describe what they see in
pictures 1 – 4. Then, tell them to read and
answer the questions. Tell them to start their
answers with the expressions provided: It seems
to me… In my opinion … I believe that …
Tell them to assign themselves one point for
each question they manage to answer using the
openings provided.
2 Write these verbs on the board: hate, dislike, be
fond of, like, love.
Ask students if they know which ones are the
most intense and which ones are fairly neutral.
Ask them to work in pairs and ask each other
questions about the things they like, dislike, hate,
are fond of and love. You can give a few examples:
What food do you really hate? Are you fond of
swimming?, etc.
Students assign themselves half a point for each
correct question and half a point for each
correct answer.
3 The list of adjectives provided can be divided
into positive and negative, as reflected by the
smiley faces. Ask students to copy the two faces
into their notebooks and write a list of negative
adjectives under the sad face and of positive
adjectives under the happy face. Check orally.
Draw their attention to the verbs in the previous
exercises, which also have positive, negative or
neutral meanings. Students assign themselves
one point for each adjective correctly classified.
Answers
Positive: cheerful, delighted, happy, joyful, loving,
satisfied, wonderful.
Negative: angry, annoyed, hateful, miserable, sad.
Encourage students to work out their score and
read what it indicates. Give help to those students
who get low scores and praise those who seem to
be better prepared for the contents of the unit.
Make notes of any useful information about what
students already know that you can use later when
developing the lessons.
PAGE 8
LESSON 1 - READING
LOVE IN WRITING
Remind students to check the learning abilities they
will develop with each of the activities and
comment on their expectations and interests.
BEFORE YOU READ
Did you know that...
For more information on this section see page 8 of
the Introduction. In this case there is a definition of
a quotation and a question to help students to
recognise one: all the quotations in Exercise 1 are in
italics and between quotation marks.
Invite students to read this section before starting
Exercise 1. You can ask them to say a few additional
quotations, either by famous people or something
their partner said.
1 (Learning ability: to express opinions).
Ask students to read the five quotations and say
which ones they most agree / disagree with.
Remind them to respect each other’s opinions
and to try to substantiate their answers.
LOVE
33
OPTIONAL ACTIVITY
Copy these quotations onto separate pieces of paper,
without the names of the authors. Distribute the
quotations among the groups and write the names
of the authors on the board. The winner is the first
group to match quotations and authors correctly.
POSSIBLE QUOTATIONS
• “Love is an irresistible desire to be irresistibly desired”.
Robert Frost (1874 – 1963) American poet.
• “Never forget that the most powerful force on
earth is love”.
Nelson A. Rockefeller (1908 –1979) US 41st Vice
President, the 49th governor of New York, a
philanthropist and a businessman.
• “There are more love songs than anything else. If
songs could make you do something, we’d all love
one another”.
Frank Zappa (1940 – 1993) American composer,
electric guitarist, record producer and film director.
• “I don’t care too much for money, money can’t
buy me love.”
John Lennon (1940 – 1980) English rock musician,
singer, songwriter, and peace activist; one of the
founding members of The Beatles.
• “It may be true that the law cannot make a man
love me, but it can keep him from lynching me,
and I think that’s pretty important.”
Martin Luther King, Jr. (1929 - 1968) US civil rights
leader, clergyman.
• “Nature never did betray
The heart that loved her”.
William Wordsworth (1770 - 1850) English poet.
• “I am one of the people who love the why of things”.
Catherine the Great (1729 - 1796) Russian empress.
• “True love comes quietly, without banners or flashing
lights. If you hear bells, get your ears checked.”
Erich Segal (1937) US novelist, dramatist.
• “He that falls in love with himself will have no rivals”.
Benjamin Franklin (1706 - 1790) US statesman,
diplomat, inventor, printer.
• “Neither a lofty degree of intelligence nor
imagination nor both together go to the making of
genius. Love, love, love, that is the soul of genius.”
Wolfgang Amadeus Mozart (1756 - 1791) Austrian
composer.
• “The best way to pay for a lovely moment is to enjoy it”.
Richard Bach (1936) US novelist, author.
34
Unit 1
• “In our life there is a single colour, as on an artist’s
palette, which provides the meaning of life and
art. It is the colour of love”.
Marc Chagall (1887 - 1985) Russian-French
painter, graphic artist.
2 (Learning ability: to match information and visuals).
You could start this exercise asking students
what it feels like to be in love. What do they
know from personal experiences, films and
books? Brainstorm expressions we use to
express opinions (page 7, Exercise 1) and ask
different students to write them on the board.
Then ask them to read the eight statements,
encouraging them to guess the meaning of
words they might not know from the context.
Which situations, in their opinion, express love
for another human being?
Answers
a. The positive ways of showing love in the list
are b., c., d., e., f., h. The students can add their
own ideas.
3 (Learning ability: to express personal attitudes).
Although our teens live in a text messaging and
e-mailing world, they are probably familiar with
some types of love letters they may have seen on
the Internet, at home or somewhere else. Ask
them if they would rather get a text message
expressing someone’s love or if they would prefer
a real love letter. Tell them to read the different
ways to finish a letter and decide which ones
would suit a love letter. Why do they think so?
Answers
b., d., e., f.
ADDITIONAL ACTIVITY
To practise letter writing you could write a very
basic letter on the board and ask students to label
its parts. It could be a personal or a business letter,
given that it would basically include the same parts.
Alameda 2345,
Address
Santiago, Chile
24 December, 2010
Date
Dear Mr. Hall,
Salutation
I am writing this letter to ask you to consider me for
the position of a tourist guide in your winery in San
Fernando
Body of the letter
UNIT 1
I am a fluent English speaker and would love the
opportunity to work for such a prestigious company
as yours.
I am attaching my Curriculum Vitae for your information.
Yours faithfully
Closing
Julia Martinez
Signature
More information on letter writing can be found at
http://www.letterwritingguide.com/howtowritealetter.htm
PAGE 9
4 (Learning abilities: to find meaning of words / to
make predictions).
Start by asking students to define verbs, nouns
and adjectives. What do the three express?
Noun – a word that can be used to name a
person, a place, a thing, a quality, or an action.
Adjective – a word that expresses an attribute
or a characteristic of somebody or something.
Verb – a word that expresses existence, action,
or occurrence.
Ask them which of the words in the diagram
they already know and what they mean. Tell
them to use a dictionary to find out the
meaning of the others. Check that the students
know the meaning of all the words.
Some recommended online dictionaries include:
www.merriam-webster.com
www.thefreedictionary.com
www.dictionary.cambridge.org
Finally, ask students which words they would
expect to find in love letters.
Answers
Adjectives: Eager = ansioso/a. Glad = feliz.
Kind = amable. Romantic = romántico/a.
Sensitive = sensible.
Nouns: Beauty = belleza. Date = cita. Heart =
corazón. Novel = novela. Jealousy = celos.
Verbs: Admire = admirar. Cuddle = abrazar.
Feel = sentir. Miss = echar de menos. Share =
compartir.
WHILE YOU READ
Before starting the reading activities, invite students
to just look at the letters and identify the type of
messages they are: letter I, an e-mail; letter II, a girl’s
letter on especially feminine stationery; letter III: a
very old letter; letter IV: a postcard.
BACKGROUND INFORMATION
Letter III was written some time in 1835 by Juliette
Drouet, a French actress, to Victor Hugo, French writer
(26 February 1802 – 22 May 1885, author of The Last Day
of a Condemned Man, The Hunchback of Notre Dame, Les
Misérables, Toilers of the Sea, etc.). She wrote passionate
and lyrical love letters to Hugo for over 50 years.
5 (Learning ability: to validate predictions).
Refer students to the letters on pages 10 and
11. Ask them to read them quickly and scan
them for the words in Exercise 4. Which ones
have they found? Check answers orally.
Answers
kind, cuddle, heart, beauty, admire, miss,
romantic, share, feel.
6 (Learning ability: to find specific information).
Refer students back to Exercise 3. Ask them to
see how the four letters finish. Are there any
coincidences with the expressions listed in
Exercise 3? Check answers orally.
Answers
Letter I: For ever yours. Letter II: Thinking of you.
7 (Learning ability: to identify the tone of messages).
Tone is the word used to describe the author’s
opinion about the story, character or events.
Tone can be found in fiction and non-fiction by
looking at the way the authors describe things
and what words they choose. Tone is present in
all communication activities, it is a reflection of
the writer’s thoughts and opinions and it affects
how the reader will perceive the message. For
example, if the writer wants to tell us that he /
she thinks that the situation of homeless people
is sad, he / she cannot use a tone that is bored
or cynical because that is how the reader will
perceive the general message.
Read the characteristics with the class and tell
them to read the letters again to do the task.
Check answers orally.
LOVE
35
Answers
a. Letter I. b. Letter III. c. Letter II.
d. Letter IV. e. Letter III.
You can take this opportunity to remind students
that in English, the names of languages and
nationalities are always written with a capital letter.
Examples:
I’m a Chilean teenager, he is a British writer, we both speak
Spanish, They are French, therefore they speak French, etc.
8 (Learning ability: to locate specific information).
Reading comprehension usually consists of text
recall. However, locating information such as
facts, names, or numbers in a text is a reading
task requiring comprehension that is distinct
from text recall in two respects: (1) cognitive
processes that control reading comprehension
and locating information are different; (2) the
frequency of engagement in comprehension
and locating are expected to be independent.
Locating information is a form of reading that is
more goal-directed, more selective in the use of
text, and less dependent on declarative
knowledge. The process of locating text
information requires: formulation of a goal,
extraction of relevant details, and recycling to
obtain solutions. Explain to the students that
each of the chunks (a. – d.) has been taken from
one of the letters on pages 10 and 11. Ask them
to read the sentences and the letters carefully to
find their correct location (i. – iv.)
Answers
a. – ii. (Letter II).
c. – i. (Letter I).
b. – iii. (Letter III).
d. – iv. (Letter IV).
9 (Learning ability: to match information).
Ask students to read the summary of one of the
letters. Can they match it with the original letter?
What were the key words that helped them to decide?
A summary or recap or précis is a shortened
version of the original. The main purpose of such
a simplification is to highlight the major points
from the original (much longer) subject, e.g. a
text, a film or an event. The target is to help the
audience to get the gist in a short period of time.
Answers
Letter II.
36
Unit 1
PAGE 11
Draw students’ attention to the American v/s British
English box, and help them to notice that only one
spelling is acceptable in American English, while
British English uses both.
Students can find more examples of differences
between American and British English at
http://www2.gsu.edu/~wwwesl/egw/jones/differences.htm
PAGE 12
AFTER YOU READ
10 (Learning ability: to classify words).
An attractive way to classify information – in this
case vocabulary – is to prepare a table with the
relevant number of columns, two in this case, as
the students have to classify the words into
positive and negative. Ask them to draw a table
with two columns and some 14 rows. Read the
words aloud to check pronunciation and
meaning and then ask different students to
read them again. The students place the words
in the correct column. Check on the board.
Answers
Positive: Enjoyable - Fascinating - Funny Gentle - Honest - Interesting - Joyful - Kind Loving - Optimistic - Passionate - Pleasant Romantic - Sensitive.
Negative: Abusive - Boring - Confusing Dramatic - Embarrassing - Insensitive - Ironic Mad - Nasty - Pessimistic - Sad - Silly.
ADDITIONAL ACTIVITY
You can take this opportunity to revise the difference
between adjectives ending in –ing and in –ed, like
confusing – confused; embarrassing – embarrassed;
fascinating – fascinated; interesting – interested; etc.
The adjectives ending in –ing describe somebody
or something (Spanish: ser ____). For example, this
lesson is interesting; my girlfriend is fascinating.
The adjectives ending in –ed describe a mood
(Spanish: estar ______.). For example: I’m interested
in the contents of this lesson; my girlfriend is
fascinated with her new mobile phone.
UNIT 1
Language Note
The modal verb might
This section provides information on the uses of the
modal verb might. It is a typical modal verb which
uses not for negation and inversion for questions.
More useful information on the verb can be found
at http://www.englishpage.com/modals/might.html
Encourage students to read the information and try
to work out the answers on their own.
Answers
Point 1: all the sentences use might.
Point 2: a. possibility. b. condition. c. request.
d. suggestion.
Point 4: Letter I: Sometimes you might want
to do other things. You might be doing more
important things. There are times you might
want a steak. There are times you might not
agree with me.
Letter II: Who knows what your answer might
be? Do you think we might at least be friends?
Letter III: If I were clever I might describe… . I
might tell you that you are the greatest marvel.
Letter IV: We might climb volcanoes.
11 (Learning ability: to consolidate a grammar point).
Refer students to the Language Note. It might
be a good idea to copy the table in their
notebooks and do the exercise there (if they
make a mistake they can correct it more easily).
Check answers orally, asking different students
to read the sentences and the answers.
Answers
A
B
She might miss the train if
she comes late.
A possibility.
Excuse me, might you speak
a little louder please?
A request.
We might stay at home and
watch a film if you want.
A suggestion.
If the plants don’t get enough
water they might die.
A possibility.
The teacher said it was optional we might read it if we want to. A condition.
12 (Learning ability: to reinforce a grammar point).
Ask students to work in pairs or small groups. Tell
them to read the three questions and first answer
them in writing in their notebooks and then read
the answers to the other people in their group.
How do their answers compare to the others?
Check orally.
Answers
Will vary.
English box, and help them to notice the
differences in vocabulary.
PAGE 13
13 MINITEST (Learning ability: to evaluate learning).
This minitest allows students to evaluate their
performance in the grammar aspect of the
lesson and also to consider evaluation as a
continuous process throughout the book. Read
the instructions aloud, make sure that all the
students understand them clearly and set a
time limit to complete the task. Check answers
and help students to work out their scores. You
may ask them to keep track of their progress
and then evaluate their overall performance in
the Minitests after two or three units.
Possible answers
a. You might visit (interesting place in student’s
area).
b. Helen / Ian, might I borrow your T-shirt?
c. Mum, I have looked everywhere. Do you
know where my favourite jeans might be?
d. You might buy crisps, biscuits and soft drinks.
14 10 (Learning abilities: to match information /
to imitate a spoken model).
Students work in pairs. Ask them to read all the
sentences and then match them to form three
mini-dialogues. Play the recording once for
students to check their answers and then again
with pauses, for students to repeat. Ask some
students to role play the different dialogues in
front of the class.
Answers
a. – f. b. – d. c. – e.
LOVE
37
TRANSCRIPT – ORAL PRACTICE
10
The speakers in the first dialogue have an American accent
and in the other dialogues, an English accent.
A: If you organise a party who might you invite?
B: In my opinion, we should ask everybody in the class.
A: So, what do you think we might cook tonight?
B: How about some fish and chips?
A: Where might we find Philip?
B: I’m not sure - you might try his home address or his office.
15 APPLICATION TASK – WRITING
(Learning ability: to write a text).
Considering that this is the first application task,
guide students very carefully, first to form the
groups and distribute tasks and roles, and then to
read the instructions and follow them step by step.
Help and correct students’ work while walking
among the groups and encourage them to
evaluate each step of the task.
Make sure students understand the importance of
cooperative work, respect each other’s opinions, and
do the work they have committed themselves to do.
At the moment of evaluating their own letters,
encourage them to be honest.
When they exchange letters, highlight the
importance of respecting everyone’s work and
offering positive comments.
ADDITIONAL ASSIGNMENT
You can design your own writing assignment /
application task as homework or extra test. Although
the book has been written thinking of a wide range
of students, there might be situations where you may
feel that an application task is not localised enough.
Feel free to design your own tasks and ask yourself
these questions when preparing them:
1. Is the general subject target-specific, is it really
directed at my students?
2. Do students have enough opportunity to use the
language learnt in the lesson? For example, if the
38
Unit 1
subject of the unit was letters and the grammar
content the First Conditional – have I
incorporated these into the task?
3. Is the task clearly defined? Do my students
understand what I want from them?
4. What kind of knowledge is the task putting into
practice? Have I covered it before, in previous
lessons?
5. Does the topic invite students to use wide and
varied vocabulary? For example, a task telling
students to describe a flower might not be
demanding enough and students would not
have the chance to use a varied vocabulary.
6. Does the task elicit sentences, ideally connected,
and not just lists of words?
16 (Learning ability: to relate content to personal
experiences).
This is a roundup exercise where students are
asked to reflect on what they have learnt in the
lesson, in terms of abilities, content, grammar
and vocabulary and also encourages them to
express their opinions concerning important
values explicitly or implicitly stated in the texts
and activities. Refer students again to the first
exercise in the unit, encourage them to share
answers in their groups and / or with the whole
class and motivate them to substantiate their
answers. Be particularly tactful with questions
c. and d. in this activity, which may reflect
some of the students’ painful situation. Perhaps
for these two questions it is better if they share
answers only in their groups.
PAGE 14
LESSON 2 – LISTENING
FROM THE HEART
Cartoons or visuals usually help students to
identify more with the content, especially if it is
close to their reality or interests. Ask them to
observe the three pictures and describe them in
pairs. Then they read the sentences in the
bubbles and match them with the pictures. Ask
UNIT 1
them to identify one word that appears in all
the bubbles. Do they know what it means?
You can follow up asking them if they have ever
been in a similar situation. How did they behave?
Answers
a. – 3. b. – 1. c. – 2.
the Introduction.
This is one of many distinctions between accent and
stress which is appropriate for the level of the students.
Invite them to compare with Spanish. Do we
emphasise using stress too? Can they give examples?
2
11 (Learning ability: to identify tone of message).
The intensity of a message can vary depending
on several elements. For example, the stress put
on some words or parts of the sentence, the
choice of words (for example like versus love),
and some paralinguistic features such as
gestures, facial expressions and others. In this
case, the intensity of one of the pairs is
heightened by the use of an intensifier.
Source: Scandinavian Journal of Psychology, volume 14, issue 1,
pages 111 – 113, author Jo Kleiven, University of Bergen, Norway.
Play the recording at least twice and tell students to
decide which dialogue in each pair is more intense.
Ask them why they think it is so and encourage
them to identify which words are stressed.
Answers
a. ii. b. ii.
TRANSCRIPT - PRONUNCIATION
11
Adam has an English accent and Theresa has a Scottish accent.
a. Adam: I love you.
Theresa: I love you too.
Adam: I love you so much.
Theresa: I love you very much too!
George is from New Zealand and Lilly is American.
b. George: I’m fond of dancing and singing.
Lilly:
I love dancing too.
George: I am quite fond of dancing and singing.
Lilly:
I absolutely love dancing!
In English, we do not say each syllable with the
same force or strength. We say some syllables very
loudly (big, strong, important) and all the other
syllables very quietly.
For example: photograph, photographer and
photographic. We stress ONE syllable in each word.
And it is not always the same syllable. So the shape
of each word is different.
total
stressed
shape
syllables
syllable
PHO TO GRAPH
3
#1
PHO TO GRAPH ER
4
#2
PHO TO GRAPH IC
4
#3
The same happens in sentence stress. For example,
we can say the same sentences emphasizing
different words, thus making its meaning quite
different.
I want the green dress, not the blue dress. Meaning
that I don’t really like the blue dress.
I want the green dress, not the blue dress. Meaning that it
is me and not someone else who wants the dress.
I want the green dress, not the blue dress. Meaning
that it is my wish to get the dress.
Source: http://www.englishclub.com/pronunciation/word-stress-2.htm
3 (Learning ability : to make predictions).
Ask students to read the three options and the
title of the story they are going to listen to. What
does “underground” mean? Does it have just
one meaning or more? What do students think
the story will be about? Do not check answers
at this stage.
Draw students’ attention to the American v/s
British English box, and help them to notice that
the two varieties use different words to refer to
the same means of transport.
The exercises use the American English word
because the news programme is about a story
that takes place in New York and the song is by an
American singer.
http://www2.gsu.edu/~wwwesl/egw/jones/
differences.htm
LOVE
39
ADDITIONAL ACTIVITY
The Prediction Wheel
You can go through all the prediction steps with
another simple text chosen by you.
Step 1: Ask students to predict what the text will be
about paying attention to the title, pictures you
have included, previous knowledge (for example, if
the text is about a specific region of the country),
vocabulary you have provided. Ask them to make at
least two predictions (what do you think it will be
about? Who do you think the protagonists will be?)
Step 2: Students read the text and find evidence to
confirm their predictions. Follow the instructions in
the wheel.
Step 3: After validating, checking, or abandoning /
correcting their predictions, students write a
summary of the text.
have learnt about stress in sentences. Ask them
to read sentences a. – d. Play the recording again
for them to mark the stressed words; they can
underline them or draw a circle around them.
Answers
a. We have a real life romantic story.
b. He developed the very popular Web site.
c. He described her really well.
d. What better illustration of this unusual love
affair?
6
Source: FOR-PD’s Reading Strategy of the Month,
by Dr Vicky Zygouris-Coe & Catherine Glass (2004)
12 (Learning ability: to discriminate between
correct and incorrect information).
Students read the statements before listening
to the news story again. Help them to notice
that they have to distinguish true, false and not
mentioned information. Ask fast learners to
correct the false statements.
Answers
a. False. (He is 21 years old).
b. Not mentioned. c. True. d. True.
7
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
PAGE 15
WHILE YOU LISTEN
4
Play the recording once and ask students to
check their predictions in Exercise 3.
Answers
c.
5
40
12 (Learning ability: to identify stressed word).
Refer students back to Exercise 2 and what they
Unit 1
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.
Answers
c. Sad and romantic.
TRANSCRIPT – LISTENING - FROM THE HEART
12
The presenter has an English accent and the singer is American.
Presenter: And it’s life imitating art today on Good Morning,
America. Do you remember the James Blunt song about a girl
he met on the subway? Well, we have a real life romantic
story and it takes place on the New York subway.
UNIT 1
Patrick Moberg, a 21-year-old New Yorker, made blogosphere
headlines this week when he developed the very popular Web
site, nygirlofmydreams.com, dedicated to finding a mystery
girl he was too shy to approach on a train. He described her
really well and even included her sketch. Moberg and his
dream girl - a 22-year-old Australian named Camille - went
on their first date on Thursday night. When asked if he was
nervous before the meeting Moberg said, and we quote: “I
was terribly nervous at first, but we totally clicked.”
The lovebirds said that the conversation during their date
wasn’t awkward and that they actually had “so much to talk
about.” They are now talking about meeting again and who
knows, they might even date in the future.
But what better illustration of this unusual love affair than
James Blunt’s song? Judge for yourself: “You’re Beautiful” on
Good Morning, America.
Chorus:
You’re beautiful,
You’re beautiful,
You’re beautiful, it’s true.
I saw your face in such a crowded place,
But I don’t know what to do
‘Cause I might never be with you.
You’re beautiful,
You’re beautiful,
There must be an angel with a smile on her face
When she thought up that I might be with you,
But it’s time to face the truth,
I will never be with you.
AFTER YOU LISTEN
YOU’RE BEAUTIFUL
My life’s so brilliant,
My life’s so brilliant,
My love’s so pure.
I saw an angel,
I’m quite sure.
She smiled at me on the subway,
She was with another man,
But I won’t lose no sleep on that,
‘Cause I’ve got a plan.
Chorus:
You’re beautiful,
You’re beautiful,
I saw your face in such a crowded place,
But I don’t know what to do
‘Cause I might never be with you.
Yeah, she caught my eye
As we walked on by;
She could see from my face
That I was flying high,
And I don’t think I might see her again,
But we shared a moment that will last till the end.
If necessary, you can review the use of the modal
might referring students to the Language Note
on page 12 of this unit. Then ask them to notice
that the sentences and the pictures refer to
possible follow-ups of Patrick and Camille’s story.
Answers
a. You might invite Patrick and Camille to visit
Neruda´s house.
b. Patrick might take Camille to the cinema.
c. Patrick and Camille might travel to Paris.
PAGE 16
10 (Learning ability: to consolidate vocabulary).
According to Hubbard, “vocabulary should be
presented and practised in a memorable way in
order to foster long memory retention.” There
are several ways in which vocabulary can be
presented and consolidated; some of them can
be used as additional activities, using the new
vocabulary from this or any other lesson:
flashcards, realia (real objects), body language,
definitions, examples in context, synonyms and
antonyms, contrasts, concept forming,
cognates, translation, visual matching, etc.
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 the students
time to match them with the pictures.
Then ask students to use the words to write
sentences. Compare answers on the board
asking different students to write and then read
their sentences aloud.
Answers
Picture 1: sketch. Picture 2: crowded.
Picture 3: subway. Picture 4: headline.
Sentences will vary.
Language Note
Intensifiers
This section deals with intensifiers. Students learn
that sentences in any language are not a “flat”
string of words, but meaningful word connections
with mood and tone. For more information on
intensifiers see http://www.eslgold.com/grammar/
intensifiers.html
Students read and complete the Language Note;
play the first stanza of the song again for them to
copy three more sentences with intensifiers.
If this activity is too challenging for your students,
you can write the sentences with blanks on the
board and ask students to complete them.
Students read the dialogues in pairs and
underline all the intensifiers in the answers. Do
not check their answers at this point.
PAGE 17
12 13 (Learning ability: to imitate a spoken model).
Play the recording for students to check their
answers in Exercise 11. Assign one dialogue per
pair of students and ask them to practise and
then role play them for the class.
TRANSCRIPT - ORAL PRACTICE
13
A has an English accent and B has a Scottish accent.
A: You’re late again! I’ve been waiting for half an hour.
B: I am so sorry.
A has an English accent and B has an Australian accent.
A: How did your mother feel when you showed her the test?
B: She was terribly upset.
42
Unit 1
A has an English accent and B has an Indian accent.
A: I can help you study for the physics test.
B: Thank you very much.
A has an English accent and B has a German accent.
A: What do you think of the new television programme?
B: I think it’s quite interesting.
performance in the grammar aspect of the lesson
and also to consider evaluation as a continuous
process throughout the book. Read the
instructions aloud, make sure that all the students
understand them clearly and set a time limit to
complete the task. Help students to check their
answers and work out their scores. You may ask
students to keep track of their progress and then
evaluate their overall performance in the
Minitests after two or three units.
Give students some time to copy the story
adding the suggested intensifiers. Check while
walking around the classroom and by asking
different students to read their story aloud. Be
flexible to accept sensible alternatives.
Possible answers
This happened a month ago. The day was
terribly hot and I really wanted a drink. I
looked around and saw a little kiosk with soft
drinks and ice-cream, but it was so crowded I
decided to look somewhere else. Then a boy
standing right in front of the kiosk waved to
me. He was very cute! He had a bottle of
orange crush in his hand and he was offering it
to me. I was quite impressed. And now, a
month later, we are dating! I still think he is
absolutely fabulous.
14 APPLICATION TASK – SPEAKING
(Learning ability: to create a new text).
See notes on this section on page 7 of the
Introduction.
Make sure that students are divided into groups
they like working with. When working in a
group, it is important to agree on a common
purpose and that is why they must share and
discuss their ideas.
UNIT 1
Tell them to draw on their personal experiences
and remember to be respectful of other
people’s opinions. Read the instructions with
the class and make sure they know what to do
in each step of the activity.
In part a. they recall the love story they heard in
the news programme, and this establishes a
starting point for them to refer to for the story
they are going to narrate.
Encourage them to use their imagination when
answering the questions in part b. in order to
make the story they elaborate in part c. more
amusing and attractive to their listeners.
In part d. the listeners ask questions to get details
of the story from the narrator. e. Once all the
students in the group have told their stories and
answered their partners’ questions, they choose
the story they liked best and also choose a storyteller. This can be the “author” of the story or
another member of the group who feels
comfortable talking to more people, who then
practises telling the story with the help of the
whole group. f. Two groups get together and the
story-tellers narrate their story. g. The evaluation
at the end of the activity is individual;
encourage students to be honest and identify
their strengths and weaknesses.
15 (Learning ability: to reflect on the contents of the
lesson and relate them to personal experiences).
Students are asked to reflect on what they have
discussed in the lesson and decide if what they
have done has influenced their opinions.
Encourage students to substantiate their
answers and to reflect on the values the lesson
has highlighted.
PAGES 18 - 19
CONSOLIDATION ACTIVITIES
For more information on these activities see page 8
of the Introduction.
1 This exercise is a review of intensifiers in the
broader context of a personal note. Be flexible
to accept alternative answers that are sensible.
Answers
a. quite.
b. terribly.
c. absolutely.
d. really.
2 As an extension of Exercise 1, this one talks
about Helen’s possible plans for her holidays.
Students apply the modal verb might.
Answers
On Tuesday, she might visit Christ the
Redeemer or Sugarloaf.
On Wednesday, she might go to Ipanema or to
Copacabana beach.
On Thursday, she might visit the botanical
gardens or the national park.
On Friday, she might take a bus to
Florianopolis or to Buzios.
On Saturday, she might take a boat ride or go
hang gliding.
3 Students identify the correct sequence of
the sentences, according to the order of the
visual clues.
Ask the students to practise and role play the
situation with their partners. Ask some pairs to
act the dialogue in front of their classmates.
Answers
Picture 1 – c. Picture 2 - d. Picture 3 – a.
Picture 4 – b.
PAGES 20 - 21
JUST FOR FUN
For more information on this section see page 7
of the Introduction. Remind students that they
should do these activities on their own, without
much intervention from you, but help and
support when necessary.
Answers
1. a. – Picture 3. b. – Picture 5. c. – Picture 2.
d. – Picture 1. e. – Picture 6. f. – Picture 7.
g. – Picture 8. h. – Picture 4.
2. a. Juliet to Romeo. b. Neruda to Matilde.
c. Bella Swan to Edward Cullen.
d. Eve to Adam. e. Homer to Marge.
3. 1: You should. 2: You shouldn’t.
3: You should. 4: You should.
5: You shouldn’t. 6: You should.
7: You should. 8: You should.
9: You should. 10: You shouldn’t.
e. such.
f. very.
LOVE
43
PAGE 21
CHILEAN CONNECTION
Let students read the section on their own and then
comment it in their groups. Promote comparison
between this Chilean film and any other foreign
examples they can think of, making sure students
give each culture its own value. Ask students if they
saw the film and if they can name other Chilean
writers and film directors.
PAGES 22 - 24
TEST YOUR KNOWLEDGE
Answers
READING – THREE LOVE LETTERS
1. Letter I – c.
Letter II – a.
Letter III – b.
2. a. Because Brad makes her laugh really hard.
b. Because he left Krissy / because he feels
guilty.
c. Probably yes, but only as a friend.
3. a.– ii. b. – iii. c. – i.
LISTENING – LOVE REUNITED 14
4. a.
5. a.
6. a. 42 / 17.
b. ended / France.
c. mother’s / Spain.
d. answered / right.
e. 30 / kissing.
TRANSCRIPT – LISTENING - LOVE REUNITED
14
The reporter speaks with a British accent and Dolores with a
Spanish accent.
British reporter: A British man and his former Spanish
sweetheart have finally married 16 years after
they drifted apart, reunited by a love letter lost
behind a fireplace for over a decade. We have
contacted radio Madrid for further details of this
romantic story. We are listening, Dolores.
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
44
Unit 1
year together, but their relationship ended after
she moved to France, where she worked in a shop.
British reporter: And they never met again after that.
Dolores: A few years later, trying to start their love affair
again, Smith sent a letter to her mother’s home
in Spain. The letter was placed on the
mantelpiece, but it slipped down behind the
fireplace and was lost for over a decade.
British reporter: But it was found, then?
Dolores: It was only found when builders removed the
fireplace during renovation work. They then gave
it to Carmen, who wasn’t quite sure if she wanted
to contact Steve again. According to her, she was
really nervous, but after a few weeks she decided
to phone him and when he answered the phone
she knew it was the right decision.
British reporter: So then they met again.
Dolores: Yes, according to Steve, it was as if time had
stood still. He said it was like a love affair from a
romantic film. They ran across the airport into
each other’s arms and fell in love all over again.
Within 30 seconds of setting eyes on each other,
they were kissing.
British reporter: And as Radio Madrid reports, Steve and
Carmen were married last week.
LANGUAGE
7. A
B
What time might it be? I’m not
sure. It might be around 5 p.m. A possibility.
She might miss the plane if
she does not hurry.
A possibility.
Where might we go at
A suggestion.
the weekend?
Whatever you prefer - you
might have salad or pasta.
A possibility.
Might I take this chair if you
are not using it?
A request.
8. (Accept other sensible answers).
a. so. b. absolutely. c. such. d. really.
UNIT 1
SPEAKING
9. (Accept other sensible answers).
a. You might have lunch in the school cafeteria.
b. You might ask Carlos.
c. You might join the drama class.
d. You might call Jenny.
e. You might need to fill in a form.
Assign points to the activity according to the
criteria below.
WRITING
10. The students complete the letter with their own
ideas, using the vocabulary and structures
learnt in the unit.
Assign points according to the criteria below.
u Speaking
Task
Completed the dialogue with four
or five of the correct alternatives.
Completed the dialogue with three
or four of the correct alternatives.
Completed the dialogue with two
or three of the correct alternatives.
Used only one or two of the correct
alternatives in the dialogue.
Score
4
3
2
1
Language
Practically no language mistakes.
Score
3
Very few language mistakes.
2
Some language mistakes.
1
Language mistakes interfere with
comprehension.
0
Interaction
Score Your score
Fluid interaction, good pronunciation,
3
no hesitation.
Fluid interaction, a few pronunciation
2
mistakes, a minimum of hesitation.
Fluid interaction, some pronunciation
1
mistakes, some hesitation.
Interaction affected by pronunciation
0
mistakes and a lot of hesitation.
u Writing
Task
Score
Filled in all the blanks with
appropriate information.
Filled in most of the blanks with
Filled in some of the blanks with
Filled in only one or two of the
blanks with appropriate information.
4
3
2
1
Language
Score
Practically no grammar or
vocabulary mistakes.
Very few grammar or vocabulary
mistakes.
Some grammar and vocabulary
mistakes.
Grammar and vocabulary mistakes
interfere with comprehension.
PAGE 25
SELF EVALUATION
the Introduction.
As this is the first time students will be doing this
section, go through the different parts with them.
Help them to notice that there are two main parts:
YOUR TEST RESULTS and YOUR GENERAL
PERFORMANCE.
3
2
1
0
Presentation
Score Your score
Correct spelling, opening and closing.
3
A few spelling mistakes and incorrect
opening or closing.
Several spelling mistakes and
incorrect opening or closing.
A lot of spelling mistakes and
incorrect opening and closing.
2
1
0
For YOUR TEST RESULTS they have to work out their
score in the TEST YOUR KNOWLEDGE section, read
their results and reflect on them. Help them to
think of what they can do to improve results, solve
problems, give or get help, etc.
YOUR GENERAL PERFORMANCE requires reflection
on their involvement with the main OFTs discussed
in the lessons and invites them to think about their
learning strategies and attitudes.
LOVE
45
eXTra TeST UNIT 1
reaDING - beaUTY aND The beaST
II.
The merchant
travelled for m
any
days and wee
ks and on his
way
home he rem
embered the
present
his beloved d
aughter wante
d. As he
passed a mag
nificent-lookin
g
castle
he saw the m
ost beautiful re
d rose
in the garden
. When he reac
hed for
the rose, a hai
ry and ugly m
o
nster
jumped from
behind a bush
.
“I’ll kill you for
stealing my flo
wers!”
the Beast roar
ed.
“Please, Monst
er. Spare me.
I need
this flower for
my daughter
B
ella!”
“I’ll give you th
e rose, but yo
u
will give me yo
ur daughter,” th
e
Beast said.
I.
Once upon a time there lived
a rich merchant with a pretty
daughter called Bella. One
day he had to leave her to
travel to a far away part of
the country to buy some
brocades, satins and silks. He
asked his daughter what
present she would like from
his trip.
“Please bring me a rose that
you yourself pick”, she
answered.
IV.
III.
The merchant returned home and told
Bella what had happened.
“Don’t worry father. I will go and live with
the monster,” she said.
When Bella arrived at the castle, she was
surprised at how gentle the Beast was.
He was very ugly, but inside he had a
compassionate heart. As days passed,
Bella and the Beast became good friends,
but with each passing day Bella got more
and more homesick. One day, the Beast
found her crying in the garden.
“My father is ill and I must visit him
before he dies.”
“Go,” said the Beast, “but come back
to me.”
“I will come back, I promise,” said Bella.
Bella went to her
father, who
immediately got
better. Time pass
ed
quickly and one
night Bella dream
t
that the Beast was
dying and calling
for her. Immedia
tely, Bella jumpe
d
on a horse and ga
lloped to the
Beast’s castle. Sh
e found him dyin
g in
the garden.
“Oh Beast, please
don’t die. I came
to
love you so much,
” she cried.
And as soon as sh
e said those words
,
the hideous Beas
t was gone and a
charming and ha
ndsome prince
stood in his place.
The spell was go
ne
because Bella ha
d recognised the
Beast’s real beau
ty - his good and
gentle heart.
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.
46
Unit 1
PhoTocoPIable maTerIal
UNIT 1
laNGUaGe
1 Read the story. Complete the chart with
the required information, indicating in
which section (I. – IV.) you found it.
Information
8 pts.
Section
a. The type of goods Bella’s
father sold.
b. The appearance of the Beast.
c. Why Bella returned to her
father’s house.
d. The appearance of the prince.
2 Find a word or a phrase in the text that
means the same as these.
7 pts.
a. A long time ago (Section I).
b. The beast howled and screamed (Section II).
c. The merchant came back home (Section III).
d. Her father recovered immediately (Section IV).
lISTeNING – a DaTe IN ParIS
5 Fill in the blanks with different intensifiers,
according to the context of each sentence. 5 pts.
a. So I asked him: “Where did you get _______
nice CD’s?”
b. The play we saw last night was _______
amazing.
c. No one ever talks to him because he’s a(n)
_______ rude man.
d. I was _______ unhappy with the service.
e. We all found the film _______ boring and
decided to switch off.
6 Re-write these sentences in your
notebook using might.
5 pts.
a. It is possible they will phone tonight.
b. I suggest that you ask your teacher.
c. Is it OK if I use your bathroom?
d. It is possible she will fail the exam if she
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
3
4
Listen to a radio interview and mark with a
tick (4) the tips offered by Annette, a teen
psychologist.
6 pts.
a. ________ Record your date with a camera.
b. ________ Make your date a historical one.
c. ________ Organise a romantic picnic.
d. ________ Go and see a comedy.
e. ________ Go to a gourmet restaurant.
f. ________ Give flowers to your date.
Listen again and write the name of the
person who said these sentences, Annette (A)
or the reporter (R).
6 pts.
a. ___: Today is St. Valentine’s Day.
b. ___: Even in winter, Paris is great for romanticism.
c. ___: And for couples that are less romantic?
d. ___: Check out your local museums...
e. ___: You can pick up one era on which to
concentrate.
f. ___: It will make any date incredibly romantic.
opinions of the issues below (a. – g.) using
the expressions in the box.
10 pts.
· I am fond of · I dislike · I don’t mind
· I hate · I like · I love
a.
b.
c.
d.
e.
f.
g.
Going to the mall.
Fast food.
Maths and physics exercises.
Romantic comedies.
Sunny weather.
Surfing the Internet.
Visiting relatives.
WrITING
8 Write a romantic letter (maximum 90 words) to
a real or imaginary person using your own
ideas. Use the format and vocabulary you
learnt in Unit 1 of your book.
10 pts.
0 to
12
13
to 26
KEEP TRYING
REVIEW
27
to 39
40
to 54
54
PTS
WELL DONE! EXCELLENT!
TOTAL
LOVE
47
ANSWERS TO EXTRA TEST UNIT 1
READING – BEAUTY AND THE BEAST
1. a. Brocades, satins and silks. Section I.
b. Hairy and ugly. Section II.
Ugly. Section III.
Hideous. Section IV.
c. Her father was sick. Section III.
d. Handsome. Section IV.
2. a. Once upon a time. b. The Beast roared.
c. The merchant returned home.
d. He immediately got better.
LISTENING – A DATE IN PARIS 15
3. a., b., d., f.
4. a. Reporter. b. Anette. c. Reporter.
d. Anette. e. Anette f. Anette
TRANSCRIPT – LISTENING - A DATE IN PARIS
15
The reporter has a British accent and Annette has a French accent.
Reporter: As today is St. Valentine’s Day, Annette, a French teen
psychologist will share with us some great ideas for dates.
And what a better place for a romantic date than Paris!
Annette: Hi, everybody. Yes, even in winter, Paris is great for
romanticism, but let me give you a few tips. Wherever you
go in this romantic city, a good idea is to record your date!
Take a camcorder with you or simply record your date with
your mobile phone and then play it back on the next date
or, if you are still a 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 club
48
Unit 1
and laugh yourselves silly? You will always remember a
date on which you had a great laugh.
Reporter: Any other ideas?
Annette: Mm, how about a historical date? Check out your
local museums – in Paris, there are dozens of them.
Once there, you can pick up one era on which to
concentrate. Then find a video or a DVD set in the same
time-frame to watch after your museum tour. If your
subject is the Civil War, then you can watch “Gone with
the Wind”, for example. And if you prefer something
from older times, how about “Shakespeare in Love”?
Reporter: Any further tips?
Annette: Yes, a tip for you, boys. Wherever you date, in an
expensive restaurant or in a humble fish and chips joint –
give her flowers! It will make any date incredibly romantic.
LANGUAGE
5. (accept other sensible ideas)
a. such. b. absolutely. c. very. d. terribly.
e. incredibly.
6. a. They might phone tonight.
b.You might ask your teacher.
c. Might I use your bathroom?
d.She might fail the exam if she doesn’t study.
e. We might send her some flowers or a card.
UNIT 1
SPEAKING
7. Assign points according to these criteria.
u Speaking
Task
Expressed opinions on six or seven
of the items, using all the required
expressions.
Expressed opinions on four or five
of the items, using most of the
required expressions.
Expressed opinions on two or three
of the items, using half of the
required expressions.
Expressed opinions on one of the
items, using a few of the required
expressions.
Score
Language
4
Score
3
3
2
2
1
1
comprehension.
0
Interaction
Fluid interaction with good
pronunciation and no hesitation.
Fluid interaction with a few
pronunciation mistakes and a
minimum of hesitation.
Fluid interaction with some
pronunciation mistakes and some
hesitation.
Score Your score
3
2
1
0
WRITING
8. Assign points according to these criteria
u Writing
Task
Wrote a coherent letter, adding
own ideas.
Wrote a fairly coherent letter,
adding some own ideas.
Wrote a coherent letter, adding a
few own ideas.
Didn’t write a coherent letter, no
own ideas.
Score
4
3
2
1
Language
mistakes.
mistakes.
Score
3
2
1
0
Presentation
Correct spelling and format.
format.
incorrect format.
incorrect format.
Score Your score
3
2
1
0
LOVE
49
UNIT
2
LITERATURE AND FILMS
READING:
LISTENING:
ORAL
PRODUCTION:
WRITTEN
PRODUCTION:
FUNCTIONS:
identify type of text / find general and supporting information.
find the meaning of key words / transfer relevant information to a visual
organiser / identify speaker.
GRAMMAR:
VOCABULARY:
-ing forms: gerunds and present participles.
words related to books and films.
ask and answer questions / role play a dialogue following a model.
complete paragraphs / write a film review.
express possibility, certainty and doubt / express opinions / ask and answer
questions.
READING:
LISTENING:
extracts from a book and a magazine / a
poster.
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.
•
•
50
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
PAGE 26
INTRODUCTION
Leonor Varela was born on December 9, 1972, in
Santiago, Chile. Daughter of Francisco Varela and
Leonor Palma, her family first went to live in Costa
Rica and then moved to Germany, USA, and France,
where Varela studied.
In the ‘90s, she appeared in the Chilean soap “Tic
Tac” (1997), and in other French and European
productions like “Pony Trek” (1995), “Sous le soleil”
(1996), “Le ciel est à nous” (1997), “A Legend to Ride”
(1997), “Le juste” (1996), and “Bouge!” (1997).
Her career in Hollywood began in 1998, when she
joined the cast of “The Man in the Iron Mask” (1998)
when she starred opposite Leonardo DiCaprio, and
she appeared in “Jeremiah” (1998) opposite Patrick
Dempsey.
In 1999, she played the title character in the ABC TV
movie “Cleopatra”, opposite Billy Zane and Timothy
Dalton. She appeared in “The Tailor of Panama”
(2001) and in “Texas Rangers” (2001), opposite
Ashton Kutcher. In 2002, she appeared as the
vampire princess Nyssa in the action film “Blade II”
(2002), directed by Guillermo del Toro, opposite
Wesley Snipes and Kris Kristofferson. After that
came “Paraíso B” (2002) and “Pas si grave” (2003).
Varela also had a short recurring role in the Fox
Television show “Arrested Development” (2003). She
was nominated for the Ariel Award in 2005, in the
category of Best Actress for “Voces Inocentes”
(2004). She also had a non-recurring role in
“Stargate: Atlantis” (2004).
In 2005, she appeared in “Americano” (2005), and
her following projects included “Goal II: Living the
Dream” (2007), “Where God Left His Shoes” (2007),
with John Leguizamo and the TV series produced
by Jennifer Lopez “Cómo Ama una Mujer” (2007).
In the 2008 Sundance Film Festival, she screened
and starred in “Sleep Dealer” (2008) and Larry
Bishop’s “Hell Ride” (2008), opposite Michael Madsen
and Eric Balfour and produced by Quentin Tarantino.
http://www.leonor-varela.com/findex.html
Form groups and ask the students to read the
objectives of the unit and make comments on the
things they already know, what they can do, what
will be new, etc.
Draw students’ attention to the values that will be paid
more attention to, and ask them to anticipate what
issues will be discussed in connection with them.
PAGE 27
Remind the students that this page contains
activities meant to identify and activate their
previous knowledge of the topic and related
activities that will follow. They will also help them to
previous paragraph.
encourage them to reflect and be honest in those
that require individual responses.
1 Ask students to read the question and try to
answer it using the expressions in the box that
indicate personal opinions. Tell them to assign
themselves one point for each correct answer.
Answers
Films 2, 3, 4 and 6 are based on books.
“2012: Doomsday”. Film not based on a book. Cast:
Cliff De Young, Dale Midkiff, Amy Dolenz, Danae
Nason. Director: Nick Everhart. Plot: on December
21, 2012, four strangers on a journey of faith are
drawn to an ancient temple in the heart of Mexico.
For the Mayans, it is the last recorded day. For NASA
scientists, it is a cataclysmic polar shift. For the rest
of us, it is Doomsday. (Written by Faith Films).
“Harry Potter and the Half Blood Prince”. Film
based on the novel by J.K. Rowling. Cast: Daniel
Radcliffe, Rupert Grint, Emma Watson. Director: David
Yates. Plot: in the sixth year at Hogwarts School of
Witchcraft, and in both wizard and muggle (not
magic) worlds, Lord Volemort and his henchmen are
increasingly active. With vacancies to fill at Hogwarts,
Professor Dumbledor persuades Horace Slughorn
back from retirement to become the potions teacher,
while Professor Snape receives long awaited news.
Harry Potter, together with Dumbledore, must face
treacherous tasks to defeat his evil nemesis.
LitERAtURE AnD FiLMS
51
“Of Love and Shadows”. Film based on the novel by
Isabel Allende. Cast: Jennifer Connely, Antonio
Banderas, Stefania Sandrelli, Diego Wallraff, Camilo
Gallardo, Patricio Contreras. Director: Betty Kaplan.
Plot: Irene is a magazine editor living under the
shadow of the Pinochet regime in Chile. Francisco is a
handsome photographer who comes to Irene for a
job. As a sympathiser with the underground resistance
movement, Francisco opens her eyes and her heart to
the atrocities being committed by the state.
“Subterra”. Film based on the novel by Baldomero
Lillo. Cast: Francisco Reyes, Paulina Gálvez, Héctor
Noguera, Berta Lasala, Alejandro Trejo, Gabriela
Medina, Patricio Bunster Director: Marcelo Ferrari.
Plot: A description of the miserable conditions in
which miners lived and died at the end of the 19th
century and beginning of the 20th century, mainly in
the coal mine of Lota. The centre of the story in the
film is the relationship between Fernando, a
hardened miner, and Virginia, who has returned
from Spain to live in the mansion of the powerful
owners of the mine.
“Transformers”. Film not based on a book. It is a
2007 live-action film adaptation of the Transformers
franchise, directed by Michael Bay and written by
Roberto Orci and Alex Kurtzman.
“The Boy in the Striped Pajamas”. Film based on
the novel by Irish writer John Boyne. Cast: Asa
Butterfield, Zac Mattoon O’Brien, Domonkos
Néveth, Henry Kingsmill, Vera Farmiga. Director:
Mark Herman. Plot: Set during World War II, a story
seen through the innocent eyes of Bruno, the eightyear-old son of the commandant at a concentration
camp, whose forbidden friendship with a Jewish
boy on the other side of the camp fence has
startling and unexpected consequences.
IMDb editors, http://www.imdb.com
http://www.bazuca.com/pelicula-7306810-SubTerra
en.wikipedia.org/wiki/Transformers_(film)
2 Tell students to draw a Venn diagram in their
notebooks. Then they must read the statements
very carefully to decide whether they refer to
books, films or both.
Students assign themselves one point for each
correctly placed statement.
52
Unit 2
Answers
Books: d., g. and h. Films: a., f. and i.
Both: b., c. and e.
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.
Answers
a. Short story.
b. Romance.
c. Play.
d. Film.
e. Novel.
f. Script.
ADDITIONAL ACTIVITY
To link in with the students’ Spanish language
classes, you can ask them to give one example of
each of the genres in Exercise 3 either from Chilean
or international literature and films.
PAGE 28
LESSON 1 – READING
A BOOK AND A FILM
BEFORE YOU READ
Ask students to read the names of the authors
in the box and match them with their books
(1 – 6). You can set this activity as a quick
competition, and give a small prize to the group
that first gets the correct answers.
Answers
Isabel Allende – 2, The Infinite Plan.
Roberto Bolaño – 5, Los Detectives Salvajes.
María Luisa Bombal – 3, La Última Niebla.
Jose Donoso - 4, The Obscene Bird of Night.
Baldomero Lillo – 1, Sub-Terra.
Pablo Neruda – 6, Veinte Poemas de Amor.
UNIT 2
Sub- Terra: Baldomero Lillo Figueroa – Born Lota,
Chile, 6 January 1867, died San Bernardo, Chile, 10
September 1923.
The Infinite Plan: Isabel Allende Llona – Born Lima,
Perú, 2 August 1942.
Los Detectives Salvajes: Roberto Bolaño Ávalos –
Born Santiago, Chile, 28 April 1953, died Barcelona,
Spain, 14 July 2003.
La Última Niebla: María Luisa Bombal – Born Vina
del Mar, Chile, 8 June 1910, died Santiago, Chile, 6
May 1980.
El Obsceno Pájaro de la Noche: José Donoso
Yáñez – Born Santiago, Chile, 5 October 1924, died
Santiago, Chile, 7 December 1996.
Veinte Poemas de Amor: Ricardo Eliecer Neftalí
Reyes Basoalto (pen name Pablo Neruda) – Born
Parral, Chile, 12 July 1904, died Santiago, Chile, 23
September 1973.
2 (Learning ability: to identify type of text).
Invite students to have a quick look at the three
texts on pages 30 and 31 and to identify what
type of text each one is, trying to justify their
answers.
Answers
Text I is a part of the book (it says Chapter one,
there is a photo of the cover on the left, and
the text appears on a page; it does not sound /
look like a summary).
Text II is a film review (the photo of the actors is
at the beginning of the text, the three paragraphs
contain the word movie in the first line).
Text III is a film poster (it has the format of a
poster, the images are very big, there is less
and more concise information).
“The House of the Spirits”. Author: Isabel Allende.
Publishers: Plaza & Janés, S.A. (Spain) / Alfred A.
Knopf (U.S.) / Bantam (US). Publication date: 1982.
3 (Learning ability: to identify meaning of key
words).
Students can work in pairs to do this vocabulary
exercise. Let students know that some of these
words do not correspond to everyday language,
but that they will need them to understand the
texts they are going to read. Such is the case of
the first four words in the box. Give them some
time to work out the correspondence word –
meaning and / or suggest the use of dictionaries.
Some recommended online dictionaries include:
www.merriam-webster.com
www.thefreedictionary.com
www.dictionary.cambridge.org
Answers
Bespeak – d. = denotar, indicar.
Carriage – c. = porte.
Counteract – e. = contrarrestar.
Despicable – h. = despreciable.
Frame – b. = estructura (ósea).
Mourning – a. = luto.
Overcome – g. = vencer.
Record (v.) – f. = anotar, registrar.
Draw students’ attention to the word record, which
changes the position of the accent, and therefore its
pronunciation, if the word is a verb / ri`kod / or a
noun / `rekod /
4 (Learning ability: to make predictions).
If possible, bring a film poster to the class (or ask
a student to bring one) and ask students to
name the type of information they can see in it.
They can use the possibilities offered in the
exercise (a. – f.). Then they predict which
elements could be present in another film
poster. Do not check answers at this point.
English box, and help them to notice that different
words are used in each variety of English. However,
because of globalisation and the strong influence of
the American film industry, the word movie is very
often used in British English too.
53
PAGE 29
WHILE YOU READ
Refer students to the predictions they made in
Exercise 4 and then ask them to read Text III
more in detail, to check them. Let them know
that their choices may need an explanation or
clarification. Check answers orally.
Answers
a. But only about who the actors are.
b. Not when it was made, but when it was
released. c. No. d. Yes, Billie August. e. No.
f. Yes, Billie August.
6 (Learning ability: to find general and supporting
information).
You can ask the whole class to revise the three
texts to complete the task, or you can divide the
class into three groups and assign one text to each
group. Then you check answers on the board, so
that all the students can complete the chart.
Answers
a. Text I. b. Text I. c. Text I, Text II, Text III. d. Text
II, Text III. e. Text II indirectly and Text III. f. Text II.
Ask students to read the question, the words in
the box and the items they refer to. They read
Text II carefully to answer it. Check answers orally.
Answers
a. One of the best.
b. Great.
c. Fabulous.
d. Excellent.
e. More interesting.
f. Fairly good.
g. Less convincing.
8 (Learning abilities: to interpret information / to
discriminate between correct and incorrect
information).
This activity requires that students understand
not only factual information, but that they also
find clues 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.
54
Unit 2
Answers
a., b., d., f.
9 (Learning abilities: to synthesise information
and transfer it to a graphic organiser).
Ask students to form groups of five or six
students. Pooling the information they have
already collected, they complete the event map
in their notebooks. Then they read Texts II and
III again to check and complete their diagrams.
To check answers, ask different students to draw
and complete the event map on the board.
An event map is a very useful tool to use in
comprehension exercises. It organises the who,
what, where, when, why, and how of an event in
the form of a graphic organiser that is easy to
interpret and useful for further story-telling.
Event mapping is also useful for any kind of
writing assignment.
Answers
a. Place: Chile.
b. Time: 20th century.
c. Characters: Esteban Trueba, his wife Clara,
their daughter Blanca, her lover Pedro.
d. Esteban Trueba marries Clara and is very
happy, but he becomes rich, conservative and
tyrannical. Blanca falls in love with a young
revolutionary and Esteban tries to stop their
love.
e. Blanca decides to stay with Pedro.
PAGE 32
AFTER YOU READ
10 (Learning ability: to ask and answer questions).
First students work on their own using the
information they entered into the event map to
answer the questions. Then they work with a
partner to check and correct answers. Do not
check answers with the class at this point.
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, the latest party they organised or
the school anniversary. In other areas of their school
life they can use event maps for other literary tasks
(summarising a novel or a short story) or for
historical events for their social science homework.
Play the recording once for students to check
and compare their answers in Exercise 10. Play
the recording again with pauses, for students to
repeat, paying special attention to intonation
and emphasis. Ask students to work in pairs and
change the answers to talk about a film they
have seen. They can write this new conversation
in their notebooks so that you can check
grammar and vocabulary while walking around
the classroom. Give them a few minutes to
practise the new conversation and invite a few
pairs to role play it in front of the class.
16
The speakers have a Chilean accent.
A: Where does the action take place?
B: The action takes place in Chile.
A: And when do the events happen?
B: In the 20th century.
A: Who are the main characters?
B: Esteban Trueba, his wife Clara and their daughter Blanca.
A: What happens?
B: Esteban Trueba marries Clara and gets rich, but he
becomes tyrannical and cruel. Blanca, his daughter, meets
a young revolutionary, Pedro, who opposes Esteban.
A: What happens then?
B: Blanca must choose between the love of her family and her
love for Pedro. She decides that her love for Pedro is stronger.
Language Note
–ing forms
This section provides information on the uses of the
–ing form of verbs, both as gerunds and as present
participles. Encourage students to read the
information on their own and then go back to the
texts to find more example sentences with –ing forms.
More information on gerunds and present
participles can be found at
http://owl.english.purdue.edu/owl/resource/627/01
/ and http://www.englishclub.com/grammar/verbsgerunds.htm
ADDITIONAL ACTIVITY
You can tell faster / keener students to copy the
examples into their notebooks, to underline in
different colours the gerunds and the Present
Participles and to identify what function they have
when they are gerunds.
Answers
She was already in the habit of writing down
important matters. (gerund acting as object of
a preposition)
Recording trivialities became very important.
(gerund acting as subject of a sentence)
As a sign of mourning, the statues of the
saints were covered in purple robes. (gerund
acting as object of a preposition)
Jeremy Irons, despite appearing to be talking
through an ill-fitting set of dentures,…
(gerund acting as object of a preposition /
present participle)
… with great acting and an enjoyable, yet
very “serious” story …(gerund acting as object)
Loving Pedro means too much to Blanca.
(gerund acting as subject of a sentence)
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
a. Present participle. b. Gerunds acting as objects.
c. Present participles. d. Gerund acting as subject.
PAGE 33
time limit to complete the task. Check answers
and help students to work out their scores. You
may ask them to keep track of their progress
and then evaluate their overall performance in
the Minitests after two or three units.
Answers
a. is sitting. b. Reading. c. watching. d. is helping.
e. doing. f. learning. g. is enjoying. h. Arriving.
(Learning ability: to write a text).
Guide students first to form groups and
distribute tasks and roles. Then tell them to read
the instructions and follow them step by step.
Make sure they agree on a film they have all
seen, either at the cinema or on television.
a. Encourage them to start their work
preparing an event map of the film, like the
one they completed in Exercise 9.
b. You can elicit other questions from the class
and write them on the board.
How did you feel when the film ended?
What are the scenes / dialogues that you
remember the most?
Was the acting believable?
c. Different members of the groups can
concentrate on one of the aspects
suggested, make notes, share them with the
group and then complete their opinions.
d. Read the examples and brainstorm a few
more with the class; then let the students
add their own ideas.
e. The group secretary puts the groups’ ideas
into writing with the help of all the
members, who must check that none of the
56
Unit 2
parts suggested are left out and that the
information in their notes is included.
f. The faster / keener students in each group
must take responsibility for the correction of
spelling and grammar mistakes.
Help students and correct their work while
walking among the groups and encourage
them to evaluate each step of the task.
Make sure students understand the importance
of cooperative work, respect each other’s
opinions, and do the work they have committed
themselves to do.
At the moment of evaluating their work and
their reviews, encourage them to be honest.
ADDITIONAL ASSIGNMENT
You can ask the groups to prepare a nice poster of
their films following the example of the one on
page 31, including their review and attractive
artwork (photos of the film, the actors, the director
or illustrations related to the film).
This is a roundup exercise where students are
asked to reflect on what they have learnt in the
lesson, in terms of abilities, content, grammar
and vocabulary and also encourages them to
express their opinions concerning important
values explicitly or implicitly stated in the texts
and activities. You can do question a. with the
whole class and then divide the class into three
groups and assign one of the next questions to
each group. After five or ten minutes, the groups
share their ideas with the rest of the class.
PAGE 34
DARK FANTASY
1 (Learning ability: to connect pictures and content).
Most students will be familiar with some, if not all,
of these films. Give the groups some time to
identify them and then do the activity. Check orally.
Answers
a., b., d.
UNIT 2
“The Twilight Saga: New Moon” Cast: Kristen Stewart,
Robert Pattinson, Taylor Lautner, Ashley Greene, Peter
Facinelli, Elizabeth Reaser, Kellan Lutz, Nikki Reed,
Rosalie Hale, Jackson Rathbone, Bronson Pelletier, Alex
Meraz, Kiowa Gordon, Billy Burke, Chaske Spence, Edi
Gathegi. Director: Chris Weitz. Plot: after Bella recovers
from the vampire attack that almost claimed her life,
she plans to celebrate her birthday with Edward and
his family. However, a minor accident during the
festivities results in Bella’s blood being shed, a sight
that proves too intense for the Cullens, who decide to
leave the town of Forks, Washington, for Bella and
Edward’s sake. Initially heartbroken, Bella finds a form
of comfort in reckless living, as well as an even-closer
friendship with Jacob Black. Danger in different forms
awaits. (Written by IMDb Editors).
“The Chronicles of Narnia: Prince Caspian” Cast: Ben
Barnes, Georgie Henley, Skandar Keynes, William
Moseley, Anna Popplewell, Sergio Castellitto, Peter
Dinklage, Warwick Davis, Vincent Grass, Pierfrancesco
Favino, Cornell John, Damián Alcázar, Alicia Borrachero,
Simón Andreu, Predrag Bjelac. Director: Andrew
Adamson. Plot: the four Pevensie children return to
Narnia, only to discover that hundreds of years have
passed since they ruled there, and the evil King Miraz
has taken charge. With the help of a heroic mouse
called Reepicheep, and the exiled heir to the throne,
Prince Caspian, they set out to overthrow the King,
once again with Aslan’s help. (Written by comicfan).
“The Lord of the Rings: The Return of the King”
Cast: Bruce Allpress, Sean Astin, John Bach, Sala Baker,
Cate Blanchett, Orlando Bloom, Billy Boyd, Jed Brophy,
Sam Comery, Brad Dourif, Calum Gittins, Bernard Hill,
Bruce Hopkins, Paris Howe Strewe, Christopher Lee.
Director: Peter Jackson. Plot: while Frodo and Sam
continue to approach Mount Doom to destroy the
One Ring, unaware of the path Gollum is leading
them, the former Fellowship aid Rohan and Gondor in
a great battle in the Pelennor Fields, Minas Tirith and
the Black Gates as Sauron wages his last war against
Middle-Earth. (Written by Anonymous).
“The Dark Knight” Cast: Christian Bale, Heath Ledger,
Aaron Eckhart, Michael Caine, Maggie Gyllenhaal, Gary
Oldman, Morgan Freeman, Monique Gabriela Curnen,
Ron Dean, Cillian Murphy, Chin Han Lau, Nestor
Carbonel, Eric Robert, Ritchie Coster, Anthony Michael
Hall. Director: Christopher Nolan. Plot: Batman raises the
stakes in his bourgeois war on crime. With the help of
Lieutenant Jim Gordon and District Attorney Harvey
Dent, Batman sets out to dismantle the remaining
criminal organisations that plague the city streets. The
partnership proves to be effective, but they soon find
themselves prey to a reign of chaos unleashed by a
rising criminal mastermind known to the terrified
citizens of Gotham as The Joker. (Written by Peteagassi).
“The Golden Compass” Cast: Nicole Kidman, Daniel
Craig, Dakota Blue Richards, Ben Walker, Freddie
Highmore, Ian McKellen, Eva Green, Jim Carter, Tom
Courtena, Ian McShane, Sam Elliott, Christopher Lee,
Kristin Scott Thomas, Edward de Souza, Kathy Bates.
Director: Chris Weitz. Plot: it was no ordinary life for a
young girl: living among scholars in the hallowed halls
of Jordan College and tearing unsupervised through
Oxford’s streets on mad quests for adventure. Hower
Lyra’s greatest adventure would begin the day she
heard hushed talk of an extraordinary particle.
Microscopic in size, the magical dust - found only in
the vast Artic expanse of the North - was rumoured to
possess profound properties that could unite whole
universes. But there were those who feared the
particle and would stop at nothing to destroy it.
Catapulted into the heart of a terrible struggle, Lyra
was forced to seek aid from clans, gypsies, and
formidable armoured bears. And as she journeyed
into unbelievable danger, she had not the faintest clue
that she alone was destined to win, or to lose, this
more-than-mortal battle. (Written by Krista).
Taken from http://www.imdb.com
2 (Learning ability: to connect content and
previous knowledge).
Ask students to choose one of the films and
then get together with two or three other
students who have chosen the same film to
answer the questions. Check answers orally. If
describing the plot is too challenging for your
students, you can use the background
information above to write the plots with
blanks for students to fill in. You can also refer
students to the event map in the previous
lesson to first write the chain of events in the
plot and then tell it to the others.
57
3
17 (Learning abilities: to identify cognates / to
relate written and spoken version of words / to
practise pronunciation / to find meaning of
words).
First play the recording once or twice for
students to repeat the words. Then ask them to
identify the cognates.
Warn them that one of the words, which looks
similar to a word in Spanish, is a false cognate.
Can they recognise it? It is the word costume =
disfraz, traje, not costumbre (custom).
Students are very likely to know the meaning
of all the words, as they are widely used in the
media.
You can find more information on cognates and
false cognates on page 11 of the Introduction
and at http://www.esdict.com/downloads/falsespanish-english-cognates.pdf
TRANSCRIPT - PRONUNCIATION
PAGE 35
WHILE YOU LISTEN
Draw students’ attention to the photograph. Can
they guess who this woman is without reading her
name?
6
Answers
film – location – good (in good-looking) –
popular – director – screenplay – sequel –
soundtrack.
7
17
actor – adaptation – animation – cameraman – cast –
costume – director – extra – location – producer –
screenplay – sequel – soundtrack – stunt
8
Answers
People in films: actor – cameraman – cast –
director – extra – producer.
Film-making process: adaptation – animation –
costume – location – screenplay – sequel –
soundtrack - stunt.
Ask students to choose the words from
Exercises 3 that they think will appear in the text
they are going to listen to, which is an interview
with the author of books about vampires on
which two films have been based. Do not check
answers at this stage.
58
Unit 2
18 (Learning ability: to identify speakers).
Ask different students to read the sentences
aloud. Play the recording and ask students to
raise their hands when they hear the sentences
in the exercise. Then play the recording again.
Students again raise their hands when they hear
each sentence; at that moment, pause the
recording for students to write down who said it.
Answers
a. Author. b. Interviewer. c. Interviewer.
d. Author. e. Author.
You can tell the class that the person who does
stunts is a stuntman or a stuntwoman.
5 (Learning ability: to make predictions).
Read the sentences with both alternatives
aloud. Then play the recording again for
students to identify the correct alternative.
Answers
a. having a dream. b. 1.3 million copies.
c. a normal girl. d. Forks.
4 (Learning ability: to classify information).
Read the words in Exercise 3 with the class or
play the recording again, and then give
students a few minutes to separate them into
the two given categories. Check answers orally.
Play the recording once and ask students to
check their predictions in Exercise 5.
9
Students read the questions and try to answer
them before listening to the interview again to
check and correct them. Ask the class to give
short answers to the questions and fast learners
to give full answers and provide extra
information.
UNIT 2
Answers
a. Three (they are all boys; they are going to
school next year). b. Eclipse (it is the third book in
this vampire love saga). c. Three months (The
author took three months to write her first book).
d. Catherine (Her name is Catherine Hardwicke).
TRANSCRIPT – LISTENING – DARK FANTASY
18
Please note that the woman in the interview is not Stephanie
Meyer, but a professional actress.
The interviewer speaks with a British accent and Stephanie is
American.
Interviewer: You might be surprised to learn that the world’s
most popular vampire novelist is actually a 33year-old mother of three who doesn’t watch
horror movies. Meeting Stephanie Meyer, the
author of “Eclipse”, the third book in her
successful vampire love saga, is quite a surprise
for us. Stephanie, why vampires?
Stephanie: On June 2, 2003, I had a dream about a
human girl meeting a vampire in the woods.
The next morning I got up, started writing for
the first time in my life, and three months later
I finished a book about a girl named Bella and
her good-looking vampire boyfriend, Edward.
Interviewer: And readers loved it immediately. “Twilight”
and its sequel “New Moon” have sold 1.3
million copies. Did you expect such success?
Stephanie: Writing’s not something I planned to do, so no,
I didn’t expect it. But I think so many people
like my book because Bella is just like most
girls: she’s not a hero; for her, wearing
fashionable clothes is not important, she
doesn’t always have to be cool. She’s normal.
And the location’s so normal too – it’s the little
town of Forks in Washington DC.
Interviewer: Have you read Bram Stoker’s “Dracula”?
Stephanie: Not yet, but it’s on my reading list. But I’ll read
it later – when I finish my saga. Right now,
reading about vampires could ruin my books.
Interviewer: Both “Twilight” and “New Moon” were filmed, yet
I know that you’ve never seen a vampire movie.
Did you write the screenplay for your movies?
Stephanie: Well, I’ve seen parts of “Interview with a
Vampire” and no, I did not write the screenplay.
Interviewer: Who directed “Twilight”?
Stephanie: The director was Catherine Hardwicke. Both
the film and its soundtrack became really
popular with young people.
Interviewer: You write a lot, yet you’re also raising three
kids. What’s your day like?
Stephanie: I love raising my kids and I love writing books
and both need dedication, but the boys are
getting older now, and they’re more self
sufficient; they don’t always want to hang out
with mom. And next year they’re all going to
school full time – so imagine! I will dedicate
more time to writing vampire stories.
AFTER YOU LISTEN
In this case, students have to discuss not the
information from the text they listened to, but
some characteristics of this type of text – an
interview.
An interview is an important means of
communication in our lives, given that we often
have to participate in them, either as
interviewers or as interviewees, for example,
applying for a job or for a place at the university.
Tell students to work in small groups, read the
statements and decide which are true about an
interview.
Answers
a., b., d.
11 (Learning abilities: to consolidate vocabulary /
to express personal opinions).
Read the expressions in the box and the aspects
students will need to consider in their comparison
(a. – f.) with the class. Give them some time to
discuss and compare the films they have chosen.
Meanwhile, write these expressions on the board:
We think that … / We both agree that … / I think
that …, but my partner thinks that ….
Invite students to share their conclusions with the
class using the openings written on the board.
59
ADDITIONAL ACTIVITY
You can ask fast learners or keener students to compare
the information provided in the circle graph below. You
can put any information you want in the graph, for
example, the number of students who like comedies,
romantic films, drama and thrillers or students who play
football, basketball, tennis, etc. You can change the
percentages according to the class situation.
18%
14%
27%
percentage of students
41%
None
Very little
Some
A lot
PAGE 36
Language Note
Gerunds
In Lesson 1, students analysed –ing forms both as
gerunds and as present participles. In this case, this
section concentrates on the use of gerunds.
For more information on gerunds see
http://www.englishclub.com./verbs-gerunds.html
Give students time to read the examples on their
own, and help them to notice that the sentences
with the same letter in Points 1 and 2 illustrate the
same function of the gerund.
You can write these incomplete sentences on the
board for students to complete with a gerund and
their own ideas, identifying the function of the
gerund:
________ is my favourite free-time activity. (subject
of the sentence)
My mother doesn’t like ________. (object of the
sentence)
I am really looking forward to ________. (object
of a preposition)
Why do you hate ________? (object of the
sentence)
We always feel happy after ________. (object of
a preposition)
________ is a good way to practise English.
(subject of the sentence)
60
Unit 2
Students read the incomplete sentences in pairs
and use the information they collected or
remember from the interview to complete
them. If necessary, play the recording again.
Answers
a. Meeting Stephanie Meyer was quite a
surprise for the interviewer.
b. After dreaming about a human girl falling in
love with a vampire, Stephanie started writing.
c. Stephanie didn’t expect such success
because writing was not something she had
planned to do.
d. Stephanie thinks that reading about
vampires could ruin her books.
e. Next year, Stephanie will dedicate more
time to writing vampire stories.
words are used in each variety of English.
Tell students to work in pairs. Give them some
time to study and describe the pictures and
then try to form the dialogues that correspond
to them. Do not check the complete dialogues
yet, but ask different students to read only the
questions and say which picture each one
corresponds to.
Answers
a. Picture 2. b. Picture 3. c. Picture 4. d. Picture 1.
14 19 (Learning ability: to role play dialogues
imitating a spoken model).
their answers in Exercise 13 and then again,
with pauses, for them to listen and repeat.
Assign one dialogue per pair of students and
ask them to role play them for the class.
Answers
a. - iv. b. - i. c. - iii. d. - ii.
UNIT 2
19
A has a British accent and B an Indian accent.
a. A: Are you sure it’s the right size for me?
B: Well, actually, it looks a bit too big for you.
Both speakers have an American accent.
b. A: Is this your final answer?
B: I’m absolutely certain I’m right. The answer is “Of Love
and Shadows”.
A has a Russian accent and B an English accent.
c. A: Can I have three of those flowers, please?
B: Lovely! Your girlfriend’ll love these roses.
A has a Chilean accent and B an English accent.
d. A: Excuse me, where is Dalton Street?
B: I’m not sure, but I think it’s the first street on the right.
PAGE 37
When checking answers, make sure students use
gerunds and correct grammar, vocabulary and
spelling, and that their sentences make sense.
Answers:
a. repairing all kinds of things.
b. arriving late.
c. Eating fruits and vegetables.
d. doing her homework.
(Learning ability: to role play an interview).
Introduction.
Encourage students to form pairs with a person
they feel comfortable with; remind them that
both people in each pair must make a
contribution to the final product of their work.
Tell them to draw on their personal experiences
and remember to be respectful of their
partner’s opinions.
Read the instructions with the class and make
sure they know what to do in each step of
the activity.
a. Students read the suggestions offered and
decide whether to choose from them or use
different topics to develop their interviews.
Help them to notice that each student in
the pair must choose a topic.
b. Students prepare their questions individually,
paying attention to the provided hints.
c. Student A is the interviewer and B the
interviewee.
d. Student B is the interviewer and A the
interviewee.
e. Both students comment on their interviews
using the provided questions.
f. Students evaluate the work done;
encourage them to be honest and identify
their strengths and weaknesses.
words are used in each variety of English.
You can add that in American English the word
holidays refers to the time in December and early
January that includes Christmas, Hanukkah and
New Year.
have done has helped them to talk about the
topic of the lesson. Encourage students to discuss
their answers to questions b., c., and d. in small
groups, and to give and support their opinions
with respect for their classmates at all times.
PAGES 38 - 39
For more information on these activities see page 8
of the Introduction.
61
1 Encourage students to read the plot of this film
in pairs so that they can help each other when
they cannot continue reading because of
something important they do not understand.
The fact that most students are familiar with the
character, the story and the films should
facilitate the comprehension of this summary.
Draw students’ attention to the glossary at the
end of the page.
Answers
Harry Potter and the Philosopher’s Stone.
2 Students describe the pictures very carefully
and then read the text again to try and put
them in order.
Answers
Accept other sensible suggestions, but this
order is suggested: Picture 3 – Picture 6 –
Picture 2 – Picture 5 – Picture 1 – Picture 4.
3 Students use this new text to revise the
grammar contents of the unit. You can refer
them to the Language Notes and
corresponding exercises on pages 32 and 36 of
the Student´s book if necessary.
Answers
Gerunds
Living in Privet Drive with his uncle and aunt is
very hard for young Harry.
His cousin Dudley’s favourite activity is
bothering Harry all the time.
On his eleventh birthday, upon receiving a
mysterious letter from a certain Hogwarts
School of Witchcraft and Wizardry, Harry finally
discovers the truth about his origins.
They were killed protecting him from the evil
wizard Voldemort.
His training as a wizard begins.
Present participles
He is being brought up by Vernon and Petunia
Dursley.
Severus Snape is plotting to steal something a
three-headed dog is guarding jealously.
62
Unit 2
4 Revise with students the information they must
include in each part of the event map. Then give
them time to write the summary in their
notebooks. Help them and check their work as
you walk around the classroom.
Draw students’ attention to the American v/s
British English box, and help them to notice the
different spelling of the same word.
Answers
The events took place in Privet Drive and at the
Hogwart School of Witchcraft and Wizardry,
from the moment Harry’s parents were killed in
a car crash when he was a baby, to his first year
at school.
The people in this story are Harry, his uncle
Vernon, his aunt Petunia and his cousin Dudley
Dursley (in Privet Drive); the evil wizard
Voldemort, Harry’s friends Ron Weasly and
Hermione Granger, the potions master Severus
Snape (at the school).
Harry lived with his uncle, aunt and cousin in
Privet Drive, where his life wasn’t very happy,
because his aunt and uncle treated him like a
slave and his cousin bothered him all the time.
On his eleventh birthday, Harry received a
mysterious letter from the Hogwart School of
Witchcraft and Wizardry, and learnt the truth
about his origins. Harry goes to the school to
begin his training as a wizard, makes friends, has
many adventures and faces many dangers.
At the end, Voldemort is defeated again.
5 In this exercise students get to know the use of
–ing forms in traffic signs. Before doing the
matching exercise, ask them to identify the one
sign that does not use an –ing form (d. No U turn).
Answers
a. crossing.
b. crossing.
c. Parking.
d. turning.
e. cycling.
UNIT 2
PAGES 40 - 41
JUST FOR FUN
Answers
1. Divide the class into groups of four
students and assign four tips to each group.
You can let them finish the task and check
on the board, or you can ask them to copy
the tips on a piece of paper, circle or
underline the contradictions and then pass
the paper to another group to correct. You
can repeat this action several times, until all
the students have had the chance to try
and correct the contradictions.
a. Never use no double negatives.
Never use double negatives.
b. Reserve the apostrophe for it’s proper
use and omit it where its not needed.
Reserve the apostrophe for its proper
use and omit it where it’s not needed.
c. Verbs has to agree with their subjects.
Verbs have to agree with their subjects.
d. No sentence fragments.
Avoid using sentence fragments.
e. Proofread carefully to see if you any
words out.
Proofread carefully to see if you left any
words out.
f. Avoid commas, that are, not necessary.
Avoid commas that are not necessary.
g. When you reread your work, you will
find out when you reread your work
that a great deal of repetition in your
work can be avoided by rereading and
editing your work.
When you reread your work, you will
find out that a great deal of repetition
can be avoided.
h. Do not overuse exclamation marks!!!! (In
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.
j. Don’t use contractions, as they’re not
necessary.
Do not use contractions, as they are not
necessary.
k. Avoid modernisms that sound fishy.
Avoid modernisms that sound suspicious.
l. Never, ever use repetitive redundancies.
Never use redundancies.
m. Always avoid awkward or affected
alliteration.
Try to avoid awkward or ellaborate
alliteration.
n. “Avoid overuse of ‘quotation’ marks.”
Avoid overuse of quotation marks.
o. Awayz check you’re spelling. (Your
spellchecker would only pick up one of
the two errors here.)
Always check your spelling.
p. Every sentence a verb.
Every sentence must have a verb.
2. These cartoons are meant for students to
enjoy. Give them some minutes to
comment on them and say why they are
supposed to be funny.
PAGE 41
CHILEAN CONNECTION
comment on it in their groups. If there is time, they
could use the event map they are familiar with to
summarise the plot of the film.
You can also help them to notice that this text has a
connection with several cultures: it is in English, the
story it narrates takes place in Italy, two characters
are Chilean (Neruda and his wife) while the rest are
Italian (Mario, Beatrice, their son), and the screenplay
of the film was adapted from the novel Ardiente
Paciencia, by Chilean writer Antonio Skármeta.
63
PAGES 42 - 44
TEST YOUR KNOWLEDGE
TRANSCRIPT - LISTENING OPINIONS FROM MOSCOW
20
Kelly has a British accent and the librarian has a Russian accent.
Librarian: So, have you enjoyed your visit to Moscow so far?
Kelly:
It’s been brilliant, but a little cold. But tell me, in
your work as a librarian, what kind of books do
Russian teens normally ask you for?
Librarian: Teens in my country normally like books with a little
bit of mystery and suspense, although some like to
add a little romance as well. And you, as a typical
British teenager, what kind of books do you like?
Kelly:
I love fantasy and I’m crazy about the Harry
Potter saga. Last week, I was lucky enough to go
see “Harry Potter and the Half-Blood Prince” at
midnight and like millions of people across the
country, I was extremely excited. I’ve read all the
books and remember even the smallest details.
Librarian: You are not alone then. It is one of the most
popular books in my library. So, what did you
think of the film?
Kelly:
It was brilliant! And it was fun watching the rest
of the people while I was waiting for the film to
start. Some were dressed in Hogwarts gear and
Harry Potter glasses, and there were even a few in
Dumbledore beards. My favourite was a lady who
was dressed up like Professor McGonagall.
Librarian: My neighbour’s daughter went to see the movie
dressed as Dobbie! Was there anything about the
film that you didn’t like?
Kelly:
Not really, I loved everything. The cast seemed to
be excellent and the special effects in the cave
were spectacular and terrifying at the same time.
And the soundtrack was just amazing! Of course,
there were also things that I missed, such as the
older Weasley brothers Bill and Charlie, who
were not included in the film.
64
Unit 2
Answers
READING – UNUSUAL VAMPIRES
1. a.
2. Bella Swan – main female character.
Billy Burke – supporting actor.
Catherine Hardwicke – director.
Melissa Rosenberg – screenwriter.
Robert Pattinson – main male actor. Stephanie
Meyer – author / writer.
3. a. No. There are no clichéd stereotypes with
fangs, coffins and stakes through the heart.
b. In Portland, Oregon.
c. It ties in to the story perfectly; the
soundtrack fits the tone of the film
(with its moody rock songs).
LANGUAGE
4. Encourage students to be creative and really use
their own ideas to complete the sentences,
using a gerund in each case.
Answers will vary.
5. a. He was playing football when I saw him
yesterday. (present participle)
b. There is only one great passion in his
life: writing books. (gerund)
c. Thank you for giving me such a
beautiful gift. (gerund)
d. What is she doing here? (present participle)
e. I hate doing the same thing twice. (gerund)
LISTENING – OPINIONS FROM MOSCOW 20
6. a. librarian.
b. romance.
c. fantasy.
d. last week. e. people.
7. a. RYM.
b. BT.
c. RYM.
d. RYM.
e. BT.
SPEAKING
8. (Accept other sensible possibilities).
Juliet: I’m sure I’ve seen that James Bond film before.
Brenda: I think you’re wrong. You’ve seen “Casino Royale”,
but not “Quantum of Solace”.
Juliet: You’re right about “Casino Royale”, but I’m not
certain if I 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
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.
u Speaking
Task
Score
Language
Completed the dialogue with seven
3
or eight of the correct alternatives.
Completed the dialogue with five or
A few language mistakes.
2
six of the correct alternatives.
Completed the dialogue with three
or four of the correct alternatives.
1 comprehension.
Score
2
1
Interaction
Score Your score
Fluid interaction, good pronunciation,
3
no hesitation.
Fluid interaction, a few pronunciation
2
mistakes, a minimum of hesitation.
Fluid interaction, some pronunciation
mistakes, some hesitation.
1
0
Used only one or two of the correct
alternatives in the dialogue.
0
0
WRITING
9. Assign points according to the following criteria.
u Writing
Task
Score
Wrote a review including all the
required details.
Wrote a review with most of the
required details.
Wrote a review with some of the
required details.
Wrote a review with very few or
none of the required details.
4
3
2
1
Language
Score
mistakes.
mistakes.
PAGE 45
SELF EVALUATION
the Introduction.
Remind students that there are two main parts in
this section: YOUR TEST RESULTS and YOUR
GENERAL PERFORMANCE.
3
2
1
0
Presentation
Correct spelling and neat
presentation.
A few spelling mistakes and some
presentation problems.
Several spelling mistakes and quite a
few presentation problems.
A lot of spelling mistakes and poor
presentation.
Score Your score
3
2
1
0
their results and reflect on them. Help them to think
of what they can do to improve results, solve
65
eXTra TeST UNIT 2
reaDING – SlUmDoG mIllIoNaIre
1 Read the review of “Slumdog millionaire”.
Four sentences have been removed from
it. Put them back in the corresponding
places. There is one extra sentence you
do not need to use.
4 pts.
a. But this is where the “typical” ends.
b. So, if you have not seen it yet I would
definitely recommend it.
c. The soundtrack is almost impossible
to ignore.
d. Viewers watch the movie and are
moved to tears.
e. What results is a story that grabs us.
Adapted from: Srinath, R. (2010). Slumdog Millionaire.
Teen Ink. Retrieved November 2, 2010 from
http://teenink.com/reviews/movie_reviews/article/
74447/Slumdog-Millionaire/
66
Unit 2
Slumdog Millionaire
A review by Srinath R.
When acclaimed director Danny Boy
le wandered into
the slums of Mumbai, India, with
a relatively unknown
group of actors, it was hard to ima
gine what the
filmmaker was doing so far from hom
e. However, with
the release of “Slumdog Millionaire,”
it is apparent that
Boyle doesn’t need to be on familiar
ground to make
excellent movies.
A film like “Slumdog Millionaire” doe
sn’t come along
very often. But when it does, we end
up falling in love.
Initially the plot appears so typical
: a teen from the
slums of Mumbai rises from rags to
riches by appearing
on a popular game show. (a.) ______
_________________
“Slumdog Millionaire” is so realistic and
moving that you
find yourself gripped by the artistry
with which it was
made. The cinematography creates
a visually spectacular
film, and Boyle’s team captures on
camera, with a success
shared by perhaps no other foreign
director, the sights
and sounds of the Indian subcontine
nt.
What truly sets “Slumdog Millionaire
” apart, however, is
the plot. Protagonist Jamal Malik (pla
yed by talented
newcomer Dev Patel) is an 18-yearold chai-walla (tea
seller) from the slums who appears
on the Indian
version of “Who Wants to Be a Million
aire” with the hope
that the love of his life, Latika (played
by the stunning
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 Indian
music director A.R. Rahman. (c.) ___
_________________.
It integrates Western music and tun
es familiar to
Bollywood lovers into a film that is
very different from
either 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 wil
l move you and force
you to think, it would be “Slumdog
Millionaire.”
(d.) _____________________, and you
can now rent it in
DVD format.
UNIT 2
2 Read the review again and match the names in
column A with the roles in column B.
7 pts.
Name
Role
a. A.R. Rahman
i. Reviewer
b. Danny Boyle
ii. Music director
c. Dev Patel
iii. Main male character
d. Freida Pinto
iv. Main female character
e. Jamal Malik
v. Main actress
f. Latika
vi. Main actor
g. Srinath R.
vii. Director
laNGUaGe
7 Classify the underlined words into
gerunds or present participles.
5 pts.
a. Painting and writing are her two great
passions.
b. She is dreaming of being an actress.
c. I don’t really like playing cards.
8 Fill in the blanks in these sentences with the
gerund of one of the verbs in the box.
3 What is the writer’s general opinion of
the film?
1 pt.
a. It is really good and unique.
b. It is quite similar to other Indian movies.
c. The film is too realistic and sad.
lISTeNING – aN INTerVIeW WITh
ISabel alleNDe
4
5
6
21 Listen to the interview. Cross out
the books by Isabel Allende that are not
mentioned.
a. Aphrodite
b. Of Love and Shadows
c. Paula
d. The House of the Spirits
e. The Infinite Plan
5 pts.
21 Listen to the interview again and
answer these questions.
4 pts.
a. What two things does Isabel Allende love
doing?
b. Which is, in her opinion, the most
important book she has written?
c. What book would she like to write?
d. What kind of journalist was she?
21 Listen to the interview once
more and choose the best option.
3 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
interested in / working on?
5 pts.
· canoe · disobey · eat
· listen · study
a. One of my favourite sports is _______ down
the Mississippi River.
b. Jennifer likes _______ to the Rolling Stones.
c. I don’t think you will pass the driving test
without _______ the traffic regulations.
d. _______ too much fat and sugar is bad for
your heath.
e. The soldier was arrested for _______ orders.
SPeaKING
9 Interview a partner about his / her likes
and dislikes in films. Consider the
aspects in the box.
10 pts.
· Chilean v/s foreign films · Favourite actors
· Favourite type of films · Music / soundtracks
· Original language with subtitles v/s dubbed
· Special effects
WrITING
10 Write a review (maximum 90 words) of a
show you have seen recently. It can be a
concert, a play or a film. What did you
like / dislike about it? Why? How could it
be improved? Would you recommend
it to a friend?
10 pts.
0 to
12
13
to 25
KEEP TRYING
REVIEW
26
to 38
39
to 54
54
PTS
TOTAL
67
aNSWerS To eXTra TeST UNIT 2
READING – SLUMDOG MILLIONAIRE
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.
3. a.
LISTENING –
AN INTERVIEW WITH ISABEL ALLENDE
21
4. b. and e. are not mentioned.
5. a. Playing with her grandchildren and writing.
b. Paula.
c. A novel about beauty.
d. She wasn’t very good.
6. a. 1982. b. product. c. interested in.
TRANSCRIPT - LISTENING - AN INTERVIEW WITH
ISABEL ALLENDE
21
Please note that the woman in the interview is not Isabel
Allende, but a professional actress.
The interviewer speaks with a British accent and the actress
playing Isabel Allende speaks with a Chilean accent.
Interviewer: She claims to find interviews somewhat
problematic and complicated because they keep her
from the important work of writing, but Isabel Allende
proves to be a great interviewee. Since her first book,
“The House of the Spirits”, was published in Spain in
1982, her work has received international recognition.
She is the author of 17 books in total, including one
work of non-fiction: “Aphrodite: Recipes, Stories and
other Aphrodisiacs”. So, tell us, Isabel, what would you
be doing if you were not writing?
68
Unit 2
Isabel Allende: I would probably be doing something that
means not washing dishes! I’d be playing with my
grandchildren probably. I love playing with them! But
above all, I love writing. I love the process. I just love
the time I spend alone in a room adding words one by
one to create a universe that is mine. And when the
book is published, all this craziness starts.
Interviewer: Which is your favourite of your own books so far?
Isabel Allende: Mm, I don’t have a favourite book because I
don’t think of the book as a product, but the most
important book in my life is “Paula” because it saved
me from suicide and it saved Paula from oblivion. In a
way, it’s a celebration of life, a celebration of the things
I care for: family, life, love.
Interviewer: Do you have a subject that you’re currently interested in?
Isabel Allende: I like writing about beauty and I would like to
write a novel about beauty because in a novel, I’m free
to do anything I want, and in a book that is nonfiction, I
must stick with the facts. I wasn’t a very good journalist;
really, I was a lousy journalist. I would lie all the time, I
could never be objective. And if I didn’t have a story, I
would make it up, so as a journalist I wasn’t any good,
but all those things are allowed in fiction..
LANGUAGE
7. a. gerund / gerund. b. present participle /
gerund. c. gerund.
8. a. canoeing. b. listening. c. studying.
d. eating. e. disobeying.
UNIT 2
SPEAKING
u Speaking
Task
Score
Language
Asked and answered questions about
preferences in films mentioning all
4
the required aspects.
preferences in films mentioning
3
most of the required aspects.
preferences in films mentioning half
2
of the required aspects.
Asked and answered 1 or 2 questions
about preferences in films, not
1 comprehension.
mentioning the required aspects.
Score
3
2
1
0
Interaction
hesitation.
Score Your score
3
2
1
0
WRITING
10.Assign points according to these criteria
u Writing
Task
Wrote a review mentioning all the
required aspects.
Wrote a fairly coherent review,
mentioning some of the required
aspects.
Wrote a fairly coherent review,
mentioning a few of the required
aspects.
Didn’t write a coherent review,
didn’t mention the required
aspects.
Score
Language
Score
Presentation
Correct spelling and format.
Score Your score
4
3
3
mistakes.
2
format.
2
2
mistakes.
1
incorrect format.
1
1
0
incorrect format.
0
3
69
UNIT
TECHNOLOGY
3
READING:
LISTENING:
ORAL
PRODUCTION:
WRITTEN
PRODUCTION:
FUNCTIONS:
find and classify information / deduce the meaning of new words.
identify information provided prior to listening / discriminate between
correct and incorrect information.
GRAMMAR:
VOCABULARY:
the Subjunctive with different verbs and
adjectival phrases / linking words.
words from the areas of technology and
scientific inventions.
imitate model dialogues / complete conversations with provided
information.
prepare a brochure / summarise information.
introduce yourself and others.
READING:
LISTENING:
a brochure.
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://techengage.com
•
70
Unit 3
PAGE 46
INTRODUCTION
already know, what they can do, what will be new,
etc. Draw students’ attention to the values that will
be paid more attention to, and ask them to
anticipate what issues will be discussed in
connection with them.
PAGE 47
previous paragraph.
encourage them to reflect and be honest to do
those that require individual responses.
As an introduction, talk to students about the use of
technology in their everyday lives and ask them to
compare it with their parents’ or grandparents’
times. Ask them if they believe that we are getting
too dependent on technology.
1 Ask students to identify the professions of the
people in the pictures. Can they guess by their
clothes, equipment, place of work, etc? Tell
them to read the introductions. Which ones are
more and which ones are less formal? Tell them
to match the introductions (a. – d.) and the
pictures. Then, students use the expressions to
introduce people they know.
Examples: I’d like you to meet my English teacher,
Mrs Perez. Camila, meet Franciso, my best friend.
Answers
a. 4. b. 3. c. 2. d. 1.
2 Ask students to read the names of the eight
inventions and decide which ones they know
and use in their everyday lives. Can they identify
which of them were invented in the 20th
century? Do they know who the inventors are?
Answers
a., c., d., e., h.
Aeroplane: Orville and Wilbur Wright requested a
patent application for a “flying machine” nine
months before their successful flight in December
1903. It became a significant invention very fast and
was first used on a large scale in World War One,
1914 – 1918. It was commercially exploited from
the beginning of the 1920´s.
Diesel engine: it was invented by Rudolf Diesel, a
refrigeration engineer from France. The patent was
granted in 1898.
GPS: the Global Positioning System was invented
by the U.S. Department of Defense (D.O.D) and Ivan
Getting. The foundations for this invention were laid
in the 1950´s and later developed in the 70’s. It
became popular at the beginning of this century.
Karaoke: the Japanese word Karaoke is derived
from two words: Kara, which means “empty”, and
Oke, short for okesutora, or orchestra. The history of
karaoke can be traced back to the early 1970’s, and a
singer named Daisuke Inoue. Inoue was often asked
to provide recordings of his music so that fans could
sing along. Realising the potential, Inoue created a
tape recorder that played a song for a 100-yen coin.
Microwave oven: its invention did not come about
as a result of someone trying to find a better, faster
way to cook. During World War II (1939 - 1945) two
scientists invented the magnetron, a tube that
produces microwaves. Installing magnetrons in
Britain’s radar system, the microwaves could spot
Nazi warplanes on their way to bomb the British Isles.
By accident, several years later, it was discovered that
microwaves could also cook or warm food.
Telephone: in the 1870s, two inventors, Elisha Gray
and Alexander Graham Bell, both independently
designed devices that could transmit speech
electrically - the telephone. Both men rushed their
respective designs to the patent office within hours
of each other; Alexander Graham Bell patented his
telephone first.
tECHnOLOGY
71
Typewriter: Christopher Latham Sholes, a U.S.
mechanical engineer, invented the first practical
modern typewriter, patented in 1868 and first
produced by the Remington company in 1873.
Velcro tape: in 1948, George de Mestral, a Swiss
amateur-mountaineer and inventor decided to take
his dog for a nature hike. When he returned, he
noticed that his dog’s fur was covered with burrs seed sacks of a common plant. He examined the
sacks under his microscope and saw all the small
hooks that made the burrs stick to practically any
porous surface. This way the Velcro tape was born.
3 Talk to the students about how humans create
energy to power different devices. For example,
how do we create the energy to have light and
heat in our homes? Is it the same way that we
create energy to run our cars and buses? What
other sources of energy do they know?
Ask them to match the pictures with the
different sources of energy.
Answers
Geothermal – Picture 2. Nuclear – Picture 3.
Solar - Picture 4. Wind – Picture 1.
Non-renewable sources of energy.
Oil / petroleum: it was formed from the remains of
animals and plants (diatoms) that lived millions of
years ago in a marine environment before the
dinosaurs. Over millions of years, the remains of these
animals and plants were covered by layers of sand
and silt. Heat and pressure from these layers helped
the remains to turn into what we today call crude oil.
Natural gas: the main ingredient in natural gas is
methane, a gas composed of one carbon atom and
four hydrogen atoms. Millions of years ago, the
remains of plants and animals (diatoms) decayed
and built up in thick layers. They were later
changed into gas.
Coal: basically the same process as oil and gas, but
solidified.
Uranium: nuclear energy is energy in the core
(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.
72
Unit 3
Renewable sources of energy.
Biomass: organic material made from plants and
animals. Biomass contains stored energy from the
sun. Plants absorb the sun’s energy in a process
called photosynthesis.
Geothermal: the word comes from the Greek
words geo (earth) and therme (heat), so, geothermal
energy is heat from within the Earth. We can
recover this heat as steam or hot water and use it to
heat buildings or generate electricity.
Hydropower: it is the energy that is recovered from
the power of moving water, such as a river.
Solar energy: it is the sun’s rays (solar radiation)
that reach the Earth. This energy can be converted
into other forms of energy, such as heat and
electricity.
Wind: it is simply air in motion. It is caused by the
uneven heating of the Earth’s surface by the sun.
PAGE 48
LESSON 1 - READING
PLANET SAVING TECHNOLOGY
BEFORE YOU READ
Tell students to form small groups to answer
and discuss the questions. Ask students to go
back to Exercise 2 on page 47 and see which of
the inventions mentioned they find useful,
useless, important, out of fashion.
UNIT 3
2 (Learning ability: to classify key words).
Students read the words, check their meaning
and then classify them. Classifying is an
everyday activity for most people. When we talk
about sports, most of us make distinctions
regarding soccer, swimming, etc. First, we
usually divide sports into two broad groups or
classes: individual sports and team sports; we
often classify sports according to seasons, and
according to whether the sport is one that we
play or watch. Classifying will be used by
students throughout their personal and
professional life and thus is considered an
important skill.
Ask students what they notice about the ending
of the words that fit under each category.
Answers
Discipline / Field
Astronomy
Chemistry
Design
Ecology
Engineering
Genetics
Physics
Research
Science
People who work in it
Astronomer
Chemist
Designer
Ecologist
Engineer
Geneticist
Physicist
Researcher
Scientist
ADDITIONAL ACTIVITY
Ask students to work in groups, choose a common
topic, such as food, sports, inventions, school
subjects, games, etc. and list at least 18 words for
the chosen subject. Tell them to exchange lists with
another group and following this, to classify the
words in the list they receive into two groups.
3 (Learning ability: to identify cognates).
See notes on cognates on page 10 of the
Introduction.
Answers
Only research and researcher are not cognates.
4 (Learning ability: to predict content from
cognates and familiar words).
Students try to predict the content of the reading
text based on previous exercises and the meaning
of key words. Do not check answers at this point.
Remember that “When students make
predictions, their understanding increases, and
they are more interested in the material.
Students use their background knowledge as well
as clues from the text....to predict and anticipate or
logically “guess” what the text will be about.”
(Fielding, Anderson, Pearson, 1990)
The predicting process must be then
rationalised (why?), checked (through reading /
listening) and substantiated (proved). This is
done in a subsequent exercise in the While you
Listen / Read part of the lesson. Always make
sure that predictions are checked once they
have listened to or read the text.
WHILE YOU READ
Students scan the text to find the words from
Exercise 2. If predictions were not correct
students should analyse what went wrong. Was
their vocabulary too limited? Did they
misunderstand some previous exercises?
However, the main purpose of making
predictions is to focus students’ attention and
raise their interest. Besides, you should consider
that some predictions are quite subjective,
especially when students predict vocabulary
that they believe will appear in a text.
Answers
astronomer, engineers, chemists, ecologists,
researchers, scientists, geneticists.
Ask students to read the text more carefully and
decide on the type of text it is. For this type of
activity it is a good idea to pay attention to:
- the length of the text.
- text distribution / division.
- level of difficulty.
- the target audience.
Answers
b.
tECHnOLOGY
73
7 (Learning ability: to infer meaning of words /
expressions).
Scientific vocabulary: scientific and technical
words, terms, formulas, and symbols that are
almost universally understood by scientists and
similarly used in at least two languages.
Generally, scientific words have the same root
and vary slightly in spelling and pronunciation,
they are cognates. Students will use scientific
words in both Spanish and English throughout
their lives, some of them in their everyday lives
(bacteria, enzyme, biotechnology, etc.),
therefore it is important that they learn to
identify scientific words in texts.
Answers
ozone, bio-fuels, radiation, thermal collector,
solar cells, electric grid, power generators,
desalination, distillation, hydrologic, recondense, bacteria, enzyme, bio-remediation.
Generally, a title or a heading is a very brief
summary of a paragraph or a full text.
Summarising is an important skill which is often
used when researching, gathering or presenting
information and here the process is done in
reverse - students must match the “summary”
(title / heading) with the corresponding text. Tell
students to concentrate on the key aspects of
each part of the brochure. For example: what is
the key aspect /main subject of Text I? The
summary / heading / title of the text must be
related to this key aspect.
Answers
Text I – Heading c.
Text II – Heading a.
Text III – Heading d.
Answers
Conventional inventions: calculator, watch,
road signs, power generators.
“Green” inventions: solar cells, solar thermal
collector, solar panels, desalination plants, toxic
waste disposal.
See page 8 of the Introduction.
10 (Learning ability: to identify textual references).
Ask students to go back to the text and
underline the sentences where the highlighted
words appear. If necessary, they should read
further back in each case, to discover what the
words refer to.
Answers
a. solar energy or solar radiation. b. PV systems.
c. humans. d. artificial desalination.
e. phyto-remediation. f. the three technologies
mentioned in the text.
11 (Learning ability: to find, support and classify
specific information).
To begin the activities, talk to the students about
the general advantages and disadvantages of
certain subjects. For example, what are the
advantages of studying English? What are the
disadvantages of using a car? Then ask them to
read the text again and find the advantages and
disadvantages of the inventions mentioned in
the brochure. Check orally.
Answers
Invention
I. Solar
energy
PAGE 49
9 (Learning ability: to transfer relevant
information to a visual organiser).
Tell students to read the text again and find
examples of conventional and “green”
inventions mentioned.
74
Unit 3
II.
Desalination
III. Phytoremediation
Advantage
It has many
uses and can be
converted into
other types of
energy.
It can give us
lots of fresh
water.
It absorbs
dangerous toxic
waste.
Disadvantage
The amount of
sunlight is not
constant in all
areas.
It is still quite
expensive.
It is not
available on a
large scale.
UNIT 3
AFTER YOU READ
PAGE 52
12 22 (Learning ability: to participate in a guided
oral dialogue).
This conversation is an extension of the subject
already mentioned in the brochure, but it also
draws on students’ previous knowledge and
their own opinions. Students should be able to
identify the advantages and disadvantages of
certain technologies and match the answers
with the questions. Tell them to pay attention to
certain key words; for example, in the first
question the key words are “nuclear energy”. To
match them with the correct answer they must
look for the correct key words. We all know that
nuclear energy is dangerous and can cause
significant damage to the environment. The
correct answer then will be the one that
includes the word “dangerous”.
Play the recording once or twice for students to
check their answers and then play it again for
students to repeat and practise. Invite some pairs
to role play the conversation in front of the class.
Answers
See transcript.
22
Jordan speaks with a British accent and You with an
American accent.
Jordan: What do you think is the biggest disadvantage of
nuclear energy?
Alice: It is really very dangerous for humans and animals.
Jordan: And what do you think is the problem with solar
energy?
Alice : To use it you need a place with a lot of sunshine.
Jordan: Do you think that the invention of the Internet has
improved our lives?
Alice : I think it has improved our communications.
Jordan: And what’s the advantage of heating up food in
microwaves?
Alice : I prefer food cooked and heated on conventional
cookers.
Jordan: Should we use more geothermal energy in Chile?
Alice : Yes, but we must be careful with our environment.
Learning tip
See notes on page 8 of the Introduction.
Even though and even if mean basically the same
thing: although. We also use even if to indicate
something theoretical or hypothetical. We use even
though for the past and present tense, and even if
for the future tense.
Other examples:
He met her at the station even though the train arrived
at 5 am.
She’ll continue to live in this town even if she loses her job.
Even though he is only 17, he both studies and works.
In fact means in reality.
Other examples:
He is quite tall. In fact, he is 10 centimetres taller than
his father.
She is an actress. In fact, she is quite well known in
local theatres.
As long as, provided that can replace if in conditional
sentences. These are usually used in the First
Conditional, and sound a bit formal.
Other examples:
You can stay here as long as you keep quiet.
We will pay the bills provided that you pay the rent.
We could organise a picnic as long as everybody agrees.
13 (Learning ability: to apply new vocabulary and
structures).
Revise with the students the linking words
provided in the Learning Tip box and ask them
to provide further examples.
Then refer students back to the text and ask them
to find sentences that have similar meanings as
statements a. – c. Check answers orally.
Answers
a. Even though the rays of the sun are readily
available, there are still some disadvantages.
b. In fact, as far back as the 1830s, British
astronomer John Herschel proposed that a
solar thermal collector box be used to cook
food during an expedition to Africa.
c. Provided that we have salty water available,
we can distil or desalinate it.
tECHnOLOGY
75
Language Note
The Subjunctive with that
In English, verbs are used in contexts called moods.
These verbal moods are:
• the Indicative: simple statement or question (Jenna
does the exercises.)
• the Imperative: a command (Jenna, do the
exercises!)
• the Subjunctive: a statement contrary to fact; a
wish, a mandative statement, indicating a request or
demand (I request that Jenna do the exercises.)
There is a long list of verbs that usually go with the
Subjunctive mood. However, at this stage, students
should be aware only of those included in the lesson and
which express the sense of recommendation, importance
and urgency.
• The manager insists that the car park be locked at
night.
• The board of directors recommended that Paul Harper
join the company.
• It is essential that we vote as soon as possible.
Draw students’ attention to the form:
Verb (advise, ask, recommend, demand etc) + that +
infinitive without to
Tell them that the subjunctive structure is always the same.
It does not matter whether the sentence is past or present.
• Present: The President of the company requests that
they stop the work on the new road.
• Past: The President of the company requested that
they stop the work on the new road.
Answers Point 3
1. Electrical engineers recommend that we
install solar panels in areas with stable solar
conditions.
2. Scientists insist that we plant forests to clean
up toxic waste.
14 (Learning ability: to practise a structure).
Give students time to revise the Language Note.
It might take a while before they understand
the structure completely. Provide plenty of
examples and ask them to offer their own.
Ask them to read the example carefully.
Tell them to read the statements and then
match them with the pictures. Finally, ask them
to re-write the statements in the Subjunctive,
imitating the example.
76
Unit 3
Answers
a. Sonia suggested that we all go to the beach.
(Picture 3)
b. I proposed that we go to the cinema.
(Picture 1)
c. Dentists advise that we brush our teeth after
each meal. (Picture 4)
d. The sign requests that we take off our shoes
before entering the temple. (Picture 2)
PAGE 53
students understand them clearly and set a time
limit to complete the task. Help students to
check their answers and work out their scores.
You may ask students to keep track of their
progress and then evaluate their overall
performance in the Minitests after two or
three units.
Possible answers
a. The teacher suggested that we read Don
Quijote de la Mancha as a good example of
Spanish literature.
b. The doctor recommended that I take the
cough mixture after I eat.
c. I demand that you return my money! The
computer is not working.
d. She insisted that we drink some milk before
we set off.
e. I propose that we fly to Mexico and there we
can rent a car.
f. The President urges that we all vote in the
next elections.
UNIT 3
(Learning ability: to create a new text).
Introduction.
Tell students to go back to the brochure on pages
50 and 51. Ask them to identify the main features
of a brochure (length, form, etc). Go through the
instructions with the class and tell them to choose
one topic, which they will have to prepare for the
following class in their group. It is important that
they consider the ideas mentioned in Point c.
Give students time to prepare and proof read their
brochure, and to exchange it with other groups.
Evaluate performance using the points provided.
17 (Learning ability: to reflect on the content of the
lesson and relate it to own experiences).
topic of the lesson. Encourage students to
discuss their answers to the questions in small
groups, and to give and support their opinions
with respect for their classmates at all times.
PAGE 54
THE TECHNOLOGY OF LIVING THINGS
BEFORE YOU LISTEN
Remind students to check the learning abilities
they will develop with each of the activities and
Tell students to form small groups to answer
and discuss the questions.
DNA: deoxyribonucleic acid is a nucleic acid that
contains the genetic instructions used in the
development and functioning of all known living
organisms and some viruses. The main role of DNA
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.
2 (Learning ability: to match information and
pictures that represent it).
Pictures help students to put a situation in a
context. In everyday life we often rely on
pictures to help us to understand different
situations, for example, buying products in a
supermarket, road signs, and the icons on our
computer, etc.
Ask students to look at the pictures (1 – 4), read
the bubbles with the introductions (a. – d.) and
finally match them.
Answers
Picture 1 – d.
Picture 2 – a.
Picture 3 – b.
Picture 4 – c.
Introductions are an important part of our social
language. When you meet someone for the first
time, it is common to greet the person with “How
do you do?” for which the correct response is “How
do you do?”
We use social language for several purposes. An
individual may say words clearly and use the correct
words with the correct grammar, but still have a
communication problem - if he/she has not
mastered the rules for social language known as
pragmatics – the way in which language is used to
express what you really mean in particular
communicative situations. The main
communication purposes are:
• greeting (e.g., hello, goodbye)
• informing (e.g., I’m going to buy a book.)
• demanding (e.g., Give me some milk.)
• promising (e.g., I’m going to get you a present.)
• requesting (e.g., Can you give me hand, please?)
Source: Sociolinguistics (Oxford Introductions to Language Study) by
Bernard Spolsky (Paperback - Mar 12, 1998), Oxford University Press
ADDITIONAL ACTIVITY
Ask students to use the four different introductions
to introduce themselves, their classmates and other
imaginary people.
tECHnOLOGY
77
PAGE 55
3 (Learning ability: to infer the meaning of key
words).
The concept of key words is one of the most
important ones to grasp when trying to
optimise reading or listening skills. Increasingly,
when you are looking for information on the
Internet, you go to the search engines. You type
in some words to describe what you are looking
for. These words are key words. Students will
come across them in all kinds of everyday
activities. It is important to stress that finding
the right key words might facilitate both their
comprehension and their search for
information.
WHILE YOU LISTEN
6
Answers
a., c., d., f.
7
Answers
Biochemistry, biofuel, biological, biomass,
biophysics, biotechnology.
23 (Learning ability: to find the meaning of
key words and identify their pronunciation).
Give the students some time to check the
meaning of these words in a dictionary. You can
ask them to write sentences with the words in
their notebooks or write some incomplete
sentences on the board for them to complete
with the new words. Play the recording several
times. Students first only listen and then listen
and repeat the words.
TRANSCRIPT – PRONUNCIATION
5 (Learning ability: to predict content from the
context).
In this exercise students predict the areas in
which biotechnology can be used in our lives,
from the alternatives given. Students must draw
on their previous experience and the
introductory exercises in the lesson. Do not
check answers at this point.
78
Unit 3
8
24 (Leaning ability: to find specific supporting
information).
Ask students to read statements a. – e. with the
two options and then play the recording again.
Remember that students will have different
levels of listening skills and it might be
necessary to play the recording more than once.
Answers
a. ii. b. i. c. ii. d. i. e. ii.
23
boost - breathe out - crop - drought - increase (v.)
ore - rise - spoil - wrinkly - yeast
24 (Leaning ability: to find specific
information).
Go back to Exercise 2 and review the four
introductions. Then play the recording again and
ask students to write down the one(s) they hear.
Answers
Let me introduce Dr Desmond O’Hanlon,
biotechnology expert from Trinity College.
And I’d also like you to meet Greta Byrne, who
is my assistant.
4
24 (Leaning ability: to validate predictions).
Play the recording once or twice to give
students enough time to check their predictions
in Exercise 5. Check orally. You can ask faster
students to give examples of the specific uses,
for example: We use biotechnology in medicine to
try to cure cancer or eradicate the Hanta virus.
9
24 (Leaning ability: to find general and
supporting information).
At this stage students will probably have listened
to the recording at least three times, so you can
ask them to read the questions and write the
answers in their notebooks. Then play the
recording again for them to check their answers.
UNIT 3
Answers
a. Biotechnology means the tools for the study
of life..
b. We use biotechnology in medicine to try to
cure cancer or eradicate the Hanta virus.
c. Because there is a shortage of water.
d. Because it is dangerous to play around with
viruses and bacteria.
TRANSCRIPT - LISTENING - THE TECHNOLOGY
OF LIVING THINGS
24
All the speakers have an Irish accent.
Reporter: In our “Cool Science for Kids” series we’re visiting
a laboratory today. Let me introduce Dr Desmond
O’Hanlon, biotechnology expert from Trinity
College, Dublin. Dr O’Hanlon.
Dr O’Hanlon: Hello. And I’d also like you to meet Greta
Byrne, who is my assistant.
Greta: Hi, there.
Reporter: Doctor, a simple question first. What is
biotechnology?
Dr O’Hanlon: It comes from three Greek words: Bio – which
means life; Techno –meaning tools; and –
ology, which is the study of; so, biotechnology is
the tools for the study of life.
Reporter: As we are not experts, I think it’s a good idea that
you tell us why biotechnology is of interest to us.
How does it affect people?
Dr O’Hanlon: Well, biotechnology has been around for more
than four thousand years! Have you ever eaten a
toasted cheese sandwich?
Reporter: What a strange question! Of course I have!
Dr O’Hanlon: Well, the bread and cheese in it have been
created by biotechnology over thousands of
years. To make bread, it’s essential that we add a
living organism, yeast, to make the bread rise.
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.
Greta:
Another good example is apples. Even though
people have been eating apples for thousands of
years, they were about the size of a cherry,
wrinkly and extremely sour before biotechnology.
Dr O’Hanlon: And there are many more examples.
Reporter: Fascinating! What else can be done with
biotechnology?
Dr O’Hanlon: We use biotechnology in medicine to try to
cure cancer or eradicate the Hanta virus. We use
it to increase energy generation or to get new
energy sources such as biofuels from plants. It’s
used in agriculture to boost crops such as rice and
corn. In fact, in our times, when water shortage
is a problem for the future, it is urgent that we
plant crops resistant to droughts, and
biotechnology can help us achieve it.
Greta: And it’s also used in some mining processes to
extract metals from metal ores.
Reporter: Isn’t it dangerous to play around with viruses and
bacteria?
Dr O’Hanlon: It could be if we are not careful. That’s why it’s
imperative that scientists take care when doing
their experiments in safe laboratory
environments.
Reporter: Thank you doctor; this was really interesting.
AFTER YOU LISTEN
10 (Learning ability: to draw conclusions).
Students can work in groups of four students to
go over their notes and answers to the listening
exercises and reach an agreement on the main
conclusions they draw. Emphasise that there are
no right or wrong answers to this question, but
encourage them to use the information they
collected to express their conclusions. Invite
different students to share their group’s
conclusions with the class.
tECHnOLOGY
79
Words are tools that we use to express feelings
or ideas and to develop our knowledge about
the world. It is very important that students
learn as many words as possible not only to
express themselves correctly, but also to
understand others, to understand written
information and to comprehend spoken
messages. The words in this exercise are taken
from the text and should be practised in context.
Answers
a. Humans rely on crops such as rice, wheat
and potatoes.
b. Lemonade is a mixture of water, sugar and
lemon juice.
c. Most copper ore is mined from large open
pit mines.
d. My absolutely favourite food is a toasted
cheese and ham sandwich.
e. There is still no cure for cancer and the
common cold.
PAGE 56
Language Note
The Subjunctive (continued)
This section deals with other uses of the
Subjunctive in English.
The Subjunctive is a formal construction. It is more
commonly used in American English than in British
English, and more often in the written form than in
the spoken form.
Apart from the verbs indicated in the Language
Note on page 52 of the Student’s Book, the
adjectives in this Language Note can also be
followed by a verb in the Subjunctive.
Provide students with lots of examples. Make them
fairly formal so that they notice that it is a rather
formal structure.
Other examples
It is urgent that we finish the project immediately.
They said it was vital that we speak to the head
teacher.
Mrs Smith, it is essential that you give your son
vitamins and calcium.
80
Unit 3
Tell students to read both parts of the sentences
carefully to match them and then write the complete
sentences in their notebooks. Check orally.
Answers
Christmas is approaching, so it’s a good idea
that we start buying gifts.
Your test is next week, so it’s vital that you
begin studying now.
Our planet is in danger! It’s urgent that we all
try to save it.
As you are an athlete, it’s recommended that
you take some vitamin supplements.
When you drive a car it’s imperative that you
pay attention to the traffic signs.
To be a good musician it’s important that you
practise every day.
In this lesson students have had the
opportunity to practise introductions several
times. They have come across formal and
informal introductions. This exercise deals with
very informal introductions students can use
with their friends and families.
Answers
See transcript.
Gina speaks with an American accent, Tony with an Italian
accent, Clive with a British accent, Naomi with an Indian
accent and Steve with a German accent.
Gina: Hi, everybody.
Tony: Hi, Gina.
Gina: Tony, aren’t you going to introduce me?
Tony: Sorry! Well, first, the guy on your right is Clive.
Clive: Hello, Gina.
Gina: Hello, Clive.
Tony: And the girl on your left is Naomi.
Gina: Nice to meet you, Naomi.
Naomi: Nice to meet you too.
Tony: Finally, the guy sitting next to Naomi is Steve.
Steve: How are you doing?
Gina: Not too bad, and you?
25
UNIT 3
PAGE 57
14 (Learning ability: to consolidate grammar and
vocabulary).
Refer students to the Learning tip on page 52 of
the Student’s Book before they do this exercise.
Answers
a. Even though he is not an expert, he knows a
lot about biotechnology.
b. It is safe to do the experiments provided
that / as long as we follow specific safety
measures.
c. We still need other sources of energy, even if
we reduce the use of fossil fuels.
15 MINITEST (Learning ability: to evaluate
learning).
performance in the Minitests after two or three
units.
Answers
Will vary. Check that the Subjunctive is used
correctly.
16 (Learning ability: to consolidate vocabulary
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 the 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.
(Learning ability – to discuss an issue).
Introduction.
When leading a discussion, as in this exercise,
remember the following points:
• If possible, have people sit in a circle, or at
least facing one another.
• Everyone should listen respectfully to the
others (even if they disagree).
• The person who is speaking should not be
interrupted.
• No more than one person should speak at the
same time.
• No one’s ideas should be made fun of.
• If they disagree with someone, they should
disagree with their ideas, but should not
attack the person.
Go through the instructions with students and
evaluate the discussion according to the points
provided at the end of the instructions.
Throughout the exercise, encourage students
to use the vocabulary and structures learnt in
the lesson.
lesson and relate it to own experiences).
discuss their answers to the questions in
Exercise 18 in small groups, and to give and
support their opinions with respect for their
classmates at all times.
Answers
Will vary.
tECHnOLOGY
81
PAGES 58 - 59
Introduction.
Answers
1. Answers will vary.
2. a. – 4. b. – 5. c. – 6. d. – 2. e. – 3. f. – 1. g. – 7.
1 Students read the content of the six bubbles and
match them in pairs according to similar / same
meanings. Ask them to indicate the key words in
both bubbles which helped them decide. Finally
they match them with the three pictures.
Answers
a. – b. Picture 2. c. – e. Picture 1. d. – f. Picture 3.
2 Students read the introductions (i. – iv.) and
indicate in which of the provided situations
they can be used (a. – d.). Then they add two
more situations of their own (e. – f.), with the
corresponding introductions (v. – vi.). After they
finish, tell them to role play the introductions
with a partner.
Answers
a. –iv. b. – iii. c. – ii. d. – i.
3 Ask students to read the letter carefully. Ask
them to place the missing information (a. – d.)
back into the corresponding spaces (i. – iv.).
PAGE 61
CHILEAN CONNECTION
comment on it in their groups. Promote comparison
between the foreign and the Chilean contexts
encountered in this short text and in the unit,
making sure students give each one its own value.
Ask students to write down the names of the three
bacteria mentioned in the text and do some
Internet research to find their meanings. Talk to
them about the importance of copper for the
Chilean economy. Ask them about other products
that are essential for Chile and how they contribute
to the well-being of the country.
You can find an exhaustive article on the discovery at
http://www.lanacion.cl/prontus_noticias/site/artic/20
061007/pags/20061007201250.html
Answers
Wenelén = la pionera. Licanantay = “la
atacameña”. Yagán = “la fueguina”.
Answers
a. - iv. b. - i. c. - iii. d. - ii.
4 Ask students to identify the picture that
corresponds to the invention described in the
letter and to justify their choice.
Answers
Picture 2. (it is a poor area, it is very dry, the
children are black, they are somewhere in
Africa).
PAGES 60 - 61
JUST FOR FUN
Introduction. Remind students that they should do
the activities on their own, without much intervention
from you, but help and support when necessary.
PAGES 62 - 64
TEST YOUR KNOWLEDGE
Answers
READING - GREEN SHIPS FIGHT
GLOBAL WARMING
1. c.
2.
15
The amount of benefits for each pound
spent on stratospheric aerosols.
2,000
The number of ships to be used in the
project.
5.3 billion The total cost of cloud whitening.
150 billion The cost governments are considering
spending on the reduction of CO2
emissions.
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.
82
Unit 3
UNIT 3
LISTENING –CUTTING EDGE TECHNOLOGY 26
5. Interview I: b. Interview II: c.
6. c. d.
7. a. light. b. cut. c. on TV. d. tiny.
8. a. A nanometre is 1 billionth part of a metre.
b. Invention 1, the molecular clippers, is
useful because we can use it to hold very
tiny objects.
c. Invention 2, the mini laser, is useful
because it is used to cure skin cancer.
TRANSCRIPT – LISTENING - CUTTING EDGE
TECHNOLOGY
26
The interviewer speaks with a British accent and Dr Takuzo
has a Japanese accent.
I
Interviewer: Dr Takuzo, thank you for inviting us to see your
invention.
Dr Takuzo: You are welcome. The lab is really the best place
to see it – the world’s smallest scissors.
Interviewer: Are they really scissors?
Dr Takuzo: Well, they are really molecular clippers that are
opened and closed with light.
Interviewer: And what can we use them for?
Dr Takuzo: For lots of experiments we do in the laboratory.
For example, we can use the clippers to hold and
even to cut molecules, genes and other tiny objects.
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.
Reporter: Could you tell us if you know any modern
inventions? Something that maybe you saw on
television or read about in the newspaper?
Woman: I’m not sure… How about laser treatment? I saw
it on TV the other day.
Reporter: Can you tell me more about it?
Woman: It is a mini laser used to cure skin cancer. Doctors
rub a tiny amount of special cream into the skin and
then they use the mini laser to activate the healing
ingredients. I thought it sounded fantastic!
Reporter: Thank you.
LANGUAGE
9.
a. The doctor suggested that I drink lots of water
and have three light meals a day.
b. The teacher insisted that we submit the paper
on Monday at the latest.
c. Marie proposed that we sell the tickets at 3
pounds each.
d. The scientist recommended that we take the
necessary steps to reduce global warming now.
10.
a. He didn’t study for the test. In fact, I was
surprised that he passed it at all.
b. I will help you with the dishes as long as you
dry and put them away.
c. Even though she looks oriental, she was born
and brought up in Toronto.
11. Answers will vary. Check that students use that
+ the Subjunctive.
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:
u Speaking
Task
Role played the four dialogues
appropriately.
Score
3
Role played three of the dialogues
appropriately.
2
Role played two of the dialogues
appropriately.
1
Language
Score
2
A few language mistakes.
1
comprehension.
0
Role played only one or none of the
dialogues appropriately.
0
Interaction
hesitation.
Score Your score
3
2
1
0
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.
u Writing
Task
Score
Wrote a summary following all the
indications.
Wrote a summary following most
of the indications.
Wrote a summary following some
of the indications.
Wrote a summary, but followed
very few of the indications.
4
3
2
1
Language
mistakes.
mistakes.
PAGE 65
SELF EVALUATION
Introduction.
Help students to notice that there are two main
parts: YOUR TEST RESULTS and YOUR GENERAL
PERFORMANCE.
84
Unit 3
Score
3
2
1
0
Presentation
Correct spelling and neat
presentation.
A few spelling mistakes and some
presentation problems.
Several spelling mistakes and quite a
few presentation problems.
A lot of spelling mistakes and poor
presentation.
Score Your score
3
2
1
0
UNIT 3
eXTra TeST UNIT 3
reaDING - USING co2 To eXTracT GeoThermal eNerGY
USI NG C O2 T O EXT RAC T
GEOT H ERMAL ENERGY
By Peter Fairley
Carbon dioxide captured from power
plants could make geothermal energy
more practical.
Carbon dioxide generated by power
plants 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 dioxide and
keep it out of the atmosphere, it would
also
be a cost-effective way to use the greenho
use gas to generate new power.
The idea: carbon dioxide that is cycled thro
ugh hot regions, kilometres undergroun
d, can
efficiently bring heat to the surface, whe
re it can be used to generate electricity.
The concept was first proposed as a way
to improve systems that pump water dee
p
underground to fracture hot rocks, then
bring the heated water up via a second
well to
generate power, and then cycle the water
back down. The technology has been thw
arted to
date because it is so difficult to fracture rock
to get at the geothermal heat and sustain
its flow.
The most important question is how sup
ercritical carbon dioxide will interact with
rock and
minerals. Supercritical CO also has a part
icularly complex relationship with water.
2
On its own,
supercritical CO is not expected to dissolve
2
minerals from rocks - a major problem
encountered in the water-based approac
h. But experts recommend that they add
a fraction
of water to supercritical CO to form a sup
er-dissolving “acidic soda water.”
2
Instead of adding CO to geothermal ene
rgy plans, the University of Minnesota’s geo
2
fluids
research group suggests that they add geo
thermal energy extraction to existing plan
s for
carbon capture and storage. They insist
that they eliminate the need to fracture
rocks.
The group is researching how supercritica
l CO2 interacts with rock, minerals, and wat
er.
Understanding this is critical to the grou
p scheme. If the lab work confirms their
predictions,
they could be testing CO geothermal in
the field in as few as three years.
2
Thwart : (verb) to stop sth from happening.
Adapted from: Fairley, P. (2009) Usin
g CO2 to extract geothermal
energy, Technology Review, published
by MIT. Retrieved November
18, 2009, from http://www.technologyr
eview.com/energy/23953/
Well : (noun) a deep hole in the ground from which you can get water, oil, or gas.
tECHnOLOGY
85
lISTeNING – PlaNTING For
The FUTUre – bIoFUel IN chIle
1 Read and decide what kind of text this is.
Choose one option.
a. An article.
b. A brochure.
c. A web page.
1 pt.
4
2 Read the text again and decide if these
sentences are true (T), false (F), or not
mentioned (NM).
5 pts.
a. ____ Greenhouse gas could be an effective
alternative source of energy.
b. ____ Experts do not have the necessary
technology to develop this project.
c. ____ Researchers know very well how
supercritical CO2 will interact with rock and
minerals.
d. ____ Researchers are asking for scientists’
opinions all over the world.
e. ____ Minnesotta’s researchers do not like
the idea of fracturing rocks.
86
Unit 3
1 pts.
5
27 Listen to the recording again and
circle the word you hear.
9 pts.
a. The growing of crops such as corn, wheat,
rape-seed and barley to produce ethanol /
methanol and biodiesel might / may lead to
big changes in the Chilean agricultural/
industrial sector at a time when cheaper
and cleaner alternatives to petroleum
derivatives are in high demand.
b. Ethanol is a type / kind of alcohol derived
from grains such as wheat or corn which
can be used to partly fuel petrol-powered
cars / vehicles.
c. On the other hand, biofuel / biodiesel is
similar to the diesel obtained from
petroleum, and can be used in diesel
powered machines / engines.
d. The idea is to initially plant close to 7,000 /
70,000 hectares of wheat for ethanol
production / consumption.
6
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.
3 Read the text again and answer these
questions.
5 pts.
a. What is the most important question
experts ask themselves?
b. What do researchers from the University of
Minnesota insist?
c. What is critical for them to find out?
d. Why do they need to test CO2 in the field?
e. What are the two advantages of capturing
CO2 from power plants?
27 Listen to the recording. What is the
speaker doing? Choose an option.
a. Advertising a product.
b. Giving a lecture.
c. Reporting news.
UNIT 3
laNGUaGe
SPeaKING
7 Use the linking expressions in the box
to join each pair of sentences.
· as long as
· even though
9 Choose an issue from box A and discuss
4 pts.
· in fact
a. You can leave early. You must finish the
work first.
____________________________________.
b. Mark told the truth. I didn’t believe him.
____________________________________.
c. I will go to the concert. I must get the
money for the tickets.
____________________________________.
d. The presentation was very boring. I fell
asleep half way through it.
____________________________________.
8 Rewrite these sentences using the
appropriate introductory opening.
4 pts.
a. “Let’s go out tomorrow evening.” Anne
proposed.
____________________________________.
b. “You should go to see that film.” George
suggested.
____________________________________.
c. “Eat lots of fruits and vegetables”, the
dietician recommended.
____________________________________.
d. “Come on, join us!” my classmates insisted.
____________________________________.
it with your partner. Talk about the actions
that you would like to propose and the
recommendations you would like to give.
Use the language structures in box B to
express your ideas and to agree / disagree
with them.
10 pts.
A
· Body health · Sports · Technology
· The environment · Your own idea
B
· It’s essential · It’s necessary · It’s urgent
· It’s vital · As long as · Even though
· However · In fact
WrITING
10 Read the brochure on page 50 of your book
again and write a leaflet to promote the
concept of green technology. Include
information about how it can affect our
planet, its advantages and disadvantages and
what would be our most important
contributions to protect our planet.
10 pts.
0 to
12
13
to 26
KEEP TRYING
REVIEW
27
to 40
41
to 51
51
PTS
TOTAL
tECHnOLOGY
87
READING - USING CO2 TO EXTRACT
GEOTHERMAL ENERGY
1. c.
2. a. True. b. True. c. False.
d. Not mentioned. e. True.
3. a. The most important question for experts
is how supercritical carbon dioxide will
interact with rock and minerals.
b. They insist that they eliminate the need
to fracture rocks.
c. For them it is critical to understand how
supercritical CO2 interacts with rock,
minerals and water.
d. They need to confirm their lab work
predictions.
e. It captures the carbon dioxide and
keeps it out of the atmosphere. It is a
cost-effective way to use greenhouse
gas to generate new power.
Spanish multinationals are also closely examining a
possible incursion into the Chilean market,
particularly in the production of ethanol and
biodiesel.
Ethanol is a type of alcohol derived from grains such
as wheat or corn which can be used to partly fuel
petrol-powered cars. On the other hand, biodiesel is
similar to the diesel obtained from petroleum, and
can be used in diesel powered engines.
Expectations for the development of these two
products are extremely high. The key objective is to
blend ethanol and biodiesel with petrol and diesel
respectively. If no more than 10% of the fuel in the
tank is biofuel, car engine modifications are not
necessary. This model is similar to that being
currently used in Brazil.
The idea is to initially plant close to 70,000 hectares
of wheat for ethanol production. However, sources
familiar with the subject warn that legislation needs
to be passed to eliminate any specific tax on this
type of fuel and to prevent future imports of
subsidised biofuels.
LISTENING - PLANTING FOR THE FUTURE –
BIOFUEL IN CHILE 27
4. c.
5. a. ethanol / may / agricultural.
b. type / cars.
c. biodiesel / engines.
d. 70,000 / production.
6. a. Spanish; Chilean. b. Brazil.
TRANSCRIPT - LISTENING - PLANTING FOR THE
FUTURE – BIOFUEL IN CHILE
27
The reporter speaks with a British accent.
Reporter:
The growing of crops such as corn, wheat, rape-seed
and barley to produce ethanol and biodiesel may
lead to big changes in the Chilean agricultural sector
at a time when cheaper and cleaner alternatives to
petroleum derivatives are in high demand.
Ever since 2006, when Chilean sugar company IANSA
and state owned petroleum company ENAP decided
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.
88
Unit 3
LANGUAGE
7. a. You can leave early as long as you finish
the work.
b. Even though Mark told the truth,
I didn’t believe him.
c. I will go to the concert as long as I can
get the money for the tickets.
d. The presentation was very boring;
in fact, I fell asleep half way through it.
8. a. Anne proposed that we go out
tomorrow evening.
b. George suggested that we go to see
that film.
c. The dietician recommended that I eat
lots of fruits and vegetables.
d. My classmates insisted that I join them.
UNIT 3
SPEAKING
u Speaking
Task
Exchanged ideas and opinions
appropriately.
Exchanged some ideas and
opinions appropriately.
Score
4
Language
Score
3
3
Exchanged a few ideas and
opinions.
2
Expressed very few ideas and
opinions.
1
2
1
comprehension.
0
Interaction
Score Your score
3
2
1
hesitation.
0
WRITING
u Writing
Task
Wrote leaflet containing all the
relevant information.
Wrote leaflet containing most of
the relevant information.
Score
4
3
Language
mistakes.
Score
3
2
Wrote leaflet containing some of
the relevant information.
2
mistakes.
1
Wrote leaflet containing very little
of the relevant information.
1
0
Presentation
Correct spelling and organisation of
the paragraphs.
A few spelling mistakes and unclear
organisation of the paragraphs.
incorrect organisation of the
paragraphs.
paragraphs.
Score Your score
3
2
1
0
tECHnOLOGY
89
UNIT
YOUNG ART
4
READING:
LISTENING:
ORAL
PRODUCTION:
WRITTEN
PRODUCTION:
FUNCTIONS:
locate and classify specific information.
identify speakers, find specific information.
GRAMMAR:
VOCABULARY:
talk about art forms and preferences.
write an article on art.
express likes and preferences.
the Past Perfect tense (affirmative, negative and
interrogative).
words related to art forms such as music, painting,
sculpture and others.
READING:
LISTENING:
an article.
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
•
90
Unit 4
www.museodelprado.es
www.tate.org.uk
www.moma.org
www.louvre.fr
PAGE 66
INTRODUCTION
Form groups and ask them to read the objectives
of the unit and make comments on the things they
be paid more attention to, and ask them to anticipate
what issues will be discussed in connection with them.
PAGE 67
1 Students will be familiar with the shapes, so this
exercise should not be too difficult to solve. You
can also ask them to name some other objects
with similar shapes.
Answers
a. Picture 3. b. Picture 2. c. Picture 1.
d. Picture 5. e. Picture 4.
2 Students identify the shapes of the instruments.
Answers
Picture 1 – The cello is an oval.
Picture 2 – The tambourine is a circle.
Picture 3 – The harp is a triangle.
Picture 4 – The keyboard is a rectangle.
read what it indicates. Give help to those
students who get low scores and praise those
who seem to be better prepared for the contents
of the unit. Make notes of any useful information
about what students already know that you can
use later when developing the lessons.
ADDITIONAL ACTIVITY
Ask students to follow your instructions and draw
something made up of several shapes, for example,
the face of a clown.
Draw a circle for the face. Draw two oval eyes. Draw
a triangle for the nose and another oval for the
mouth. Draw two rectangular ears.
3 Ask students to copy the table in their
notebooks and then read the list of words to
place them under the correct category.
Answers
• People: arranger, cellist, composer, disc jockey,
singer, vocalist. • Instruments: accordion, drums,
flute, piano, recorder, trumpet. • Styles: ballad,
classical, country, gospel, jazz, reggae.
PAGE 68
LESSON 1 - READING
URBAN RHYTHMS
1 (Learning ability: to connect topic and personal
experiences).
Ask students to form groups and read the three
questions. Give them a few minutes to discuss
them and then share answers with the rest of
the class.
ADDITIONAL ACTIVITY
At this stage of learning, students are ready to do
some analytical work on the unit. At the beginning
of each lesson in Units 4, 5 and 6, ask them to
prepare a chart like the one provided below and fill
in the corresponding parts at different stages of the
learning cycle. The first and second parts of the
table should be filled in at the beginning of the
lesson. You should do it together with the students.
For example, for this lesson, students might write in
the first part: different instruments, types of music,
timelines, etc.
In the second part of the chart they might want to
write: using the Past Perfect, more vocabulary
related to music, comparing different art forms, etc.
The final part of the chart is filled in at the end of
the last lesson to see what the students’ learning
process was like and if their expectations were met.
KWL CHART
What I know
What I want
to know
What I learnt
2 (Learning ability: to match information and
pictures that represent it).
It is not really important if students can or
cannot place the different styles along the time
line. This exercise is preparation for Exercise 3,
where students should compare the styles
according to their personal opinions. Tell
students to use the pictures to help them to do
the exercise.
Answers
Classical music – Folk music – Rock and roll –
Pop – Heavy metal – Hip hop.
YOUnG ARt
91
Classical music: art music produced in, or rooted in
the traditions of Western liturgical or secular music
from more or less the 9th century until the present.
Folk music: the term originated in the 19th century,
although the tradition of folk music has existed for
much longer.
Rock and roll: often written as rock & roll or rock
‘n’ roll. It is a genre of popular music that originated
and evolved in the United States during the late
1940s and early 1950s.
Pop: it is a music style that developed from the
mid-1950s as a softer alternative to rock and roll.
Heavy metal: often referred to simply as metal. It is
a genre of music that developed in the late 1960s
and early 1970s, largely in the United Kingdom and
the United States.
Hip hop: genre of urban music that developed in
the 1970´s in the streets of cities in the United States.
Comparing is an important language function.
This exercise gives students the opportunity to
learn and practise comparing ideas using
different expressions such as: as _____ as, better
than, worse than, not so ____ as, etc.
Answers
Will vary.
PAGE 69
4 (Learning ability: to identify cognates).
As students already know, cognates are words
in two languages that share a similar meaning,
spelling, and pronunciation. While English may
share very few cognates with a language like
Chinese, 30-40% of all words in English have a
related word in Spanish. For Spanish-speaking
students, cognates are an obvious bridge to the
English language.
Ask students to repeat the words aloud and
check the meaning of the ones they do not
know in the dictionary.
Unit 4
ADDITIONAL ACTIVITY
Choose a text – on this occasion one on art or
music - and read it aloud to the students. As you
read, ask students to raise their hand when they
think they hear a cognate. Stop reading and discuss
that cognate. Point out the subtle differences you
hear between the Spanish and the English words.
5 (Learning ability: to predict using previous
knowledge).
The students use the title of the lesson and their
discussion results to predict the subject of the
text they are about to read, from the
alternatives offered. Do not check answers at
this stage.
WHILE YOU READ
Ask students to skim the text to validate their
predictions. Set a short time limit.
Answers
b.
92
Answers
All the words are cognates,
except audience = público, not audiencia.
Reading material is language input. By giving
students a variety of materials to read, we
provide multiple opportunities for them to
absorb vocabulary, grammar, sentence
structure, and discourse structure as they occur
in authentic contexts. Students thus gain a
more complete picture of the ways in which the
elements of the language work together to
convey meaning.
Ask students how they came to the conclusion
about the type of text. What were the main
indicators?
Answers
a.
UNIT 4
8 (Learning ability: to find and match specific
information).
Generally, a title or a heading is a very brief
summary of a paragraph or a full text.
Summarising is an important skill which is often
used when researching, gathering or presenting
information and here the process is done in
reverse - students match the “summary” (title /
heading) with the corresponding text. Tell
students to concentrate on the key aspects of
each paragraph. For example: what is the key
aspect / main subject of Paragraph I? The
answer is: different types of music in different
decades so the first title would be e.
Answers
a. Paragraph V. b. Paragraph IV. c. Paragraph III.
d. Paragraph II. e. Paragraph I.
9 (Learning ability: to find and transfer relevant
Ask students to read the text in more detail.
They may work in pairs or groups. Check how
students are doing while walking around the
classroom. Monitoring comprehension helps
students to detect inconsistencies and
comprehension failures, helping them to learn
to use alternate strategies.
Answers
I II III IV V
a. Mentions different types of music. P
b. Mentions female rappers.
P
c. Mentions what a “toast” is.
P
d. Lists the bad sides of rap.
P
e. Describes the typical rapper look.
P
Answers
a. Connection – bridge. b. Source – origin.
c. Bad name – notoriety. d. Differentiate –
distinguish. e. Words of a song – lyrics.
f. Locality, area where one lives –
neighbourhood.
PAGE 72
AFTER YOU READ
11 (Learning ability: to summarise information in a
graphic organiser).
One of the teacher’s tasks throughout the
course should be to teach students to use
graphic organisers such as webs, Venn diagrams
and charts, to help them to understand written
and spoken texts better, guiding them to
organise information in different ways. They are
like mind maps which promote active learning.
Graphic organisers can also help students to
develop higher level thinking skills and
promote creativity. This summarisation
technique is a tool to see if students can
interpret what was being taught and state it in
concise, accurate terms. Post-instruction graphic
organisers also encourage elaboration; if
students can connect prior knowledge with
what is being learnt, and identify relationships
between those ideas, they are actively learning.
Be flexible to accept some variation in the
answers.
Possible answers
a. General topic: the development of rap
music.
b. Three types of music in different decades:
rock and roll, folk, disco.
c. Two different origins of rap music:
Jamaica and Africa.
10 (Learning ability: to identify synonyms).
Ask students to give examples of synonyms and
antonyms in Spanish.
There is a very good resource on synonyms to
be found at www.synonym.com
Language Note
The Past Perfect tense
This tense is used to indicate that one action
occurred before another action in the past; the Past
Perfect tense indicates the first of the two actions.
Provide plenty of examples before students do the
exercises.
YOUnG ARt
93
Answers
Point 4. Example b. The action that happened
first is in the Past Perfect tense: We had
discussed it in class.
Point 5. We had seen Queen Latifah’s latest
film when we discussed it in class.
Point 6. Before rap music became popular, it
had evolved from African people in general.
Before the slightly violent and aggressive rap
of the eighties and nineties, early raps had
been tales and insults directed at other
rappers. Other early rappers had been
Jamaicans such as U Roy, Duke Reid, Sir
Coxsone, and Prince Buster, followed by the
next decade of rappers.
PAGE 73
12 (Learning ability: to consolidate a language
structure).
Ask students to look at the pictures and to read
the incomplete sentences carefully to identify
the clues that will help them to determine
which action took place first.
Answers
a. He only understood the film because he had
read the book.
b. After we had eaten at the cafeteria, we went
to class.
c. Marie watched TV once she had done her
homework.
d. Carlos had studied English before he
travelled to New York.
13 (Learning ability: to consolidate vocabulary
through a game).
This game requires preparation before the class.
Ask a student who is keen on music to prepare
a CD or two with music students like and are
likely to know. Bring a CD player to class. The
chosen student plays some 15 seconds of each
song and the rest of the class, divided into
groups, guess the title of the song. The game is
made more entertaining when there are bells or
buzzers available for each group to ring when
they guess the song.
94
Unit 4
PAGE 74
14 28 (Learning ability: to consolidate grammar
and vocabulary).
This is another exercise where students practise
what they have learnt in the Language Note
and expand on the topic of the reading text.
Ask them to work in pairs and give them plenty
of time to fill in the blanks in the dialogue. Play
the recording for them to check their answers.
Answers
See transcript.
28
Joanne and Eric speak with an American accent.
Joanne: So, Eric, are you a music fan?
Eric: I wouldn’t call myself that. I just like music.
Joanne: Do you like pop music?
Eric: Not really, but I had listened to it before
I discovered rap.
Joanne: What do you mean, “discovered” rap?
Eric: I met a great rap musician when I lived in New York.
Joanne: Yeah? Who is he?
Eric: His name is Sean Paul.
Joanne: Is he American?
Eric: He was born in Kingston, and moved to New York
after he’d lived in Jamaica for more than twenty
years.
Joanne: What’s so special about him?
Eric: Before he became a rapper in the Bronx he'd been a
“toaster” in Kingston.
Joanne: A toaster?
Eric: Yes, a singer who tells stories in songs.
Joanne: I think I know him. He’s the singer who gave his
money to charity after he’d won a Grammy.
Eric: The same one.
Joanne: You’re right. He’s a great musician.
dialogue imitating a spoken model).
Play the recording once or twice with pauses for
students to repeat. Give the pairs a few minutes
to practise the dialogue and invite some to role
play it for the class.
UNIT 4
16 (Learning ability: to consolidate a grammar
point in writing).
Invite students to read the incomplete text
carefully before attempting to put the verbs in
brackets in the correct tense, so that they have a
clear idea of what it is about. You can ask the
whole class to do the complete text, or you can
divide the class into three big groups and assign
one paragraph to each group. You can then ask
different students to write the answers on the
board. All the students copy the completed text
in their notebooks.
Answers
a. got.
b. submitted.
c. showed up.
d. had arrived.
e. had already filled in.
f. tried.
g. wanted.
h. had had.
i. ended.
j. decided.
k. had gone.
l. looked.
PAGE 75
17 MINITEST (Learning ability: to evaluate
learning).
time limit to complete the task. Help students
to check their answers and work out their
scores. You may ask students to keep track of
their progress and then evaluate their overall
three units.
Answers
a. were / had lost.
b. moved / had worked.
c. played / had left.
d. spoke / had studied.
e. was / had gone.
(Learning ability: to write a new text following
instructions).
See notes on Application Tasks on page 7 of the
Introduction.
This task requires quite a lot of preparation, so
some of the work should be assigned for
homework. Go through the instructions with
the students and ask them to distribute roles in
class and then agree on a date when they must
bring the assigned work.
Students should finish writing the article in
class. Make sure that there is not too much
blatant plagiarism from the Internet; they can
use material from the net but the work should
be their own, written in simple language and
according to their level of English.
text and relate it to own experiences).
After discussing the questions, paying special
attention to the questions that have to do with
values students should share, ask them to fill in the
last part of the KWL chart (page 91 of this book).
PAGE 76
MOBILE ART
BEFORE YOU LISTEN
In this exercise, students talk about their
preferences, likes and dislikes in connection
with free time activities related to art. Go
through the list of expressions with them and
offer examples of your own likes and dislikes
and preferences. Draw their attention to the
–ing form after prefer / like / don’t like.
2 (Learning ability: to express personal attitudes
and opinions).
Ask students to work in pairs to describe and
exchange opinions about the paintings, using
the questions and expressions provided.
Answers
Picture 1- Cubism. Picture 2 - Futurism
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Cubism was one of the most influential visual art
styles of the early 20th century. It was created by
Pablo Picasso (Spanish, 1881–1973) and Georges
Braque (French, 1882–1963) in Paris, between 1907
and 1914. The French art critic Louis Vauxcelles
coined the term Cubism after seeing the landscapes
Braque had painted in 1908 and called the geometric
forms in the highly abstracted works “cubes.” The
Cubist painters rejected the inherited concept that
art should copy nature, or that they should adopt the
traditional techniques of perspective, modelling, and
foreshortening. They wanted instead to emphasise
the two-dimensionality of the canvas, so they
reduced and fractured objects into geometric forms,
and then realigned these within a shallow, relief-like
space. They also used multiple or contrasting
vantage points.
Source http://www.metmuseum.org/TOAH/HD/cube/hd_cube.htm
Futurism was an artistic and social movement that
originated in Italy in the early 20th century. It was
largely an Italian phenomenon, though there were
parallel movements in Russia, England and other
countries. The founder of Futurism and its most
influential personality was the Italian writer Filippo
Tommaso Marinetti. Marinetti expressed a
passionate loathing of everything old, especially
political and artistic tradition. “We want no part of it,
the past”, he wrote, “we the young and strong
Futurists!” The Futurists admired speed, technology,
youth and violence, the car, the airplane and the
industrial city; everything that represented the
technological triumph of humanity over nature.
affordable - application - brush - canvas - cheerful
colourful - saturation - stroke - thumb - walker
ADDITIONAL ACTIVITY
To further practise pronunciation and make the class
more entertaining, you can play Pronunciation
Bingo. Think up a number of words that sound
similar, like bath, bass, Beth, Bess, bus, but, bat, path,
pat, bit, pit, etc. Then make a stack of cards with all
the words in a different order. Students prepare
Bingo cards (you decide the number of divisions)
and choose words to write on them. Read out the
words in random order and students cross them out
as they appear on their Bingo cards.
PAGE 77
4 (Learning ability: to predict messages using
non-verbal content).
Ask students to look at the three pictures. What
do we use these devices for? Do they have one
of them at home? How often do they use them?
Are they necessary in everyday life? What other
uses do they think they might have? Tell them to
predict which device will be mentioned in the
recording. Do not check answers at this point.
WHILE YOU LISTEN
5
Source: http://en.wikipedia.org/wiki/Futurism
3
29 (Learning ability: to get general meaning
from cognates).
Ask student to close their books and play the
recording. Ask them to listen to the words and
try to write them down. Are they similar in
pronunciation and spelling to Spanish? Can
students write them down? How many? Ask
them to check with the box and look up the
meaning in a dictionary.
Play the recording and ask students to check
their prediction in Exercise 4. What is the use
given to that device?
Answers
b. the iPhone – it is used to paint virtual pictures.
6
30 (Learning ability: to find specific supporting
information).
First ask the students to describe the two
pictures in pairs. What are the key features in
both? What style do they think is used? Which
one do they prefer? Play the recording again and
ask students to identify the picture mentioned.
What key words helped them to decide?
Answers
Picture 1. Key words: circular heads,
rectangular walkers, briefcases, suits, ties.
96
Unit 4
29
UNIT 4
7
30 (Learning ability: to match specific
information).
Ask different students to read the statements
aloud. Play the recording once or twice to allow
students to write the names related to the
statements. Check answers orally.
Answers
a. Renata.
b. Matthew Watkins.
c. Jorge Colombo.
d. Belinda.
English box, and help them to notice that the word
is spelled and pronounced differently in each
variety of English.
PAGE 78
8
Draw students’ attention to the fact that the
sentences in the exercises might not always be
identical to the sentences in the recording;
therefore, they should listen to the meaning
and then choose the correct option. For
example, in the case of sentence a. the
recording says: I bought it for £15 – less than you
would pay for many posters. This means that the
picture is cheaper than a poster. To check
answers, ask different students to read the
complete statements with the correct option.
Answers
a. i. b. ii. c. i.
9
30 (Learning ability: to find specific
information).
Encourage students, especially the keener ones,
to try and answer the questions before listening
again. Then play the recording for them to check.
Answers
a. 15 pounds.
b. In a small art gallery in London.
c. 30 minutes.
d. On the underground.
10 30 (Learning ability: to infer information).
Remind students that in this case, the
information required to answer the questions is
not explicitly stated in the conversation, but they
have to deduce it from what is said. Play only the
last part of the recording (last four exchanges),
more than once if necessary, for students to pick
up the clues that will help them to answer.
Answers
b.
TRANSCRIPT - LISTENING - MOBILE ART
30
Giovanni speaks with an Italian accent and Renata speaks
with a British accent.
Giovanni: Hi, Renata. I see you’ve bought a new sofa for the
living-room. And that’s a nice painting you have on the
wall.
Renata: Do you really think so? I bought it in a small gallery
at Camden Road before I left London last month.
Giovanni: I like the circular heads on the rectangular
walkers. They look like a group of bankers with their
briefcases and their suits and ties! Who’s the artist?
Renata: You won’t believe it. It’s no one famous. The
painting was created on an iPhone and it is as good as
any picture in an Arts museum
Giovanni: You’re joking!
Renata: No, it’s true. I bought it for £15 – less than you
would pay for many posters. And apparently these
paintings are very easy to do. You can now create
pictures with an application called Brushes using your
fingers and thumbs.
Giovanni: Can you use different styles and colours?
Renata: Yes, you can choose any colour using the saturation
colour wheel on the phone. And unlike canvas, you can
undo and redo strokes as often as you like. As each
stroke is recorded, you can also watch how your
painting has built up over time.
Giovanni: How did you discover this gallery?
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Renata: I met Belinda, a girl I’d gone to school with. She’s
the owner of the gallery.
Giovanni: Belinda? Is she the girl who came to your
birthday party wearing a plaster cast on her leg, after
she’d had a really nasty accident?
Renata: The very same. Anyway, she told me about the new
iPhone application and she introduced me to some of
the amateur painters whose work she’s selling. One of
them, Matthew Watkins, told me he’d already made 20
and sold most of them.
Giovanni: I’m not surprised. They look as nice and affordable
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
more than 30 minutes to finish it.
Giovanni: Did they have any other pictures?
Renata: Yes, some great futuristic stuff with lots of
hexagons, pentagons and triangles and colourful ovals.
Giovanni: I might buy some for myself. I’m redecorating my
bedroom and a reasonably-priced cheerful canvas
would be great for the wall above the bed.
Renata: When I was at the gallery, Belinda told me that a
New York artist, Jorge Colombo, had painted one of the
New Yorker’s covers on his iPhone application.
Giovanni: It looks as if iPhone is becoming hotter than iPod!
AFTER YOU LISTEN
11 (Learning ability: to identify synonyms).
Ask students to read the words in the two
boxes. Box A contains words from the recording
and box B their synonyms. Ask them to write
the pairs of synonyms in their notebooks.
Students can work in pairs or small groups.
Answers
amateur –non-professional
application – program
canvas – fabric
circular – round
futuristic – ultramodern
gallery – exhibition room
owner- proprietor
painter – visual artist
style – technique
98
Unit 4
12 (Learning ability: to expand vocabulary).
Ask students to work on their own and fill in the
gaps in the sentences with some of the words in
Exercise 11. Tell them to pay attention to the
form of the word, i.e. plural, tense, etc.
Answers
a. styles.
b. circular.
c. amateur.
d. canvas.
e. application.
f. owner.
g. gallery.
PAGE 79
Language Note
The Past Perfect Tense (continued)
This part of the lesson draws students’ attention to
the need for a tense change in Reported Speech.
When we report something that was said (past
tense) we must pay attention to the change of
tenses. Sentences introduced with words such as
said, told, informed, explained, etc. must use the
Past Perfect Tense if the original sentence was in the
Past or in the Present Perfect tense. Examples:
Pamela: “I saw Tony last week.”
Pamela said she had seen Tony the week before.
The teacher explained: “We have finished the project”.
The teacher explained that we had finished the project.
Provide students with lots of examples before
going on to the exercises.
13 (Learning ability: to consolidate vocabulary and
structures).
Ask students to look at the pictures and to read
the bubbles with the corresponding parts of
sentences. Tell them to write the complete
sentences in their notebooks using the pictures
as clues. Check answers orally.
Answers
a. – d. Renata said she had gone to school with
Belinda. (Picture 1).
e. – b. Terrence said he had lived in Paris as a
child. (Picture 4).
f. – h. The children explained they had played
football in the park. (Picture 3).
g. – c. The painter told us he had painted the
picture on the subway. (Picture 2).
UNIT 4
PAGE 80
PAGE 81
14 31 (Learning ability: to expand content
expressing opinions).
Students should use their own imagination and
initiative to complete this exercise. Ask them to
form pairs and first look at the pairs of pictures.
Tell them to say what they see and then agree
on how to complete the conversation. This is an
instance where they can practise discussion
skills apart from practising what they have
learnt in the lesson. Play the recording for
students to compare it with their versions. Be
flexible to accept the inclusion of their ideas.
Play the recording, now with pauses, for
students to repeat and imitate pronunciation
and intonation. Ask them to get ready to role
play the conversation, either the recorded one
or their own version, for the class.
Answers
See transcript.
31
Camila speaks with a Russian accent and Andy with an
American accent.
Camila: Which art form do you prefer, painting or sculpture?
Andy: I much prefer painting.
Camila: Which do you prefer, modern or traditional art?
Andy: I think modern art is fantastic.
Camila: Do you think that the colours used in futuristic paintings
are more or less vivid than in traditional paintings?
Andy: They’re definitely more vivid.
Camila: Are foreign artists better than national ones?
Andy: In my opinion, foreign artists can be as good … or as
bad as national artists.
Camila: Which is more interesting: the Fine Arts or the
Modern Arts museum?
Andy: I think that both museums have interesting, but
different works of art.
Camila: Who do you think is a better painter, Leonardo da
Vinci or Picasso?
Andy: It depends, but personally, I prefer Leonardo.
Camila: And if you could buy one painting, what style would
you choose?
Andy: I would choose modern art.
three units.
Answers
a. Laurie said she had seen Casino Royale on TV.
b. The man told me he had sent the packet
three days ago.
c. The scientist explained that the Neanderthal
had lived thousands of years ago.
d. The university authorities announced that they
had uploaded the exam results on their website.
(Learning ability: to talk about art forms and
preferences).
This is a round-up exercise to help students to
master talking about preferences, likes and
dislikes using what they have learnt in this unit.
Go through the instructions with the class and
make sure they all know what they have to do.
Tell them the discussion will take place the
following class. At home, they should prepare
cut-outs with different art forms or they might
bring an art book – either from a local library or
from the school library.
In the following class, tell them to place the
pictures on the desk and then write a list of
adjectives (they may use dictionaries) to
describe the works of art and their own feelings.
Go to the different pairs to check pronunciation
and listen to their presentations.
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Give students at least 15 minutes to discuss the
questions and share answers with other groups
or with the whole class. Encourage them to
express their own preferences while all the time
respecting their classmates’ choices.
PAGES 82 - 83
Introduction.
1 The idea behind the graphs is to use adjectives
for comparison. The central idea in each graph is
art-related and students choose four adjectives
from the list provided to fill in the spaces. They
then use the four adjectives to compare rap with
other types of music, and iPhone art with other,
more traditional forms of art.
2 This exercise consolidates what students have
learnt about the use of the Past Perfect tense.
All the sentences are questions.
Answers
a. Had you finished your homework before
you surfed the net?
b. Had you had breakfast before you left for
school?
c. Had she lived in Canada before she moved
to Mexico?
d. Had he washed his hands before he made
the sandwich?
e. Had you met this guy before he came to the
party?
3 This text about art and a great artist, Pablo
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.
100
Unit 4
PAGES 84 - 85
JUST FOR FUN
the activities on their own, without much
intervention from you, but help and support when
necessary.
Answers
1. (V): England, Italy, France, Switzerland,
China, India.
(P): England, the USA, Holland.
2. China – Picture 4. England – Picture 1.
France – Picture 6. Holland – Picture 8.
India – Picture 2. Italy – Picture 5.
Switzerland – Picture 7. The USA – Picture 3.
PAGE 85
CHILEAN CONNECTION
comment on it in their groups. Promote comparison
between the foreign and the Chilean contexts
encountered in this short text and in the unit,
making sure students give each one its own value.
Before students read the article, ask them to answer
the questions provided in their groups. You can also
ask: would they let people paint graffiti on their
house walls? On a subway train? On their schoolyard
walls? Why? Why not? Have they seen graffiti that
has really impressed them? What did it depict?
Where was it? Do they know who painted it?
UNIT 4
PAGES 86 - 88
TEST YOUR KNOWLEDGE
Dani: So, are you coming?
Jen: I’d love to go, but I have to study.
Dani: Oh, c’mon. This is your only chance! The best ballad
singer, who always plays great music. And they are
saying that her guitarist and drummer are tops. You
must come!
Jen: No, Dani. My maths exam is more important now.
Dani: Hello? What are you saying? I can’t hear you!
Jen: I can’t go.
Dani: Don’t be a spoilsport! She’s such a great singer. You
cannot miss her.
Jen: No, Dani, I can’t. Maybe next time.
Dani: Sorry, but there is no next time. It's now or never.
Jen: My mum will kill me if I fail the exam!
Dani: Hey, how about this? You come to the concert with us
and I can help you with maths tomorrow. I love maths!
Jen: Really? Can you help me?
Dani: Cross my heart! So, are you in?
Jen: You bet I am! I’m a concert fan!
Answers
READING - WHO IS BANKSY?
1. a. (3).
b. (2).
c. (5).
d. (4).
e. (1).
2. a. VI.
b. IV.
c. III.
d. IV and V.
e. I.
f. II.
3. a. A monkey wearing a sandwich board,
Mona Lisa with a rocket launcher.
b. Brad Pitt, Christina Aguilera.
c. A pizza box.
d. No, they don’t.
LISTENING - CONCERT FANS
4. a. ii. b. ii. c. i. d. ii.
5. a. Jen.
b. Dani.
c. Dani.
d. Jen.
6. a. chance.
b. important.
c. cannot.
d. can.
TRANSCRIPT - LISTENING - CONCERT FANS
32
Jen speaks with an American accent and Dani speaks with a
British accent.
Jen: Hello?
Dani: Jen, is that you?
Jen: Hi, Dani. Yes, it’s me.
Dani: What are you doing?
Jen: I’m studying for my maths exam. You know I hate
maths and I’m not doing that great in it.
Dani: Yeah, I know. Listen, Carol and I are going to a concert
tonight. Want to come?
Jen: Sorry, Dani, but I am busy today. I’m cramming for the
test on Monday.
Dani: C’mon, Jen. I have a spare ticket to a Nelly Furtado show.
Jen: I love Nelly Furtado!
LANGUAGE
7. a. By the time he arrived at the train
station the train had left.
b. By the time he arrived at the theatre the
play had started.
c. By the time he arrived at his friend’s
house she had gone out.
d. By the time he arrived at the football
stadium the gamed had finished.
8. a. John complained that the phone had
rung at 3 o’clock in the morning.
b. Tina told us that the exam had
begun 10 minutes late.
c. Fred said that he had lived in Dublin
before moving to Los Angeles.
d. Marian explained that the doctor had
asked her to describe her typical day.
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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.
u Speaking
Task
Compared the paintings in detail
and expressed preferences
appropriately.
Compared the paintings with a few
details and expressed some
preferences appropriately.
Compared the paintings in general
and expressed a few preferences.
Compared the paintings vaguely
and didn’t express preferences.
Score
Language
Score
4
3
3
2
2
1
1
comprehension.
0
Interaction
hesitation.
Score Your score
3
2
1
0
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.
u Writing
Task
Score
Wrote three paragraphs following
all the indications.
Wrote three paragraphs following
most of the indications.
Wrote two paragraphs following
some of the indications.
Wrote one or two paragraphs
following very few of the indications.
4
3
2
1
Language
PAGE 89
SELF EVALUATION
Introduction.
PERFORMANCE.
102
Unit 4
Score
mistakes.
mistakes.
3
2
1
0
Presentation
Score Your score
3
the paragraphs.
2
Several spelling mistakes and incorrect
1
A lot of spelling mistakes and incorrect
0
UNIT 4
eXTra TeST UNIT 4
reaDING - lI aNG
given a small toy
Li Ang is a young Chinese artist who was
ted playing the
piano when she was only one and star
piano at the age of four.
she liked to play the
Every time her parents sang together,
of four, she started
piano to accompany them. At the age
h like music and
formally learning to play. Her parents bot
_______________.
(1) ______________________________
ily to support a
In China, it is not easy for an ordinary fam
nomic
child learning the piano. Apart from eco
child a great deal
the
considerations, parents have to give
ifices. Before Li Ang
of attention and even make great sacr
to send her to
was 10 years old, her parents had decided
_______________.
the USA (2) ________________________
difficulties. Apart
At the beginning, Li Ang found many
tern way of
from the language and customs, the wes
ese one. But she
teaching is very different from the Chin
had decided to learn and succeed.
______________,
(3)_______________________________
er to accompany
Li Ang’s mother gave up her own care
years. The learning experience was very
her daughter abroad for more than 10
the
idated. She had already understood that
difficult for Li Ang, but she was not intim
difficulties were part of the process.
School of
ous piano professor from The Juilliard
Li Ang studied with Y. Kaplinsky, a fam
her to
d
confirmed her abilities and encourage
Music in New York City. The professor
ying
petitions. Li Ang feels her 10 years’ stud
attend all kinds of performances and com
abroad were very fruitful.
she
international stage. As a Chinese pianist,
Now Li Ang frequently performs on the
ic to the west. This year, she played two
is also trying to introduce Chinese mus
the USA. For her, this is a bold attempt.
Chinese folk music pieces in recitals in
_____,
e hours every day. (4) _______________
Li Ang keeps playing the piano for thre
as
ies and swimming. Although she is not
she has other hobbies, like watching mov
in
ter
mas
o
pian
a
ists, she has the faith to be
well known as other world-famous pian
has just begun.
the future. After all, her musical career
Taken from: ECC files.
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lISTeNING –
a SYmbol oF a NeW GeNeraTIoN
1 Read the text and put the following
missing information (a. – d.) back in the
corresponding blanks (1 – 4).
a. for her further piano studies.
b. In her free time
c. they supported her in studying it.
d. To take care of the little girl
4 pts.
4
33 Listen to the recording and choose
the correct answer for the questions.
4 pts.
a. Where does this recording take place?
i. In the school cafeteria.
ii. In the school yard.
iii. In the classroom.
b. What is the content of the listening text?
i. Young sports people.
ii. Young scientists.
iii. Young artists.
c. What is Martha referring to?
i. Personal information.
ii. Professional information.
iii. Personal and professional information.
d. What is Ray referring to?
i. Personal information.
ii. Professional information.
iii. Personal and professional information.
5
circle the word you hear.
4 pts.
th
a. He left school after he failed 9 grade three/
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.
2 Read the text again and complete the fact file
with the artist’s personal information.
5 pts.
NAME
NATIONALITY
PROFESSION
SCHOOL
FAVOURITE ACTIVITIES
3 Read the text again and answer these
questions.
4 pts.
a. How old was Li Ang when she got her first
piano?
b. What three difficulties did Li Ang have to
face abroad?
c. How long did she live abroad?
d. What is Li Ang trying to do now?
104
Unit 4
UNIT 4
laNGUaGe
7 Rewrite these sentences with the correct
form of the verbs in brackets.
4 pts.
a. We (never see) such a beautiful beach until
we (go) to Playa Blanca.
____________________________________.
b. I (not have) any money for lunch because I
(lose) my wallet that morning.
____________________________________.
c. Susan ever (study) Spanish before she
(come) to Chile?
____________________________________.
d. We ( not get) a good hotel room because
we (not book) in advance.
____________________________________.
8 Rewrite these sentences using the openings
provided.
4 pts.
a. “I didn’t feed the dog”, my brother
admitted.
My brother admitted that ______________.
b. “I hurt my leg while I was skateboarding”,
Mike said.
Mike said that ________________________.
c. “You broke the window!” my father
complained.
My father complained that _____________.
d. “You didn’t read the text carefully”, the
teacher explained.
The teacher explained that _____________.
SPeaKING
9 Answer and discuss these questions
with your partner.
10 pts.
a. What do you think about rap and hip hop
as musical expressions?
b. Do you like these two music styles?
c. What is your opinion of rappers who use
inappropriate language in their songs? Do
you think it is necessary?
d. Do you agree that rap is a social tool which
young people use to express themselves?
e. What do your parents say about the kind of
music you like?
WrITING
10 Use the information below to write a short
biography of this Chilean artist. (maximum 120
words). Organise the information
chronologically and combine your ideas with
appropriate sequence and linking words, such
as: first, then, finally, but, and, also, etc.
10 pts.
Mahani Teave – Chilean pianist
14th February, 1983: born on Easter Island.
1993: began studies with Erica Putney.
1992: met Roberto Bravo.
1993: moved to Valdivia with her mother
to study.
1999: won the first prize in the Claudio Arrau
International Piano Competition.
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 to
12
13
to 27
KEEP TRYING
REVIEW
28
to 42
43
to 53
53
PTS
TOTAL
YOUnG ARt
105
READING – LI ANG
1. a. – 2. b. – 4. c. – 1. d. – 3.
2.
NAME
NATIONALITY
PROFESSION
SCHOOL
FAVOURITE
ACTIVITIES
were at school. They divorced in 2001 and married
again in 2006, but got divorced again only three
months later. They had one daughter.
Now, Ray is going to tell us a bit more about
Eminem’s career.
Ray:
His first album was called ´Infinite´ and was
released in 1996. In 1999, he released ´The Slim
Shady´ LP and it got triple platinum. Eminem had
the same commercial success in 2000 with ´The
Marshall Mathers´ LP, which sold 8 million copies in
the USA. He won 3 Grammies with this album and
it was the first rap album nominated “Album of the
Year”. By this time, this rapper and hip-hop star
had distinguished himself by his aggressive lyrics
and had become a symbol of a new generation. At
the MTV Europe Music Awards, he won three
awards: “Best Male Artist”, “Best Album” and “Best
Hip-Hop Artist”. Five years after his album ´Curtain
Call´, he released his album ´Relapse´, in May 2009.
Teacher: Thank you, Martha and Ray. It was a very
complete presentation. Let’s see if your classmates
have any questions… (fade)
Li Ang
Chinese
Pianist
The Julliard School
of Music, New York
Watching movies,
swimming
3. a. She was only one.
b. The different language, customs and
teaching method.
c. She lived abroad for more than ten years.
d. She is trying to introduce Chinese music
to the west.
LISTENING A SYMBOL OF A NEW GENERATION 33
4. a. – iii. b. – iii. c. – i. d. – ii.
5. a. three. b. Infinite. c. triple. d. hip-hop.
6. a. False. b. True. c. False. d. True.
TRANSCRIPT – LISTENING A SYMBOL OF A NEW GENERATION
33
All the speakers have a British accent.
Teacher: Good morning, class. Are we ready for the
presentations about young artists? We’ll start with
Martha Carter and Ray Marshall. Come to the
front, please.
Martha: We are going to talk about my favourite rapper,
Eminem. His birth name is Marshall Bruce Mathers,
and he was born on 17th of October 1972, in Kansas
City. When he was 12, he and his mother settled in
Warren, Michigan, where he attended Lincoln High
School. He had become a fan of rap music before he
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
106
Unit 4
LANGUAGE
7. a. We had never seen such a beautiful beach
until we went to Playa Blanca.
b. I didn’t have any money for lunch because
I had lost my wallet that morning.
c. Had Susan ever studied Spanish before
she came to Chile?
d. We didn’t get a good hotel room
because we hadn’t booked in advance.
8. a. My brother admitted that he hadn’t fed
the dog.
b. Mike said that he had hurt his leg while
he was skateboarding.
c. My father complained that I had broken
the window.
d. The teacher explained that we hadn’t
read the text carefully.
UNIT 4
SPEAKING
u Speaking
Task
Asked and answered all the
questions appropriately.
Asked and answered most of the
Score
4
Language
Score
3
3
Asked and answered some of the
2
Asked and answered only one of
the questions appropriately.
1
2
1
comprehension.
0
Interaction
Score Your score
3
2
1
hesitation.
0
WRITING
u Writing
Task
Wrote short biography that contained
all the required information.
most of the required information.
some of the required information.
Wrote short biography that
contained very little of the required
information.
Score
4
3
2
1
Language
mistakes.
mistakes.
Score
3
2
1
0
Score Your score
Presentation
Correct spelling and sequencing.
3
sequencing.
incorrect sequencing.
incorrect sequencing.
2
1
0
YOUnG ARt
107
UNIT
5
SCIENCE
READING:
LISTENING:
ORAL
PRODUCTION:
WRITTEN
PRODUCTION:
FUNCTIONS:
fill in graphic organisers with specific information / identify the source of
a text / identify scientific language.
find specific information / transfer information to a graphic organiser /
identify Internet language.
discuss a scientific topic.
GRAMMAR:
VOCABULARY:
reporting verbs and indirect questions.
words related to science and scientific
discoveries.
write a scientific article.
forming and substantiating hypotheses.
READING:
LISTENING:
a scientific article.
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
•
108
Unit 5
PAGE 90
INTRODUCTION
be paid more attention to, and ask them to
anticipate what issues will be discussed in
connection with them.
PAGE 91
previous paragraph.
1 Students look at the pictures showing different
scientists. They match them with their names
and then read the descriptions of the disciplines
they practise. The one they might find difficult is
enology/enologist. Explain what an enologist
does and tell them that it is an important
profession in Chile given that wine and grapes
are a major Chilean export.
Answers
Scientist
Archaeologist
Astronomer
Enologist
Entomologist
Geneticist
Ornithologist
Picture
2
6
1
5
4
3
Are of study
a.
c.
f.
e.
d.
b.
Instruments end in – meter or –scope.
People end in -ist, -er / -or.
Disciplines end in –y.
Answers
Instruments: barometer, microscope,
speedometer, stethoscope, telescope,
thermometer.
People: geologist, inventor, palaeontologist,
researcher, scientist.
Disciplines: astronomy, biotechnology,
chemistry, geography, microbiology,
neurology.
read what it indicates. Give help to those
students who get low scores and praise those
who seem to be better prepared for the
contents of the unit. Make notes of any useful
information about what students already know
that you can use later when developing the
lessons.
PAGE 92
LESSON 1 - READING
THE MAGIC OF DNA
BEFORE YOU READ
Ask students to work in small groups. Give
examples of scientific terms to let students
become familiar with the concept. Ask them if
they use scientific words and where. Tell them
to read the questions in their group and discuss
all the points. Then they can present their
findings to the rest of the class.
ADDITIONAL ACTIVITY
Ask students to make a table with two columns - in
one they write the English cognates and in the
other their equivalent in Spanish. Tell them to
compare the spelling of the two words – which
letters are different? Is it mainly consonants or
vowels that differ? After they finish comparing the
spelling, read the words aloud so that they can
compare pronunciation.
2 Ask students to read the words in the box. Many
will be cognates and frequently used in Spanish.
They list the corresponding words under each
heading. Make them notice what is special
about the endings of the words.
Learning tip
SCiEnCE
109
2 (Learning ability: to connect pictures and topic).
At this stage do not ask students to name the
animals in English. They can draw a simple
concept map represented by three circles with
lines to classify the animals. Invite different
students to complete the diagram on the board.
If students are interested, you can give them the
names of the animals in the pictures and some
information, but encourage them to find further
information on the Internet or in the library.
Answers
Animals
Living:
1, 2, 4, 6, 8, 9,
10, 12, 13, 14.
Extinct:
3, 5, 7, 11,
15.
1. Armadillo: small placental mammal, known for
having a leathery armour shell.
2. Chimpanzee (chimp): great ape closely related to
humans. These intelligent primates live in a
variety of environments in western and central
Africa. Because of the rapid deforestation of their
habitats, chimpanzees are an endangered species.
3. Dodo: it was a flightless bird endemic to the
Indian Ocean island of Mauritius. Related to
pigeons and doves, it stood about a metre tall,
weighed about 20 kilograms, lived on fruit and
nested on the ground.
4. Elephant: elephants are large land animals. Three
species of elephant are living today: the African
Bush Elephant, the African Forest Elephant and the
Asian Elephant, also known as the Indian Elephant.
5. Ichtosaurus: ichthyosaurs were aerodynamic
marine reptiles that ranged in size from 2 to 10
metres long. They had sharp teeth in long jaws,
and big eyes. They had four crescent-shaped fins,
a stabilising dorsal fin, and a fish-like tail with two
lobes. They breathed air with lungs through
nostrils, which were close to the eyes, near the
top of the snout.
6. Kangaroo: a common marsupial from the
islands of Australia and New Guinea. There are
110
Unit 5
47 species of “roos.” Kangaroos can hop up to 74
kilometres per hour and hop over 9 metres in
one go. They live about 6 years in the wild and
up to 20 in captivity. Most roos are nocturnal
and many are in danger of extinction, but they
are also considered pests, due to the way they
damage crops.
7. Mammoth: a mammoth is any species of the
extinct genus Mammuthus. These
proboscideans are members of Elephantidae,
the family of elephants and mammoths, and
close relatives of modern elephants. They were
often equipped 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.
8. Rhinoceros: rhinoceros, often colloquially
abbreviated rhino, is a name used to group five
extant species of odd-toed ungulates in the
family rhinocerotidae. Two of these species are
native to Africa and three to southern Asia. Three
of the five species - the Javan, Sumatran and
Black Rhinoceros - are critically endangered. The
Indian Rhinoceros is endangered, with fewer
than 2,700 individuals remaining in the wild. The
White is registered as "vulnerable", with
approximately 17,500 remaining in the wild, as
reported by the International Rhino Foundation.
9. Owl: an owl is a type of bird that has a round
head, large eyes, and a short, hooked bill. Owls
usually fly and hunt at night. They catch and eat
mice, other small animals, and birds.
10.Penguin: penguins are a group of aquatic,
flightless birds living almost exclusively in the
southern hemisphere, especially in Antarctica.
Highly adapted for life in the water, penguins
have dark and white plumage, and their wings
have become flippers. Most penguins feed on
krill, fish, squid, and other forms of sea life
caught while swimming underwater.
11.Pterodactylus: pterodactylus (meaning “wing
finger”) was a small, flying reptile that lived during
the time of the dinosaurs. It was not a dinosaur,
but a type of flying reptile that lived during the
late Jurassic period. Fossils have been found in
Tanzania, England, France, and Germany. This
reptile lived on lake lake shores. and reproduced
by laying eggs.
UNIT 5
12.Sea lion: sea lions are any of seven species in
seven genera of modern pinnipeds including
one extinct species, the Japanese sea lion. Sea
lions are characterised by the presence of
external ear -flaps, long front flippers, and the
ability to walk on all four flippers on land. Their
range extends from the subarctic to tropical
waters of the global ocean in both the northern
and southern hemispheres, with the notable
exception of the Atlantic Ocean.
13.Shark: sharks are a type of fish with a full
cartilaginous skeleton and a highly aerodynamic
body. The earliest known sharks date from more
than 420 million years ago, before the time of
the dinosaurs. Sharks range in size from the
small dwarf lanternshark, a deep sea species of
only 17 centimetres in length, to the whale
shark, the largest fish, which reaches
approximately 12 metres. Sharks are found in all
seas and are common down to depths of 2,000
metres. They generally do not live in freshwater,
with a few exceptions such as the bull shark and
the river shark, which can live both in seawater
and freshwater. They breathe with the use of five
to seven gill slits. They have several sets of
replaceable teeth. Well-known species such as
the great white and the hammerhead are at the
top of the underwater food chain. However, their
survival is under serious threat from fishing and
other human activities.
14.Tasmanian devil: it is the largest carnivorous
marsupial in Australia. The Tasmanian devil is a
nocturnal animal that lives alone. It is usually
black with a white patch around its neck. It is the
size of a small terrier dog, very solid and stout
and weighs between 6 and 8 kilograms. The
Tasmanian devil is now only found on the island
state of Tasmania.
15.Tyrannosaurus rex: tyrannosaurus (meaning
‘tyrant lizard’) was a genus of theropod dinosaur.
The species Tyrannosaurus rex (‘rex’ meaning
‘king’ in Latin), commonly abbreviated to T. rex,
lived throughout what is now western North
America. Fossils are found in a variety of rock
formations 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 large and powerful hind limbs,
Tyrannosaurus forelimbs were small, though
unusually powerful for their size, and bore two
clawed digits. It was the largest known
tyrannosaurid and one of the largest known
land predators, measuring up to 13 metres in
length, up to 4 metres tall at the hips, and up to
6.8 metric tons in weight.
http://www.enchantedlearning.com/subjects
http://en.wikipedia.org/wiki
http://lhs.lidgerwood.k12.nd.us/LHS/BlakesWebPage/HTML/InfoPages
http://42explore.com/owls.htm
http://australian-animals.net/devil.htm
PAGE 93
This activity is more than just pointing to the word
that should not be included in the line. Once
students decide on the odd one out they should
justify their choice. Is it the meaning or the form of
the words they have taken into consideration?
Answers
a. Dangerous - it is an adjective while the
other words are nouns.
b. Species – the other words are all related to
reproduction.
c. Happy – all of them are adjectives, but the
meaning of happy does not fit in with the
rest.
d. Baker – the other three are scientists.
4 (Learning ability: to predict content from the
context).
Making good predictions is the first step to
becoming a successful reader. When students
predict the content of what they are about to
read, they actively prepare for understanding.
Additionally, they formulate a hypothesis that
can be either substantiated or discarded after
they read. Research has shown that the most
effective readers in a class are those students
who are actively involved, asking and answering
questions and making predictions, rather than
just passively reading. Do not check answers at
this stage.
SCiEnCE
111
WHILE YOU READ
Students read the text once and check their
predictions. Ask them to discuss their findings
with other students. Who got the closest
prediction?
Answers
Mentioned in the text: the mammoth, the
dodo and the Tasmanian Tiger.
6 (Learning ability: to identify purpose of a text).
Why is it important to recognise the purpose of
a text that students read? Each text has a
different purpose and recognising it will increase
the possibilities of improving comprehension.
For example:
An advertisement is generally written to
persuade you to buy something.
An article is usually written to inform about
something.
A manual might instruct you how to do
something to your car.
An encyclopaedia entry generally gives a brief
definition of something.
Ask students to identify the type of text and
establish its communicative purpose.
Answers
b.
ADDITIONAL ACTIVITY
Ask students to match the type of text in column A
with the communicative purpose in column B.
112
A
Type of text
B
Purpose
A recipe
An instruction leaflet
A university brochure offering courses
A travel book
A newspaper article on music types
An invitation to a party
To instruct
To describe
To persuade
To inform
Unit 5
information).
Ask students to read the instructions to the
exercise. Tell them it is important to indicate
which key words helped them to decide.
Answers
Picture 1: mammoth - woolly, elephant as
surrogate mother.
Picture 2: sabre-toothed tiger – dagger-sharp
fangs.
Picture 3: moa – relative of the ostrich.
Picture 4: Irish elk – antlers, elk.
Picture 5: Neanderthal – relative of humans.
Picture 6: short-faced bear – compared to
polar bear, related to the spectacled bear of
South America.
8 (Learning ability: to identify references).
Ask students to read the words in bold and then
deduce, from the context, what they refer to. Ask
them to compare with other students. Check
orally. They can circle the words they refer to and
then join them to the corresponding word in
bold, to make the connection visually explicit.
Answers
a. it (paragraph 4, line 1) - it refers to the
“resurrection list”.
b. he (paragraph 5, line 3) - it refers to the
scientist Schuster.
c. she (paragraph 8, line 1) - it refers to
geneticist Jenny White.
d. it (paragraph 10, line 3) - it refers to the
short-faced bear.
e. its (paragraph 11, line 2) - it refers to the
Neanderthal.
f. he (paragraph 13, line 5) - it refers to the
expert.
PAGE 96
9 (Learning ability: to transfer relevant
Tell students that each part of the table should
include only a short summary. Tell them that not
all parts of the table might have the necessary
information provided in the text. If necessary,
they can copy the chart into their notebooks.
UNIT 5
Answers
a. Woolly mammoth. 5,000 years ago. DNA has
already been decoded. African elephant.
b. Dodo. Late 17th Century. Not found yet;
scientists are looking for suitable DNA.
Pigeon.
c. Sabre-toothed tiger. 10,000 years ago. DNA
samples preserved in permafrost or tar
could be used to create clones. African lion.
d. Tasmanian tiger. In the 1930s. From museums
around the world. Tasmanian devil.
e. Irish elk. 7,700 years ago. Information not
given. European deer.
f. Short-faced bear. 11,000 years ago.
Specimens from permafrost. Spectacled
bear of South America.
g. Neanderthal. 25,000 years ago. A draft of its
genome is expected to be published later
this year. Humans.
h. Woolly rhinoceros. 10,000 years ago. Hair,
horns and hooves from permafrost. Modern
rhino.
i. Giant ground sloth. 8,000 years ago. Several
specimens with hair have been found.
Finding a suitable surrogate mother would
be a challenge.
j. Moa. 508 years ago. Information not given.
Ostrich.
10 (Learning ability: to differentiate between fact
and opinion).
In real life we must offer opinions all the time not only about written texts, but also about
other people’s actions, different situations,
classmates’ performance, etc. Much of what we
read in newspapers or magazines, or what we
see on television is a mix of factual information
and the opinions of the author. Often the
opinions are disguised as fact, to make the
author’s argument seem more believable. It is
important that students distinguish between
fact and opinion in order to be discriminative
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).
Hundreds of people turned up at the rock
concert and most of them came to pay tribute to
the band and their long history.
Answers
a. Fact.
b. Opinion.
c. Fact.
d. Opinion.
e. Fact.
ADDITIONAL ACTIVITY
Provide more fact / opinion sentences not taken
from the text and ask students to identify each.
• More and more women are deciding to give
birth to their children at home. A hospital, after
all, is not the best place for a baby to be born.
• The President seemed nervous. Then he took out
his pen and wrote something in his notebook.
• Scientists discovered water on the Moon. It is
quite possible that in the future we will have a
human colony there.
PAGE 97
Students read the statements (a. – d.) and
decide which ones are correct and which ones
are not, basing their decision on the information
provided in the text. Check answers orally.
Answers
a. True.
b. True.
c. False.
d. True.
AFTER YOU READ
Language Note
Reporting verbs
There is a long list of verbs that are used for
reporting what someone has said. These verbs give
us the meaning of the original words without
actually using them all. A list is provided in the
students’ book. Mention to students that apart from
using a reporting verb they must also pay attention
to important changes in the structure of the sentence.
SCiEnCE
113
a. Changes in verb tenses
“I’m going home”.
He said he was going home.
b. Changes in expressions of time
“I’m going home tomorrow”.
He said he was going home the following day.
c. Changes in personal pronouns and possessive
adjectives
“I’m going to my uncle’s home tomorrow”.
He said he was going to his uncle’s home the
following day.
Exercises can be found at
http://valenciaenglish.netfirms.com/reportingex.htm (on-line) or
http://valenciaenglish.netfirms.com/pdffiles/worksheetreporting.pdf
(downloadable in pdf)
PAGE 98
12 (Learning ability: to apply new vocabulary and
structures).
Refer students to the Language Note before
doing this exercise. Make sure to provide lots of
examples and clarify doubts. You should be
aware that at first students will probably
concentrate on the change of tenses, but will
not do the other corresponding changes
(pronouns, time expression).
Answers
a. “Once sequenced, the DNA can be used to
create clones, brought to the world with the
help of Tasmanian devil surrogate mothers”,
she replied.
b. “If this could be turned into fresh materials,
the creatures could be cloned with the
African elephant acting as a surrogate
mother,” he added.
c. “How feasible it is to resurrect it?” we asked
an expert.
d. “There are specimens encased in permafrost
from which DNA can be recovered,” he
responded.
13 (Learning ability: to consolidate grammar and
vocabulary).
First students match what Wanda said with the
pictures and then they re-write the direct
sentences as indirect ones.
114
Unit 5
Answers
a. Picture 4. Wanda told Jack that she couldn’t
go to the party on Wednesday with him.
b. Picture 3. She explained that she had some
really important homework to do.
c. Picture 5. He insisted that we had to go out
some time soon.
d. Picture 1. I promised that I would go to the
cinema with him at the week end.
e. Picture 6. I suggested that he called me on
Friday to decide on the film.
f. Picture 4. I agreed that the best films were
romantic comedies.
oral activity).
Students listen to the dialogue to check their
answers. Then they listen and repeat, taking
turns to say the parts of Wanda and Keiko. Give
them a few minutes to practise the dialogue and
then invite some pairs to role play it for the class.
34
Wanda and Keiko are American, but Keiko has a slight
Japanese accent.
Wanda: I texted Jack the other day.
Keiko: Did you? What did you tell him?
Wanda: I told him that I could not go to the party on
Wednesday with him.
Keiko: Did he ask why?
Wanda: Yes, and I explained that I had some really
important homework to do.
Keiko: Did he get angry?
Wanda: No, but he insisted that I had to go out with him
some time soon.
Keiko: What did you answer?
Wanda: I promised that I would go to the cinema with him
on the weekend.
Keiko: What kind of film are you going to see?
Wanda: I suggested that he should phone me on Friday to
decide on the film.
Keiko: I bet he said he liked comedies.
Wanda: Yes, and I agreed that the best films were romantic
comedies!
Keiko: I’m sure he was happy to hear that.
UNIT 5
PAGE 99
Answers
a. that her name was Carla.
b. she did.
c. I went to Alexander Fleming school
d. his name was George.
i. I told her / I said she had a lovely name.
ii. I added that I was from Benton City too.
iii. She exclaimed that her boyfriend also
went to that school.
iv. I shouted that my name was George too.
16 APPLICATION TASK – WRITING (Learning
ability: to create a new text).
Discuss with students the structure of an article:
• The introduction is very important – they
should start well enough to interest their
readers to keep on reading. They should use
drama, emotion, quotations, questions,
descriptions.
• The body of the article needs to keep any
promises or answer any questions raised in the
introduction – they should try and maintain an
“atmosphere” throughout the text.
• While the introduction draws the reader in,
the conclusion should be written to help the
reader to remember the story – the use of a
strong punch line is a good strategy.
analyse them step by step. Always be willing to
help out. Make sure that students have enough
time to write the article and to proofread it.
Help them to evaluate their writing according to
the points provided in the Students’ book.
Start this section asking students to evaluate
what they have learnt throughout the lesson.
Do they think their vocabulary has improved?
Have they learnt a new grammar structure?
Have they learnt something new about the
topic in question? You can ask students to do
some kind of checklist where they write how
many new words they have learnt and other
contents from the lesson. Remember, however,
that the final evaluation should reflect the
stated learning objectives / abilities. Encourage
them to analyse and answer questions c., d. and
e. with what they truly think about these issues.
PAGE 100
ASKING THE RIGHT QUESTIONS
BEFORE YOU LISTEN
Write the steps of the scientific method on the
board and ask students to read their definition in
their book. Ask them if they have ever used such
processes in real life. Give real life examples.
Classifying - letters in the post office.
Experimenting – trying to make a new dish in
the kitchen.
Hypothesising – making a supposition on how
long it will take us to get from point A to point B
by bus.
Measuring - buying fabric for curtains.
Observing – looking at a plane flying over our
heads.
Ask students to give their own examples.
2 (Learning ability: to connect the topic and
experience).
Ask students to look at the pictures and identity
the processes they illustrate.
Answers
Picture 1: measuring. Picture 2: observing.
Picture 3: experimenting.
Picture 4: classifying. Picture 5: hypothesising.
SCiEnCE
115
ADDITIONAL ACTIVITY
Ask students to tell their science teacher to carry
out the 5 stages of a scientific process in their next
science class. It could be something really simple
such as heat exchange between a cup full of hot
water and a cup of cold water. Or you can ask the
science teacher what he/she is teaching to the
students at that time and carry out the
corresponding processes of the scientific method.
5 (Learning ability: to predict content from
cognates and familiar words).
Students read the words in the box in Exercise 4
again and try to predict which of them will
appear in the lecture they will listen to. Do not
check answers at this point.
PAGE 101
WHILE YOU LISTEN
6
After students have seen lots of examples of the
steps of the scientific method, ask them to work
in pairs or groups and write a list of areas where
we can also use them. Tell them to compare
with another pair and discuss, offering their
opinions.
4
35 (Learning ability: to infer the meaning of
key words and identify their pronunciation).
This is an exercise that links pronunciation
practice, finding out the meaning of key words
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
and ask them to write the words as they think
they are written and then compare their version
with the correct version in the book.
Answers
All the words are cognates, except for the word
journal = a newspaper or magazine that deals
with a particular subject or profession = revista,
publicación, not jornal or jornada.
35
analyse - conclusion - experiment - hypothesis - journal method - palaeontologist - universe
OPTIONAL ACTIVITY - GAME
Cognates are quite common in scientific language
given that their root is generally Latin or Greek.
Divide the class into groups of four or five students
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.
116
Unit 5
Play the recording and ask students to check
their predictions. It is important to do so and
you can remind them that we predict all the
time in our lives and then validate our
predictions. One example is playing the lottery.
There would be no sense in playing the lottery if
we did not check if the numbers are the
winning ones.
Answers
All the words in the box in Exercise 4 appear in
the lecture.
7
information).
Ask students to look at the pictures and talk
about the scientists. Offer information if students
are not familiar with them, in Spanish if
necessary. Then play the recording again and tell
them to write the questions each of them asked.
Answers
a. Columbus wondered what the shortest way
to India was.
b. Newton asked what made an apple fall.
c. Darwin wanted to know why caterpillars are
sometimes so beautifully and artistically
coloured.
d. Palaeontologists wanted to discover when
exactly dinosaurs disappeared.
e. Lemaitre asked where the universe was
expanding to.
UNIT 5
Christopher Columbus (1451-1506): Italian explorer
who sailed across the Atlantic Ocean in 1492, hoping
to find a route to India, in order to trade for spices.
He made a total of four trips to the Caribbean and
South America during the years 1492-1504.
Sir Isaac Newton (1642-1727): English
mathematician and physicist, one of the foremost
scientific intellects of all time. According to the wellknown story, it was on seeing an apple fall in his
orchard at some time during 1665 or 1666 that
Newton conceived that the same force governed
the motion of the Moon and the apple. He
calculated the force needed to hold the Moon in its
orbit, as compared with the force pulling an object
to the ground.
Charles Robert Darwin (1809 – 1882): English
biologist and naturalist. During his trip to the
Galapagos Islands in the Pacific Ocean he noticed
many variations among plants and animals. Based
on his observation during the trip and back in
London in 1836, Darwin concluded that: one,
evolution of the species took place; two,
evolutionary change was gradual, requiring
thousands to millions of years.
Palaeontologists are scientists who investigate the
whole history of life on Earth from fossilised remains,
starting from its earliest stages millions of years ago.
Georges Lemaître (1894 –1966): Belgian professor
of physics and astronomer at the University of
Leuven. He proposed what became known as the
Big Bang theory of the origin of the Universe, which
he called his “hypothesis of the primeval atom”.
8
36 (Learning ability: to transfer information to
a graphic organiser).
It is said that “a picture is worth a thousand
words”. A graphic organiser forms a powerful
visual picture of information and allows the
mind ‘to see’ undiscovered patterns and
relationships. We use them every day in our
lives. The most common example is the
calendar. Tell students to study the graphic
organiser before playing the recording at least
twice again. Go around the classroom and
check pupils’ work.
Answers
Ask yourself the right question.
Construct a hypothesis.
Test your hypothesis.
Analyse your data and draw your conclusions.
If hypothesis is correct – Communicate
your results.
If hypothesis is wrong - Think again and
construct a new hypothesis.
PAGE 102
9
36 (Learning ability: to find special words).
Tell students to read the expressions a. – f. Are
they familiar with Internet jargon? Do they
know what they mean? If not, explain. Then play
the recording again and ask them to tick the
ones used by Prof. Jones.
Answers
a. - d. - e.
Blogger: a person who writes in a blog.
Chilax: chill out and relax.
Cu soon: see you soon.
To text: to send a written message using a mobile
phone.
To tweet: to post your opinions on the Twitter
social network.
To unfriend: to remove someone from your
Facebook account.
Internet slang (Internet language, Internet shorthand, leet, netspeak or chatspeak): a type of slang that
Internet users have popularised, and in many cases,
have coined. Such terms often originate with the
purpose of saving keystrokes. Many people use the
same abbreviations in texting and instant messaging,
and on social networking websites. Acronyms,
keyboard symbols and shortened words are often
used as methods of abbreviation in Internet slang.
Many items of Internet jargon cross from computermediated communication to face-to-face
communication. For example, The New York Times’
“Buzzwords of 2008” article includes: “FAIL” (failures,
big mistakes), “longphoto”, (a term coined by Flickr
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. David Crystal says that the crossover
from written slang to speech is “a brand new variety
of language evolving, invented really by young
people, within five years”. Other linguists disagree.
10 36 (Learning ability: to discriminate between
Ask students to read the statements and decide
if they are true or false; they can do this in pairs.
Then play the recording again for them to check
their answers.
Answers
a. True. b. True. c. False. d. True. e. False.
11 36 (Learning ability: to identify textual clues).
Ask different students to read the statements
aloud. Then play the recording again for them
to identify what the words in bold refer to.
Answers
a. It refers to the bloggers.
b. It refers to the question we ask ourselves.
c. It refers to scientists who find out their
hypothesis is false.
d. It refers to the results of your findings.
TRANSCRIPT – LISTENING –
ASKING THE RIGHT QUESTIONS
36
Prof Jones speaks with an American accent.
Prof Jones:
Hello, bloggers. Once again via our web cams we can
discuss science and your interests. In your mails and
texts, some of you asked me to explain a typical
scientific process. The scientific process actually starts
when you ask a question about something that you
observe. In other words: how, what, when, who, which,
why, or where? For example, Newton asked what made
an apple fall. Darwin wanted to know why caterpillars
are sometimes so beautifully and artistically coloured.
Columbus wondered what the shortest way to India
was. Palaeontologists wanted to discover when exactly
dinosaurs disappeared. Lemaitre asked where the
universe was expanding to.
118
Unit 5
In order for the scientific process to answer the
question, it must be about something that you can
measure, preferably with a number. It must be
something that, once measured, will give you some
data that you will later analyse.
Now that we’ve asked ourselves the right question, we
must construct a hypothesis. A hypothesis is an
educated guess about how things work: for example, I
can ask myself what will happen if I do something. You
must state your hypothesis in a way that you can easily
measure, and of course, your hypothesis should be
constructed in a way that will help you to answer your
original question.
Step three is testing your hypothesis by doing an
experiment. Your experiment checks if your hypothesis is
true or false. It’s important for your experiment to be a fair
test. You conduct a fair test by making sure that you
change only one factor at a time, while keeping all other
conditions the same. You should also repeat your
experiment several times to make sure that the first results
weren’t just an accident. Important scientists test their
hypothesis hundreds of times before drawing conclusions.
And that is your next step: analysing your data and
drawing your conclusions. Once your experiment is
complete, you collect your measurements and analyse
them to see if your hypothesis is true or false. Scientists
often find that their hypothesis was false, and in such
cases they’ll construct a new hypothesis starting the
entire process of the scientific method over again. Even
if they find that their hypothesis was true, they may
want to test it again in a new way.
And last, but not least, is communicating your results.
You wouldn’t be a scientist if you kept the results just to
yourself. To complete your science project, you must
communicate your results to others in a final report or a
display. Professional scientists do almost exactly the
same thing by publishing their final report in a
scientific journal or by presenting their results on a
poster at a scientific meeting. In modern days, you can
even tweet or text your results to your colleagues.
UNIT 5
AFTER YOU LISTEN
Tell students that when we create sentences, we
can make them more interesting by using words
that mean the same as the word you are
speaking about. This allows us to add variety to
our vocabulary. You can give them an example of
two sentences, one of which uses synonyms and
the other which does not. Which one is better?
I live in a nice little house and the house is in a
nice little town in Canada.
I live in a lovely little house and it is in a nice
small town in Canada.
Answers
Data – information. Discover – find out.
Factor – aspect. Process – method.
Result – consequence. Test – examine.
ADDITIONAL ACTIVITY
Take students to the computer lab. Prepare a text
with some 10 words suitable for synonym
replacement. Tell them to locate a thesaurus online
or in a word processing program. Tell them to select
the word, click “Tools” on the menu bar at the top of
the screen and choose “Language” and “Thesaurus.”
The computer will present a list of words students
can substitute for their own word.
13 (Learning ability: to apply new vocabulary).
In this activity, students use the words they
previously identified, in context.
Answers
a. Results.
b. Data / information.
c. Methods / processes.
d. Factor / aspect.
PAGE 103
14 (Learning ability: to consolidate key words and
expressions).
Ask students to work in pairs. Tell them to read
the statements and provided options and then
choose the best ones. Check orally.
Answers
a. i. b. iii. c. iii. d. ii. e. i. f. iii. g. ii.
Reporting verbs –
indirect questions.
Language Note
This is a continuation of reporting verbs,
concentrating more on indirect questions.
Explain to students that if we do not begin a
question directly, but begin it with something like: He
asked, She enquired, They would like to know, the
word order is the same as in an affirmative statement.
Direct question: “What is he doing?” she asked.
Indirect question: She asked what he was doing. She
wanted to know what he was doing.
Indirect questions do not close with a question mark,
but with a period. Like direct questions, they demand
a response, but they are expressed as declarations
without the formal characteristics of a question. That
is, they have no inversion and they do not use
auxiliaries do, does, did.
We often use indirect questions to be more polite.
For example:
I would like to know how to get to the museum.
Please tell me when your friend is going to be back.
PAGE 104
15 (Learning ability: to consolidate a language item).
doing this exercise. Check orally.
Answers
a. The child asked why the teacher got angry
so often.
b. I wondered when we used a microscope.
c. I enquired when I should talk to the coach
about the match.
d. My mother wanted to know how much
meat we needed for the meat pie.
e. Georgina wondered which colour Susan
preferred, blue or green.
16 (Learning ability: to consolidate a language item
and imitate a spoken model).
Students apply what they have learnt about
indirect questions in a real life complete
dialogue. Encourage students to pay attention to
the introductory phrases in the dialogue and
then change the direct questions. Students can
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
turns to be the tourist and the guide.
Answers
See transcript.
37
The tourist speaks with a British accent and the guide with a Chilean
accent.
Tourist: Excuse me; I wonder if you could give me some information.
Guide: Of course, what would you like to know?
Tourist: I’d like to know what time museums generally close.
Guide: At half past five.
Tourist: Then do you happen to know where I can buy a map?
Guide: You can get one at the Tourist Information Centre on
the corner.
Tourist: Great. And could you tell me how I can get to a
handicrafts centre from here?
Guide: Walk along this street and turn right at the corner.
There is a small handicrafts market very near the big
building you can see there.
Tourist: Do you have any idea who designed that magnificent
building?
Guide: Yes. It was designed by Juan José de Goycolea y Zañartu.
Possible answers
a. My son asked my why I was so tired / sad.
b. I wanted to know when we would go on
holiday.
c. My young wife wondered where we would
buy our first home.
d. I asked dad how much the TV cost.
e. My teacher enquired how many students
knew the answer.
120
Unit 5
PAGE 105
(Learning ability: to discuss a scientific topic).
See notes on Application Tasks on page 7 of the
Introduction.
In this exercise students will take part in a
discussion. In order for a group discussion to be
successful, it is important for all members to
know how to discuss a topic. The first thing that
the group will need to have is a topic they feel
comfortable with. In each discussion group,
there will be dominant and quiet participants;
dominant members will be outspoken and will
want to take over the discussion; they will be
quick to let the other members know what they
think. The quiet members are just the opposite;
it will be difficult to get a word out of them. As
the leader of your class, you must help quiet
members to present their thoughts to the rest of
the group and keep the dominant ones in check.
Go through the instructions with students
before embarking on the discussion and then
help them to evaluate their performance using
the suggested ideas.
19 (Learning ability: to practise and consolidate
language through a game).
Help students to form groups and then go
through the instructions for the game with the
class. Check that everyone knows what they
have to do. If necessary, you can brainstorm and
write on the board:
a. Names of famous people they would like to
interview.
b. Direct questions they could ask.
c. Opening for indirect questions that they
could use.
Give the groups time to rehearse and then invite
them to show their radio interview to the class.
You could start this section asking students to
evaluate what they have learnt throughout the
lesson. Do they think their vocabulary has
improved? Have they learnt a new grammar
structure? Which? Have they learnt something
UNIT 5
new about the topic? You can ask students to
do some kind of checklist where they write how
many new words they have learnt and other
contents from the lesson. However, remember
that the final evaluation should reflect the
stated learning objectives/abilities.
Invite groups or individual students to share their
answers to questions c. and d. with the class and
promote discussion of these controversial issues.
PAGES 106 - 107
1 This exercise reviews science terms and
reporting verbs. Students read the blog and
write the questions Professor Digby was asked,
based on the information in the blog. If
students find it difficult, tell them to go back to
the Language Notes on pages 97 and 103.
Possible answers
a. What is palaeontology? What does
palaeontology study?
b. Can we clone dinosaurs?
c. Does the film Jurassic Park show reality? Is
the story in the film Jurassic Park real?
d. What new hypothesis are you working on?
What are you working on at the moment?
e. Can we visit you at the laboratory?
2 Ask students to read the sentences on the left
first (a. – d.). Do they understand them? Then ask
them to read the sentences on the right to form
synonymous pairs. You can ask them to write the
matching pairs in their notebooks, or you can ask
different students to read them aloud.
Answers
a. – iii. b. iv. c. i. d. ii.
3 This exercise has three parts: first, students
match sentences a. – e. with pictures 1 – 5 to
establish the setting of the dialogues. Then they
write the questions the people in the pictures
were asked. Finally, they answer the questions
using their own ideas.
Check orally and then tell different pairs of students
to role play the mini-dialogues for the class.
Answers
a. Picture 5.
b. Picture 3.
c. Picture 2.
d. Picture 4.
e. Picture 1.
a. John:
Waiter:
What is the soup of the day?
You can have tomato,
vegetable or chicken soup.
b. Belinda: When will the car be ready?
Mechanic: It will be ready next Monday.
c. Emily:
How many pills should I take?
Doctor:
You should take three pills a day.
d. Fred:
Why are you arresting this
young man?
Police officer: Because he has stolen a
woman's wallet.
e. Gillian:
What time will the film start?
Usher:
The film will start in 10 minutes.
4 Students rewrite the direct sentences in their
indirect form using the corresponding
reporting verbs.
Answers
a. Aunt Sybil recommended that I take a
digital camera with me.
b. Ursula’s father warned her not to talk to
strangers.
c. Vivian’s mother told her to send her an
e-mail when she arrived.
d. Richard’s brother suggested he should buy a
Yankees T-shirt.
PAGE 108
JUST FOR FUN
PAGE 109
CHILEAN CONNECTION
Talk to students about astronomy and why it is
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
universe and the movements of celestial bodies
according to the laws of physics.
An astrologist is a person who predicts the future by
the positions of the planets, the Sun and the Moon.
Answers
1.2:
the size of the Euler telescope.
2.2:
the size of the Max Planck telescope.
3.58:
the size of the New
Technology Telescope.
3.6:
the size of the ESO telescope.
4:
(metres) the class of telescope ESO
operates at La Silla.
27:
(kilometres) the distance between La
Silla and Las Campanas Observatory.
100:
(kilometres) the distance between La
Silla and the Cerro Tololo Observatory.
160:
(kilometres) distance between La
Silla and La Serena.
300:
the number of publications
attributable to the work of
La Silla observatory.
600:
(kilometres) the distance between
La Silla and Santiago.
1960:
(1960s) the decade in which the
observatory was established.
2,400:
the altitude at which the La Silla
observatory is located.
67 million: the number of pixels of the Wild Field
Imager on one of the telescopes.
PAGES 110 - 112
TEST YOUR KNOWLEDGE
Answers
READING – FINDING WATER ON THE MOON
1. b.
2. (Be flexible to accept other correct answers).
a. Scientists were surprised to find out there was
water on the moon.
b. They also revealed that it was not enough
moisture to foster / support life.
c. Scientists argued for months to find out what the
problem with the instruments was.
d. Lunar senior scientist Paul Spudis called the
new find exciting.
e. He also asked the question where the water
came from.
3. a. The moon.
b. To see if it could bring up buried ice.
c. (1) The water came from comets or asteroids
that crashed into the moon or (2) The solar
wind carries hydrogen atoms that bind with
oxygen, this way making water.
SPEAKING
4. This exercise draws on what students learnt in
this unit and links it to their own experience,
asking them to use their imagination.
Students work in pairs. First both students
complete column A with their own ideas and
then they ask each other questions to complete
column B.
u Speaking
Task
Score
Language
Asked and answered all the questions
4
using appropriate reporting verbs.
questions using some reporting
3
verbs.
Asked and answered half of the
questions using one or two
2
reporting verbs.
Asked and answered only one or
two of the questions using only one
1 comprehension.
reporting verb.
122
Unit 5
Score
3
2
1
0
Interaction
Score Your score
3
2
1
hesitation.
0
UNIT 5
LISTENING – MYSTERIES OF SCIENCE
5.
1
A Spanish Geologist
A British researcher
Low ozone levels
Global warming
Acoustic resonance
Various instruments
38
2
P
P
P
P
P
P
6. a. incident.
b. 200.
c. resonance.
d. size.
TRANSCRIPT – LISTENING –
MYSTERIES OF SCIENCE
38
Speaker I has a Spanish accent.
Speaker II has a British accent.
Speaker I:
It was a sunny, cloudless day in Spain when a footballsized ball of ice fell out of the sky and smashed through
the windshield of a parked car in the village of Tocina.
Jesús Martínez-Frías, a planetary geologist with the
Centre for Astrobiology in Madrid, went to investigate
the incident, and several others, in the region at that
time. The phenomenon is not unique to that region; ice
balls have fallen in other parts of the world, some up to
200 kilograms in weight.
Many researchers suggest they may have a simple
explanation. Maybe they fell from aircraft passing
overhead, or maybe they’re simply a hoax. But
Martínez-Frías has constructed a theory that could
explain them. Atmospheric observations of the region
around Tocina during the time of the falls show that
the ozone level was depressed. Low ozone levels cause
the lower atmosphere to cool, and Martínez-Frías
suspects an ice particle, possibly created from the
remains of jet exhaust, began to fall from high altitude,
building up mass in the humid lower atmosphere until
impact. He believes that global warming may be
contributing to the conditions that create them.
Speaker II:
One of the interesting small mysteries of science is that
of the “booming dunes”—sand dunes that make a
variety of loud sounds, compared by witnesses to
trumpets, low-flying aircraft, organs, flutes and so on.
While sand structures that make small sounds are fairly
common, booming dunes are rare.
The phenomenon is clearly caused by an acoustic
resonance of the sands moving in the dunes. Squeaking
sands make high-pitched, harmonically pure sounds
that last for a fraction of a second; booming dunes
generate low-pitched sounds that last from a few
seconds to many minutes. Some booming dunes can be
heard 10 kilometres away. The first studies of booming
dunes were performed late in the last century, and the
first comprehensive paper on the subject was published
by British researcher R.A. Bagnold in 1966.
But why don’t all sand dunes create such sounds? One
clue is that, in many booming dunes, the sand grains
are unusually uniform in size and unusually smooth,
though this is not universally the case. It is generally
true that booming dunes are unusually dry.
Intermittent rainfall washes fine dust out of the sand.
LANGUAGE
7. a. Jane asked what programme I had
seen on Saturday.
b. The shop assistant asked if she
could help me.
c. The customer asked how much the
computer cost.
d. Sandra said it was not a good idea to
leave so late.
8. Check that the students use the correct tenses
and appropriate pronouns.
Possible answers
a. The tourist asked me where the museum was.
b. I told Susan I was happy.
c. The policeman said he wanted to see my
documents.
d. The astronomer explained that the telescope
was working again.
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.
u Writing
Task
Wrote the text following all the
indications and using all the
reporting verbs correctly.
Score
Language
Score Your score
4
3
Presentation
Correct spelling and organization of
the paragraphs.
Wrote the text following most of
the indications and using most of
the reporting verbs correctly.
3
mistakes.
2
organization of the paragraphs.
Wrote the text following some of
the indications and using half of
the reporting verbs correctly.
2
mistakes.
1
incorrect organization of the
paragraphs.
1
Wrote the text, but followed very
few of the indications and not using
the reporting verbs.
1
0
incorrect organization of the
paragraphs.
0
PAGE 113
SELF EVALUATION
Introduction.
PERFORMANCE.
124
Unit 5
Score
3
2
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
and have a record of stone tools and
complex way of life. Today we know of early Homo from more than two million years ago (2 Ma)
embedded in our natural history.
animal butchery that reaches back to 2.6 Ma. These demonstrate just how deeply technology is
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
logy of
Adapted from: White, T.D. (2009). Ardipithecus ramidus and the Paleobio
from
2009,
3,
er
Novemb
on
Retrieved
Early Hominids. Science 2, vol. 326.
http://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.
SCiEnCE
125
lISTeNING - GraND DeSIGNS For
INTerSTellar TraVel
1 Read the text and choose the correct alternative.
Where does the text come from?
a. An encyclopaedia.
b. A newspaper.
c. A scientific magazine.
1 pts.
Draw in dark
matter
2 Read the text again and complete
this fact file.
Squeeze dark
matter until
it annihilates
Energy and annhilation
by products provide
thrust
4 pts.
DARK
MATTER
Name: Ardipithecus ramidus
ENGINE
ROOM
Date of living: __________________
THRUST
DIRECTION OF TRAVEL
Place of living: __________________
Black hole emits
Hawking radiation
Size: __________________________
3 Read the text once more. Are these
sentences true (T) or false (F)?
5 pts.
a. ____ Charles Darwin and Thomas Huxley
based their conclusions on fossil records
that they had collected.
b. ____ Archaeologists have found records of
stone tools that are approximately 2.5
million years old.
c. ____ Records of the Ardipithecus ramidus let
us know about how humans evolved.
d. ____ The Ardipithecus ramidus ate meat
and plants.
e. ____ The Ardipithecus ramidus was able to
climb trees, like gorillas and chimpanzees.
4 Read the text again carefully. Which of
these is the main conclusion you can
draw from it?
2 pts.
a. Fossils are essential to know about
human evolution.
b. Having discovered the Ardipithecus ramidus is
a very important stage in scientists’ attempts
to know where humans come from.
c. Humans and chimpanzees do not share
common ancestors.
126
Unit 5
MIRROR
MIRROR
Weight: ________________________
Hawking radiation
reflected
DIRECTION
Hawking
OF TRAVEL
radiation propels
spacecraft
BLACK HOLE STARSHIP
SUN
BLACK HOLE forms at
focal point of laser
and is loaded into
spacecraft
SOLARPOWERED LASER
5
MIRROR
Crew module
joins later
39 Listen to a scientist giving a lecture to some
students. Tick the correct speaker.
6 pts.
Lecturer Student 1 Student 2
a.So what could humans
do to reach the stars
within a lifetime?
b.Let’s take Liu’s dark
matter starship.
c. What’s exactly his plan?
d.Don’t you think Liu’s
idea depends on
speculative physics?
e.Who knows what
dark matter is actually
made of?
f. What do you think is
the weakest point in
Dr Liu’s design?
UNIT 5
6
7
39 Listen again and circle the word
you hear.
5 pts.
a. Our nearest / closest star - Proxima Centauri is a staggering 4.2 light years away.
b. Dr Liu imagines a rocket that need not carry
its own fuel / petrol.
c. His plan is to drive the rocket using the
energy released when dark
matter particles join / destroy each other.
d. They will convert all their mass into
energy / power.
e. Two mathematicians / astronomers
proposed plans for a craft powered by an
artificial black hole.
39 Listen to the recording once more. Are
these statements true (T) or false (F)?
5 pts.
a. ___ Our nearest star, Proxima Centauri,
is closer to the Earth than the Sun.
b. ___ Most astronomers are sure that
dark matter exists.
c. ___ There is a lot of dark matter throughout
the universe.
d. ___ The journey to Proxima Centauri would
take about two years.
e. ___ The greatest concentration of dark matter
is very near the centre of the Milky Way.
laNGUaGe
8 Report what these people said using
the proper reporting verb.
5 pts.
a. “Wine comes from grapes”, the
teacher explained.
____________________________________.
b. “I will never take your things again”,
Bill promised.
____________________________________.
c. “I’ll call you when I come back”, Mary told me.
____________________________________.
d. “I don’t feel well”, my mother complained.
____________________________________.
e. “Gina can help you with the shopping bag”,
my sister said.
____________________________________.
9 Transform these questions into indirect
questions using the provided openings.
5 pts.
a. “Excuse me, how can I get to the post office
from here?”
Do you know ________________________.
b. “How does this printer work?”
Can you explain ______________________.
c. “Does Annie know about computers?”
I wonder whether _____________________.
d. “Where are you from?”
I’d like to know _______________________.
e. “Are you coming to the party?”
Could you tell me if ___________________?
SPeaKING
10 Ask and answer these questions in groups of
three. After giving your opinions, encourage your
classmates to respond by asking questions like:
What do you think? Do you agree? Do you
disagree? Why?
All the participants should present their ideas
logically and listen respectfully to the others,
even if they disagree. The person who is speaking
should not be interrupted until he / she finishes
expressing his / her opinions.
10 pts.
Student A: Do you think science is important
in our lives?
Student B: Yes / No. I think that ____________.
Do you agree?
Student C: Yes / No, because _____________.
Student A: Do you think it’s important to learn
about human evolution?
Student B: Yes / No, because ______________.
What do you think?
Student C: In my opinion _________________.
Student A: Do you think we should be worried
about the possibility of life in space?
Student B: Well, I believe _________________.
Do you agree / disagree?
Student C: ____________________________.
SCiEnCE
127
WrITING
11 Write two short paragraphs (maximum
150 words) with the information in the
interview below. Use the reporting
verbs in the box.
· asked · answered · enquired
· explained · indicated · replied
· said · told · wanted to know
128
Unit 5
10 pts.
Fiona Brinkman
Interviewed by David Bradley
Reporter: Fiona Brinkman is a genetist and Research Associate
at the University of British Columbia, Canada. She
works in the field of microbial genomics.What first
inspired you to go into your field, Fiona?
Fiona: My parents are scientists and love the outdoors, so I
was naturally attracted to areas of research that
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 to
12
13
to 27
KEEP TRYING
REVIEW
28
to 42
43
to 58
58
PTS
TOTAL
READING – TRACING OUR ANCESTORS
1. b.
2. Name: Ardipithecus ramidus.
Date of living: 4.4 Ma.
Place of living: Afar Rit, Ethiopia.
Weight: 50 kg.
Size: 120 cm.
3. a. F. b. T. c. T. d. T. e. F.
4. b.
LISTENING - GRAND DESIGNS FOR
INTERSTELLAR TRAVEL
5. a. Student 1. b. Lecturer. c. Student 1.
d. Student 2. e. Lecturer. f. Student 1.
6. a. nearest. b. fuel. c. destroy. d. energy.
e. mathematicians.
7. a. F. b. T. c. T. d. T. e. F.
TRANSCRIPT - LISTENING GRAND DESIGNS FOR INTERSTELLAR TRAVEL
Student 1:
Lecturer:
Student 2:
Lecturer:
39
The lecturer has an American accent.
Student 1 has an Australian accent.
Student 2 has a German accent.
Lecturer: “Space is big,” wrote Douglas Adams in his book
The Hitchhiker’s Guide to the Galaxy. “You just
won’t believe how vastly, hugely big it is.” Let me
tell you he wasn’t exaggerating. Even our
nearest star - Proxima Centauri - is a staggering
4.2 light years away - more than 200,000 times
the distance from the Earth to the sun.
It would take 74,000 years to reach Proxima
Centauri - safe to say we wouldn’t be around to
enjoy the view.
Student 1: So what could humans do to reach the stars
within a lifetime?
Lecturer: There are two radical new possibilities on the
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.
Student 1:
Lecturer:
Student 2:
Lecturer:
UNIT 5
Let’s take Liu’s dark matter starship first.
Most astronomers are convinced of the existence
of dark matter. Because dark matter is so
abundant throughout the universe, Dr Liu
imagines a rocket that need not carry its own fuel.
What’s his plan exactly?
His plan is to drive the rocket using the energy
released when dark matter particles destroy
each other.
Don’t you think Liu’s idea depends on
speculative physics?
Well, who knows what dark matter is actually
made of? If dark matter particles extinguish in
the way we think they do, they will convert all
their mass into energy. Dr Liu points out that the
faster his rocket travels, the quicker it will collect
up dark matter and accelerate, so the journey
time to Proxima Centauri would be reduced from
tens of thousands of years to just a few.
What do you think is the weakest point in Dr
Liu’s design?
I think there is just one small problem with this
project. To work most efficiently, Liu’s rocket
would have to fly through dense regions of dark
matter. As far as we know, the greatest
concentration of dark matter is 26,000 light
years away, at the centre of the Milky Way. Still,
Liu points out that no one has made a detailed
map of the dark matter in our galaxy and he
hopes that nearer concentrations will be found.
What can you tell us about the other project?
Two mathematicians from Kansas State
University in Manhattan proposed plans for a
craft powered by an artificial black hole. ....(fade)
http://www.newscientist.com/article
SCiEnCE
129
LANGUAGE
8. a. The teacher explained that wine came
from grapes.
b. Bill promised that he would never take
my things again.
c. Mary told me that she would call me
when she came back.
d. My mother complained that she
didn’t feel well.
e. My sister said that Gina could help me
with the shopping bag.
9. a. Do you know how I can get to the post
office from here?
b. Can you explain how this printer works?
c. I wonder if Annie knows about computers.
d. I’d like to know where you are from.
e. Could you tell me if you are coming
to the party?
SPEAKING
u Speaking
Task
Exchanged opinions respectfully,
presenting all ideas logically.
presenting most ideas logically.
Score
4
Language
Score
3
3
presenting asome ideas logically.
2
Didn’t exchange opinions, didn’t
present ideas logically.
1
2
1
comprehension.
0
Interaction
Score Your score
3
2
1
hesitation.
0
WRITING
u Writing
Task
Wrote paragraphs reporting all the
information in the interview.
Wrote paragraphs reporting most
of the information in the interview.
Wrote paragraphs reporting some
of the information in the interview.
Wrote paragraphs, but didn’t report
the information in the interview.
130
Unit 5
Score
4
3
2
1
Language
mistakes.
mistakes.
Score
3
2
1
0
Presentation
Score Your score
3
the paragraphs.
2
1
0
NoTeS
UNIT 5
SCiEnCE
131
UNIT
IN BUSINESS
6
READING:
LISTENING:
ORAL
PRODUCTION:
WRITTEN
PRODUCTION:
FUNCTIONS:
define and infer.
identify specific information.
GRAMMAR:
VOCABULARY:
reporting verbs – questions / indirect questions.
words related to business activities and commercial
letters.
discuss professions and occupations.
write a business letter.
complain / disagree / apologise / warn.
READING:
LISTENING:
business / commercial letters.
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.
132
Unit 6
PAGE 114
INTRODUCTION
etc. Draw students’ attention to the values that will be
paid more attention to, and ask them to anticipate
what issues will be discussed in connection with them.
PAGE 115
1 Ask students to work in small groups. Each group
selects at least two jobs in the categories indicated.
Possible answers
a. Athlete, builder, luggage handler,
lumberjack, miner.
b. Doctor, lawyer, musician, scientist, teacher.
c. Artist, nurse, secretary, shop assistant, teacher.
d. Pilot, soldier, tourist guide, train driver,
travelling salesperson.
e. Diver, fireman, stuntman, window cleaner,
zoo keeper.
PAGE 116
LESSON 1 - READING
BUSINESS LETTERS
BEFORE YOU READ
Ask students to prepare a chart like the one
provided below and fill in the corresponding
parts at different stages of the learning cycle. The
first and second parts of the table should be filled
in at the beginning of the lesson. You should do
it together with the students. For example, for
this lesson, in the first part students might write
in different types of letters and jobs they know. In
the second part of the chart they might want to
write: other verb tenses, more vocabulary related
to work and letters, etc. The final part of the chart
is filled in at the end of the last lesson to see what
the students’ learning process was like and if their
expectations were met.
What I know
KWL CHART
What I want to know
What I learnt
2 Students look at the cartoons, read the
statements and match them with the situations.
Answers
a. – 1.
b. – 3.
c. – 2.
d. – 4
3 You can start with a short general discussion,
asking students if they send or receive letters.
Do they believe that the Internet has affected
the way people communicate? Why or why not?
Students then work in groups and list reasons
why people write letters.
Possible answers
To apply for a job. To provide / ask for
information. To complain about something.
To keep in touch. To apologise. To confess
something. To declare love.
students already know that you can use later
when developing the lessons.
Ask students to work in groups; go from group
to group and monitor discussion. Ask for and
offer specific situations, such as the purchase of
a faulty product, a delayed train, etc.
2 (Learning ability: to identify communicative
purpose).
Talk to students about using formal and informal
language. Ask them if they would use the same
expressions when they talk to their friends as
when they talk to the school headmaster. Ask
them to give you examples and provide your
own. Write them on the board.
Tell students to match the sentences and then
write both in their notebooks.
Answers
a. – v.
b. – iv.
c. – ii.
d. – iii.
e. – i.
in BUSinESS
133
Informal language may make use of slang and
colloquialisms, employing the conventions of
spoken language.
Formal language often uses complex, complete
sentences; it is impersonal, it avoids colloquial or
slang vocabulary and phrasal verbs, and consistently
prefers learned words, often derived from Latin.
Formal language is also often used in writing.
ADDITIONAL ACTIVITY
Write a list of statements on the board and ask
students to indicate which ones are formal and
which ones are informal. In what kind of situations
would they use each one? Ask them to match the
formal with the informal sentences.
a. Can you help me? (Informal – Formal: f.)
b. For Pete´s sake, you have messed up again.
(Informal – Formal: e.)
c. Good morning, Mr Stevens, how are you today?
(Formal – Informal: d.)
d. Hi John, how are you doing?
(Informal – Formal: c.)
e. I am sorry to say it, Susan, but I can see that you
have created a problem for us again. (Formal –
Informal: b.)
f. I would like to ask you for help, if you don’t mind.
(Formal – Informal: a.)
g. The cop pounced on the thief and handcuffed
him. (Informal – Formal: h.)
h. The Police Officer quickly approached the robber
and arrested him. (Formal – Informal: g.)
3 (Learning ability: to infer the meaning of key
words).
Working with cognates is very important and
makes students think that they are actually
much more familiar with the language than
they really are, thus boosting their confidence.
Ask students to read the words aloud. Do they
know what they mean? Which ones are similar
in Spanish? They should check the meaning of
the ones they do not know in a dictionary.
Answers
The cognates are: client, department,
discriminate, justifiably.
134
Unit 6
Learning tip
Read notes on this section on page 8 of the
Introduction.
4 (Learning ability: to deduce the communicative
purpose of texts).
Students first read the types of letter in the box,
then match them with the descriptions.
Answers
a. Letter of complaint.
b. Resignation letter.
c. Thank you letter.
d. Order letter.
e. Letter of apology.
Thank you letter: it thanks someone for services
received, gifts, etc. The format for this type of letter
depends on how well you know the receiver. A
thank you letter to a company would require a
more formal format such as Block Format, while a
thank you to a friend would be correct with a
Simplified Block Format.
Letter of complaint: it is used to lodge a complaint
about a product or service you are unhappy with.
This type of letter normally uses the Block Letter
Format. The writer does not know the audience,
but needs to make a case why the product or
service is faulty. The letter is very formal and straight
to the point.
Letter of apology: it shows that you are sorry and
says that you value your relationship with the other
party. The sooner an apology letter is written and
sent out the better it is for the relationship.
Depending on the nature of the letter, it can either
be written in a friendly format or in the business
letter format.
Order letter: we write one when we want a product
or a service. It is almost always a commercial letter
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
manager / supervisor. At a minimum, the letter
should state that the person is leaving, when he /
she is leaving, and thank them for the time that
they have employed the person.
UNIT 6
PAGE 117
5 (Learning ability: to predict general information
using previous knowledge).
Students work in small groups or in pairs and
discuss the characteristics of a business letter.
Monitor their work, but do not check answers at
this point.
6 (Learning ability: to identify format of business
letters).
You can share the background information with
the class before they attempt to do the exercise.
Ask them to look at the diagrams carefully and
then compare them with the letters they are
going to read.
Answers
Letters I and II – a. block style.
Letters III and IV – b. semi-block style.
Letter V – c. modified block style.
Block style letter: all words and sentences start at the
left margin. The same margin is used on all sides of
the letter. We use open punctuation (no punctuation
after salutation or at the end of the letter).
Semi- block letter: the sender’s address, date and
closing salutation are indented - moved to the right
of the page. It is also acceptable to indent the
paragraphs, but it is not necessary to do so.
Modified block letter: the return address, date,
complimentary closing and the signature line are to
the right of the paper. The rest is not indented.
WHILE YOU READ
Students quickly read the five letters and check
their predictions in Exercise 5.
Answers
a., e., f., g.
8 (Learning ability: to identify definitions).
Refer students back to page 116 and the
definitions of the letters. Ask them to match
them with the letters they have just read.
Answers
Letter I: resignation letter.
Letter II: letter of complaint.
Letter III: thank you letter.
Letter IV: order letter.
Letter V: letter of apology.
9 (Learning ability: to find and support specific
information).
Ask students to read the items in the chart and
then go back to the letters. They should tick the
correct column. Check answers orally.
I II III IV V
a.A product required by a certain date.
P
P
b.An inconvenience caused by a new
staff member.
P
c. A request for an explanation.
d.Someone’s plans for the future.
P
e. Someone’s positive qualities.
P
PAGE 120
Students read the statements and then read the
letters again to decide if the statements are true
or false. Ask fast learners to correct the false
statements. Check answers orally.
Answers
a. True.
b. False (Michelle Ortega is the writer of Letter
II; the recipient is Mr Ray Daniels).
c. True.
d. False (she has a bank account and the
number was in a previous invoice).
e. False (they have given a 10% discount to the
client as a way of apologising).
in BUSinESS
135
11 (Learning ability: to identify explicit and implicit
information).
Explain to students that explicit means that the
words tell you exactly what the situation is.
These are things like rules, the weather on a
specific day and other concepts that are very
specific and not open to interpretation (two and
two is four).
Implicit is something you understand from the
choice of words or otherwise figure out from
your own experience. For instance, if you are
reading a book and a sentence says: “she looked
at the sky and could feel wetness stream down
her face” – we can either understand that it was
raining or that she was crying.
Answers
a. Implicit.
b. Implicit.
c. Explicit.
d. Implicit.
e. Implicit.
He/she is saying
I’m inferring
The
sky is quite dark and
the clouds look heavy. I'd
better take out my
umbrella.
The
gun was found in the
butler's pocket and his hands
were blood-stained.
Jenna
studied really hard for the
exam. She revised all the exam
questions and did extra tests.
12 (Learning ability: to infer information).
Inferring is the process of making an inference,
an interpretation based on observations and
prior knowledge; in other words, guessing the
meanings of words or phrases on the basis of
the context in which they occur. People can also
infer from gestures, intonation, etc: I can infer
from the look on your face that you are not happy.
Answers
a. i.
b. i.
PAGE 121
c. iii.
d. ii.
e. i.
OPTIONAL ACTIVITIES - INFERRING GAMES
Game 1: Hold up a picture of a person showing an
obvious emotion or demonstrate an emotion
yourself. Ask the students to infer what the person is
feeling. Do all people infer the same? Why? Why not?
Game 2: Draw two bubbles on the board – one with
a sentence and one with nothing in it, as in the
following examples.
Here are some examples:
136
Unit 6
Other sentences you can use:
Sue blew out the candles and opened her presents.
John ran into the street without looking.
Stewart was the star player, but he had a broken finger.
We bought tickets and some popcorn and when
the lights went out we stopped talking.
I forgot to set my alarm clock last night.
AFTER YOU READ
13 (Learning ability: to consolidate key vocabulary).
Students go back to Exercise 3 and fill in the
gaps. Check answers orally.
Answers
a. purchase.
b. department.
c. account.
d. issues.
e. clients.
UNIT 6
14 (Learning ability: to identify and classify differences
between American and British English).
Throughout the course, students have gradually
been exposed to differences between American
and British ways of spelling and pronouncing
words. This exercise brings together several
words that appear in the five commercial letters.
Ask them to write the missing British version of
the word and then identify whether it is a
spelling or vocabulary difference.
Answers
American
Apologize
Center
Learned
Organization
Pants
Specialize
British
Spelling
Apologise
P
Centre
P
P
Learnt
Organisation
P
Trousers
Specialise
P
Language Note
Vocabulary
ADDITIONAL ACTIVITY
Students match the direct questions with the
reported questions.
a. John asked me if I had ever been to Alaska.
b. He asked me what it was like.
c. He asked me when I had gone.
d. He asked me if it had been cold.
e. He asked me how long I had stayed.
f. He asked me if I would go back.
i. Have you ever been to Alaska?
ii. What is it like?
iii. When did you go?
iv. Was it cold?
v. How long did you stay?
vi. Would you go back?
PAGE 122
P
Reporting verbs –
questions (continued)
This is additional information on reporting verbs and how
to make indirect questions.
We use reported questions to tell what other people have
asked. There are two kinds of questions: Yes/No questions
and ‘Wh’ questions.
Yes/No questions: we use ‘if’.
Fred asked Gillian if she was hungry.
For ‘Wh’ questions you have to use an embedded
question.
Hellen asked the teacher what the capital of Brazil was.
The verb order is changed when we use an indirect /
reported questions.
15 (Learning ability: to practise a language item).
doing this exercise. Check orally.
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
bathroom was.
d. The doctor enquired how tall I was.
e. I wanted to find out how much the Coldplay
CD’s were.
16 (Learning ability: to use information to
complete a conversation).
Students first read the part of the conversation
said by Marina and then go back to Letter I to
find the information that will permit them to
complete the dialogue.
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
40
Marina speaks with an American accent and Valeria has an
Italian accent. This transcript uses American spelling.
Marina: So Valeria, I understand that you’re leaving the Call
Center.
Valeria: Yes, sadly I’m leaving the Center.
Marina: And when exactly are you planning to leave?
Valeria: I’ll be working until March 1st.
Marina: What are your plans for the future?
Valeria: I’ll be starting a course in computer science.
Marina: I believe that you liked working for us.
Valeria: Yes, I enjoyed it very much and I learned a lot.
Marina: And what is the most important thing that you
learned here?
Valeria: I think that my English has improved enormously.
Marina: And what other skills have you learned from
working with us?
Valeria: I’ve learned how to work in a team.
Marina: Do you think you could help us train your replacement?
Valeria: Of course, I’ll be happy to do that.
three units.
Answers
(Accept variations in the reporting verbs).
a. Molly’s mother wanted to know where her
father was.
b. The teacher asked how we had found the
information to write the report.
c. Sarah enquired how many languages we
could speak / spoke.
d. Kelly wondered why I didn’t answer her
messages.
e. The interviewer wanted to find out what my
experience with learning disabilities was.
PAGE 123
(Learning ability: to write a text following a model).
clarify each point separately.
Review the different types of letters. Ask students
to choose from the situations presented (i. – iii.).
Ask them to write the letter on a separate sheet
of paper and check for grammar errors, spelling
and punctuation mistakes.
20 (Learning ability: to reflect on the contents of
the lesson and relate them to own experiences).
discuss their answers in small groups, and to
give and support their opinions with respect for
their classmates at all times. Pay special
attention to questions c. and d. and the value
issues they will raise.
This is also the place where students can fill in
the third part of the KWL chart.
PAGE 124
DESCRIBING JOBS
BEFORE YOU LISTEN
Ask students to draw a chart like the one
indicated in Exercise 1, Lesson 1 of this unit and
follow the instructions provided.
138
Unit 6
UNIT 6
mentioning the name of the job. The partner
must try to guess the job from the description.
Students work in small groups or pairs and
share their findings and opinions with other
pairs or groups.
Possible answers
a. A fireman is a person who extinguishes fires
and rescues people from accidents. He or
she usually wears a special uniform.
b. A policeman is a person who keeps order in
our streets and arrests criminals. He or she
usually wears a uniform.
c. A musician is a person who plays an
instrument professionally. He or she must
usually study for many years.
d. An actress / actor is a person who performs
on the stage, on television or in films. He or
she is usually famous.
2 (Learning ability: to connect pictures and content).
A job description is a list of the general tasks,
functions and responsibilities of a position.
Typically, it also includes to whom the employee
reports, specifications such as the qualifications
needed by the person in the job, salary range for
the position, etc. A job description is usually
developed by conducting a job analysis, which
includes examining the tasks and sequences of
tasks necessary to perform the job. The analysis
looks at the areas of knowledge and skills needed
for the job. In the case of the exercise, a job
description is just a brief note of the duties of a
person and some outstanding characteristics.
Possible answers
a. A security guard is a person who guards
money and valuables or places such as offices,
supermarkets and others. He or she usually
wears a uniform.
b. A postman is a person who delivers letters.
He or she usually walks a lot.
c. A pilot is a person who flies a plane. He or she
usually spends a lot of time away from home.
d. A sports commentator is a person who talks
about sports events on the radio or TV. He or
she usually knows a lot about sports.
3 (Learning ability: to describe and guess jobs).
Ask students to work in pairs. One of the main
motivations to encourage pair work in the
English language classroom is to increase the
opportunities for learners to use English in the
class. Most activities in the class aim at one
thing - reduce the amount of TTT (Teacher
Talking Time).
Tell students to choose two pictures each and
then talk about them to their partners without
PAGE 125
4
41 (Learning ability: to infer the meaning of
key words).
Students study the words in the box, compare
them with their Spanish equivalents and check
the meaning of unknown words in a dictionary.
Dictionary work is important for students not
only in language learning, but also in other
subjects; using dictionaries, students increase
their vocabulary and learn more about other
subjects. Warn them that there are several false
cognates in the box.
Answers
The cognates are: committee, maintenance,
qualifications, require.
The false cognates are:
Applicant = postulante, not aplicador (applicator).
Salary = sueldo, not salario (wages).
41
applicant - committee - loan - maintenance - qualifications require - salary - supplies
5 (Learning ability: to predict content).
Students predict the common subject of the
conversations they will listen to based on
previous exercises, the title of the lesson and
the options provided. Do not check answers at
this point.
in BUSinESS
139
WHILE YOU LISTEN
6
Students listen to the three conversations and
check their predictions.
Answers
a.
7
Ask students to look at the pictures depicting
various jobs, read the names aloud and then
play the recording again. Students tick the jobs
mentioned in the three conversations.
Answers
b., f., c.
8
42 (Learning ability: to find and match specific
information).
Students first read statements a. – c. You might
start the exercise asking them what kind of
words they think will go into the gaps (noun,
adjective, verb, etc.). Then ask them to write the
word in pencil if they can guess it. They listen
again and check or insert the missing words.
Finally, they write the corresponding job title
using the clues provided in the descriptions.
Answers
a. Loans officer: this person usually interviews
loan applicants, analyses credit reports and
prepares and reviews loan documents.
b. Safety officer: this person will investigate
accidents and suggest preventive solutions; he /
she will examine potential unsafe working
conditions, direct the activities of a safety
committee and may provide safety training.
c. Office assistant: this person will run the
photocopying machine and perform special
services such as distributing ,binding, cutting
and stapling documents. He / she will be
responsible for the maintenance of the
machine and ordering supplies.
140
Unit 6
PAGE 126
9
42 (Learning ability: to match non-textual
information and visuals that represent it).
Students study the pictures and then listen to
the conversations again. Encourage them to
identify the picture that best represents each
picture before listening again. Then play the
recording again for them to identify the clues in
the recording, more than in the transcript, in the
people speaking, the background noise, the
formality or informality of language used, the
situation, etc.).
Answers
Picture 1: Conversation III. Two girls talking
informally; they are in shopping centre.
Picture 2: Conversation I. Boy and girl talking,
friends, it sounds as if they were in a park.
Picture 3: Conversation II. A formal situation,
two adults talking, a man and a woman.
10 42 (Learning ability: to find and classify
information).
Ask students to listen to the recording again
and tick the conversation that mentions the
specific issues.
Answers
I II III
a.A diploma.
P
b.A job counsellor.
P
c. An application form.
P
P
d.Maintenance.
P
e.Maths skills.
P
f. The salary.
P
g.Training.
h.Two years’ experience.
P
11 42 (Learning ability: to find specific supporting
information).
Make sure that students carefully read the
questions and the alternatives before playing
the recording again. You can ask them to
choose alternatives before listening again, and
then you play the recording for them to check
their choices. Check answers orally.
Answers
a. ii. b. i. c. i. d. ii. e. i. f. ii.
UNIT 6
TRANSCRIPT – LISTENING – DESCRIBING JOBS
42
Conversation I
Claire speaks with a British accent and Gary speaks with an
Irish accent.
Claire: How did the interview with the job counsellor go?
Gary: Fine, I think.
Claire: What did she ask?
Gary: She wanted to know if I was good at specific school
subjects.
Claire: What did you tell her?
Gary: I told her I was good at maths.
Claire: And what did she suggest?
Gary: That I should think of a career where I can use my
maths skills, for example in the banking sector.
Claire: In what kind of position?
Gary: She said I could be a loans officer, for example.
Claire: What is a loans officer?
Gary: She said that a loans officer usually interviews loan
applicants, analyses credit reports, and prepares and
reviews loan documents.
Claire: How did you react to that?
Gary: I asked her if I had to take a special course for that,
but she explained that a high school diploma was
usually enough, but my first job would probably be
assisting a loans officer with some experience.
Claire: Sounds like a great idea.
Gary: Yeah, I think I’ll do some research and see which
banks are looking for new staff.
Conversation II
The speakers have an American accent. The transcript uses
American spelling.
Clerk: There’re several positions available. Have you had a
look at the bulletin board?
Applicant: Yes, I have and I’m interested in a couple of them.
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.
Clerk: That’s great. Let me find the job description… Oh,
here it is. The successful applicant will conduct
investigations of accidents, and suggest preventive
solutions. He or she will examine potential unsafe
working conditions. Additionally, the chosen person
will direct the activities of a safety committee and
may provide safety training. The applicant will report
to the Safety Manager.
Applicant: Sounds like the job for me.
Clerk: Would you like to fill in this application form with
your personal information and ….
Conversation III
The speakers have an American accent. This transcript uses
American spelling.
Judy: Look, I found this ad in this week’s newspaper. They
need someone to help in the office.
Helen: What does it say exactly?
Judy: It says: Busy city center office requires an office
assistant to run a photocopy machine and produce
high quality multiple copies of documents. The
applicant will also be required to set up the
photocopying machine and perform special services,
such as distributing, binding, cutting and stapling
documents. The person will be responsible for the
maintenance of the machine and ordering supplies.
Must be able to work fast and under pressure.
Helen: You phoned them, didn’t you?
Judy: Yes, I did.
Helen: What did they ask?
Judy: They asked if I could start next week.
Helen: And what did you ask them?
Judy: I asked if I needed any experience and they said I didn’t.
Helen: How about the salary?
Judy: It’s a part-time position, five days a week, three
hours a day at 6 dollars per hour.
Helen: 6 by 3 by 5 – that gives us … (fades)
in BUSinESS
141
PAGE 127
13 (Learning ability: to use new vocabulary and
AFTER YOU LISTEN
12 (Learning ability: to use new vocabulary).
Refer students back to Exercise 4 to revise the
new words, then ask them to use some of them
to complete the sentences.
Answers
a. qualifications.
b. loan.
c. supplies.
d. committee.
e. applicants.
f. maintenance.
Language Note
Indirect questions
In yes / no questions, we use if or whether (more
formal) and the word order is the same as in
reported questions. If the reporting verb (i.e. asked,
wanted to know, enquired) is in the past, the
reported clause will be in a past form. This form is
usually one step back into the past from the
original. If Simple Present, Present Perfect or the
Future tense is used in the reporting verb (i.e. asks,
wants to know, has said, will enquire, etc.) the
tense is retained. Students must also pay attention
to the change of pronouns when changing the
direct question into an indirect one.
Most important tense changes
Simple Present
Simple Past
“Do you live near her?” Jenny asked
Jenny asked if I lived near here.
Present Continuous
Past Continuous
“Are you watching TV?” Kate wanted to know.
Kate wanted to know if I was watching TV.
Simple Past
Past Perfect
“Did we switch off the lights?” Leo enquired.
Leo enquired if we had switched off the lights.
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.
142
Unit 6
structures).
Refer students to the Language Note first. Give
plenty of other examples before doing the exercise.
Answers
a. Emily asked if I could take her to the station.
b. The man enquired if I had a spare pen.
c. Annie wondered if the new employee knew
anything about computers.
d. Helen asked if we had switched off the lights
at home.
e. Stephen wanted to know if we were coming
to his party.
f. The interviewer asked me if I had ever
applied for a scholarship to study abroad.
Learning tip
Introduction.
PAGE 128
Students work in pairs. They read the
conversation and use the answers provided to
complete it.
Answers
See transcript on page 143.
conversation).
their answers and then several times with
pauses for them to listen and repeat. Give them
a few minutes to practise the dialogues in pairs
and then invite different pairs to role play them
for the rest of the class.
UNIT 6
43
Rosa speaks with an American accent and the assistant with
a British accent.
I
Rosa: Can you tell me if Mrs White is in the office today?
Assistant: Sorry, Mrs White is not in at the moment.
Rosa: Would you mind telling me what time she is coming back?
Assistant: Yes, she will be back in about half an hour.
Rosa: I was wondering if I could leave her a message.
Assistant: Of course you can leave her a message. Tell me.
PAGE 129
(Learning ability: to summarise (ideas,
information) through discussion and oral work).
Review the instructions with students and ask
them to copy the worksheet in their notebooks,
leaving plenty of space between the points to
write their findings. After they have written their
information, they should make a short presentation
to the class about the job of their choice.
Peter speaks with a Russian accent and the tourist guide with
a British accent.
II
Peter: I’d like to know if the Fine Arts museum is open now.
Tourist guide: Sorry, the Fine Arts museum is closed right now.
Peter: Can you tell me if it opens on Mondays?
Tourist guide: Yes. It opens at 10 am on Mondays.
Peter: I can’t remember if it is in the city centre.
Tourist guide: No, no, it’s not in the city centre. It is in Marylebone.
Peter: I’d also like to know if you have to pay admission.
Tourist guide: Yes, you have to pay an entrance fee, but it's
not much.
limit to complete the task. Help students to check
their answers and work out their scores. You may
ask students to keep track of their progress and
then evaluate their overall performance in the
Answers
Check each student´s answers individually or
ask them to exchange Minitests with a partner
and correct each other’s answers.
topic. Encourage students to discuss their
answers to the questions and to give and
support their opinions with respect for their
classmates at all times. Pay special attention to
question d. which raises important value issues.
This is also the place where students can fill in
the third part of the KWL chart.
PAGES 130 - 131
Introduction.
1 Students read the beginning of three letters
and choose one alternative from the box to
decide what types of letters they are.
Answers
I - a letter of complaint.
II - a thank you letter.
III - an application letter.
2 This is a follow up to Exercise 1. Students must
match the answers (a. – c.)with the letters on
page 130 (I – III).
Answers
Answer a. – Letter III.
Answer b. – Letter I.
Answer c. – Letter II.
in BUSinESS
143
3 Students read the bubbles corresponding to
each cartoon and rewrite the questions as
indirect questions.
Answers (the beginning may vary, but the
reported questions must be these.)
a. The woman asked the policeman where the
nearest post office was.
b. Susan asked me if I was having a good time.
c. The young couple asked how much the car cost.
d. The salesman asked the child how old he was.
PAGE 132
JUST FOR FUN
Answers
1. Answers provided in the Student’s book.
2. 1 – b. 2 – c. 3 – a.
PAGE 133
CHILEAN CONNECTION
Ask students if they know any foreign people. How
did they meet them? In what situations? What
nationalities were they? What kind of ideas did they
have about that nationality before meeting the
people? Did their perception change? Do they know
what the word prejudice mean? How do they think
foreigners see Chileans? Help them to notice that
these points refer to business, formal situations.
PAGES 134 - 136
TEST YOUR KNOWLEDGE
Answers
READING –
THE BUSINESS OF LETTER WRITING
1. I – c. II – a. III – b.
2. a. iii. b. ii. c. ii.
3. a. False.
b. True.
c. True.
d. True.
e. False.
f. True.
144
Unit 6
LISTENING –
PLACING A JOB ADVERTISEMENT 44
4. a.
5. a. i. b. ii. c. i. d. ii. e. ii.
6. Name: Pauline.
Surname: Brown.
Position: Human Resources manager.
E-mail address: [email protected]
Telephone number: 44 028 786765.
TRANSCRIPT - LISTENING - PLACING AN
ADVERTISEMENT
44
Pauline speaks with a British accent. The clerk speaks with an
American accent.
Pauline: I’d like to place an advertisement in your paper.
Clerk: Certainly. How many words?
Pauline: I’m not sure. I’d better read it out to you and then
we can check.
Clerk: No problem. Which section of the classifieds do you
want to place it in?
Pauline: The jobs section.
Clerk: Right. What’s the text?
Pauline: It says: Important national airline is seeking a
flight attendant. The successful candidate will ensure
the safety of the flying public and make flights
comfortable and enjoyable for passengers.
Clerk: Anything else?
Pauline: Yes, please add: The selected person will attend
pre-flight meeting with the captain and conduct preflight check of first-aid and safety equipment.
Clerk: OK, got it all. Any contact details?
Pauline: Yes, could you please put my name and position in
the ad? I’m the Human Resources manager and my
name’s Pauline Brown. Could you also write that
contact should be done by telephone or e-mail?
Clerk: Can I have the e-mail and phone number, please?
Pauline: Of course. My e-mail address is
[email protected] and the telephone
number is 44 028 786765.
Clerk: Let me count the number of words. 1,2,3 …. 65
words in total, including your contact details.
Pauline: Do you think I should put anything else in the ad?
Clerk: How about experience? Will the candidate need any
experience?
UNIT 6
Pauline: No, experience is not necessary, but candidates
must be over 18 and must have a high school
diploma. And the airline will offer further training.
Clerk: Let’s put it in the ad then. That’s an additional 15
words making it a total of 80.
Pauline: When can you print the ad?
Clerk: Let me see…I will send it to the design department
this afternoon, so it can appear tomorrow.
Pauline: You’ve been very helpful. Thanks a lot.
Clerk: Any time.
LANGUAGE
7. a. I wonder if Sean has been to New
Zealand.
b. The football fans asked the
commentator if Manchester United was
winning the match.
c. I can´t remember if I left my umbrella
at home.
d. The music teacher asked if I played /
could play the accordion.
e. Our new friends enquired if we had
learnt English at school.
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.
u Speaking
Task
Asked and answered all the
Score
4
Language
Score
3
3
Asked and answered half of the
2
Asked and answered only one or
two of the questions appropriately.
1
2
1
comprehension.
0
Interaction
Score Your score
3
2
1
hesitation.
0
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.
u Writing
Task
Score
Language
Wrote a letter following all the
indications, using indirect questions
4 vocabulary mistakes.
/ reporting verbs correctly.
Wrote a letter following most
indications, using some indirect
3 mistakes.
questions/ reporting verbs correctly.
Wrote a letter following some
indications, using a few indirect
2 mistakes.
questions / reporting verbs correctly.
Wrote a letter, but followed very few
of the indications and did not use
1 interfere with comprehension.
indirect questions / reporting verbs.
PAGE 137
SELF EVALUATION
Introduction.
PERFORMANCE.
146
Unit 6
Score
3
Presentation
the paragraphs.
2
1
0
paragraphs.
paragraphs.
Score Your score
3
2
1
0
UNIT 6
eXTra TeST UNIT 6
III
May, 25 , 2011
Mr. Bruce Atkinson
The Evanston Agency
620 Maywiew Ave.
Pineville, WV 24874
Dear Mr. Atkinson:
to make delivery on
This is to inform you that we are unable
the date indicated.
the above referenced purchase order on
to ship within 15 days
We should have our merchandise ready
that you can hold
of the original delivery date and we hope
on until that time.
order to give you as
We wanted to inform you of this delay in
ngements, if
arra
much time as possible to make alternate
your order
if
necessary. We can assure you, however, that
as soon as
you
to
remains in force we will expedite delivery
we have received the merchandise.
thank you for
Please accept our apology for this delay and
your understanding.
Yours faithfully,
Alphonse Germanian
Unit Manager
Bio Dynamics Llc.
th
reaDING – bUSINeSS SITUaTIoNS
I
January, 12th, 2011.
Ms. Miranda Robertson
110 Riverbend Drive
Stamford, CT 06907
Dear Ms. Robertson:
your account
Thank you for your recent correspondence regarding
and have
number 14963. We were able to track down the error
t has also
effec
this
to
rt
repo
A
ly.
ding
credited your account accor
any.
comp
rting
been sent to our credit repo
As of this date, your account balance is $5,890.
You are a valued customer and we apologize for any
may be of
inconvenience this mix-up may have caused. If we
convenience.
your
at
further assistance, please contact this office
Yours faithfully,
Morgan Christen
Marketing and Sales Department
Allied Industries Inc.
II
July, 9 , 2011
Mrs. Belinda Asher
Managing Director
Bank of Canada
2906, Peel St.
Montreal, QC
Dear Mrs. Asher:
to you
This is the third letter that I have written
unt.
regarding the status of my acco
rs to avoid
I am enclosing copies of my previous lette you
for
having to set forth the same information
again.
all of the
I am beginning to get quite annoyed by
error and
in
me
to
ing
send
notices you have been
ld
wou
e
eon
som
if
te
would greatly apprecia
r end.
you
at
ts
exis
that
lem
prob
straighten out the
have in
I do understand the difficulty you must
believe that
do
I
but
rds,
maintaining all of your reco
the
to
nce
nde
espo
if you would bring my corr
de to
deci
may
he
ager
man
it
attention of your cred
l this
unti
me
to
rs
lette
e
thes
of
suspend the mailing
problem is resolved.
Thank you.
Edith Hampton
Executive Director
Riviera Industries Inc.
th
IV
August 27th, 2011
Mr. Roger Moriarty
1500 Congress St.
Austin, TX 78701
Dear Mr. Moriarty:
Mixmaster, I would like
Having received your letter regarding your Chambers heartwarming to
It is
to thank you for your kind words about our products.
nearly twenty years
for
ly
fami
your
with
ined
know that this appliance rema
and never “let you down.”
and that occurred in the new
We only updated our Chambers Mixmaster once,
to would have to be our
1999 models. Therefore, the model you are referring
do not have any of the
original style, model # 3309. I regret to say that we
held sentimental value for
discontinued models and I can understand why it
el, which is available in
you. However, I can assure you that our current mod
been made with the same
finer department stores and appliance centers, has
You may be surprised to
fine quality to which you have grown accustomed.
manship and high quality
know that it comes with the same guarantee of work
when Chambers Appliances
that we have been providing since 1946, the year
started business.
for writing to us.
I wish I could be of more help to you. Thank you again
Marilyn French
Marketing and Communications
Chambers Appliances.
Taken from: ECC files.
in BUSinESS
147
lISTeNING – Three DIFFereNT JobS
1 Read the four letters (I – IV) and match them
with what they express (a. – d.).
a. A complaint.
b. An apology.
c. Congratulations.
d. Gratitude.
4 pts.
4
45 Listen to three people talking about
their jobs. Match them with the pictures. 3 pts.
a. Speaker _____________
2 Read the four letters and tick the correct
column.
6 pts.
I
b. Speaker _____________
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
situation.
d.The company is expressing
understanding of an unpleasant
situation.
e.The company is saying thank you in
advance.
f. The company is expressing gratitude
about a previous situation.
c. Speaker _____________
5
45 Listen to the recording again. Who said
these sentences, Speaker 1, Speaker 2 or
Speaker 3?
6 pts.
a. ________ doesn’t have much work in
winter’s time.
b. ________ thinks the salary is poor, but the
job will be very satisfying.
c. ________ will sleep very little at night.
d. ________ is happy when people return
home.
e. ________ would like to have another job in
the future.
f. ________ can wear informal clothes at work.
6
45 Listen to the recording once more.
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.
3 Read the letters once more. Do these sentences
express a fact (F) or an inference (I)?
4 pts.
a. ___ Morgan Christen has sent a report
to a credit company.
b. ___ The Unit Manager of Bio Dynamics Llc.
does not know if the customer can wait
for the products.
c. ___ Edith Hampton wrote two previous
letters.
d. ___ Model 3309 of Chambers Mixmaster is
not produced anymore.
148
Unit 6
UNIT 6
laNGUaGe
7 Choose the correct option to complete
the indirect questions.
5 pts.
a. Why is Nadia angry?
Peter asked why ____________.
i. Nadia is angry.
ii. was Nadia angry.
iii. Nadia was angry.
b. What’s the weather like?
My sister asked ____________.
i. what is the weather like.
ii. what the weather was like.
iii. what the weather is like.
c. Where is the party?
My mother wanted to know ____________.
i. where is the party.
ii. where the party is.
iii. where the party was.
d. What is Frank doing?
She asked what ____________.
i. Frank is doing.
ii. Frank did.
iii. Frank was doing.
e. Are you enjoying the tour?
My father asked me if ____________.
i. I am enjoying the tour.
ii. I was enjoying the tour.
iii. I were enjoying the tour.
8 Choose a phrase from the box to change the
direct questions into indirect ones. Use a
different phrase for each question.
5 pts.
Can you tell me if …
Could you tell me if…
I'd be interested to hear if …
I'd like to know if …
Would you mind telling me if …
a.
b.
c.
d.
e.
Did Josephine cause the accident?
Has the article been printed?
Can this number be divided by three?
Is this the truth?
Did you leave your bag here last night?
SPeaKING
9 Choose a job from the box and imagine
that you have to start working next week.
With your partner, role play a conversation
in which you describe and report what your
future boss said about this new job. Then
change roles.
10 pts.
Bar tender
Journalist
Museum guide
Taxi driver
Gym instructor
Any other you choose
WrITING
10 Choose one of these situations (a. – c.) and
write a suitable letter in which you express
apology, gratitude or complaint.
10 pts.
a. A customer has ordered a home appliance
for Christmas, which is in ten days, and your
company is not able to comply with the
order.The company you work for is: Deluxe
Home Appliances, 785 South Street, Los
Angeles, USA. Invent a name and address
for the customer.
b. An employee is leaving his / her job and he
/ she has sent a letter saying how much he /
she enjoyed working at the company. You
work as human resources manager for YMC
Department Store, and the employee is
Ms Kate Olsen, who lives in 268 Park
Avenue, Manchester, England.
c. You went to your local Municipal Office to
renew your passport. You found the
employees exceptionally rude and are not
satisfied at all with the service. Address the
letter to your local municipality.
0 to
15
16
to 29
KEEP TRYING
REVIEW
30
to 44
45
to 59
59
PTS
TOTAL
in BUSinESS
149
READING – BUSINESS SITUATIONS
1. Letter I – b. Letter II – a.
Letter III – b. Letter IV – d.
2.
I II III IV
a.The company regrets a mistake.
P
b.The company expresses a good
P
opinion of the customer.
c. The customer is very angry about a
P
situation.
d.The company is expressing
P
understanding of an unpleasant
situation.
e.The company is saying thank you in
P
advance.
f. The company is expressing gratitude
P
about a previous situation.
3. a. Fact. b. Inference. c. Inference. d. Inference.
LISTENING – THREE DIFFERENT JOBS 45
4. a. Speaker III. b. Speaker I. c. Speaker II.
5. a. Speaker 3. b. Speaker 1. c. Speaker 2.
d. Speaker 1. e. Speaker 3. f. Speaker 2.
6. a. False. b. True. c. False. d. False. e. False.
TRANSCRIPT – LISTENING - THREE DIFFERENT JOBS
45
I.
A speaks with a British accent. B speaks with an American
accent.
A: How did the interview go? Do you think you'll get the job?
B: Oh, yes. In fact, I’m starting next week.
A: What do you know about the job?
B: The interviewer told me that the training is going to be
hard because I’m expected to work and study at the same
time and he added that the work is both physically and
mentally demanding.
A: Why?
B: Well, he explained that working shifts can be bad for our
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!
150
Unit 6
II.
The interviewer has an American accent. The interviewee has
a British accent.
Interviewer: So, Ms. Maddigan, your job will be to make
sure our clients have a brilliant time, and you must
be available for them more or less 24 hours a day.
You’ll be the last person to go to bed and the first one
to get up in the morning. Let me tell you that
sometimes the clients are a bit difficult.
Interviewee: Do I have to wear a uniform?
Interviewer: Oh, no. Here the weather is very pleasant and
our staff are allowed to wear shorts to work.
Interviewee: Can I ask how much I will I earn?
Interviewer: You’ll get around US$ 1,200 a month. You’ll
also get a free apartment within the resort. Ah! And
clients usually offer drinks and meals!
III.
The speaker has an Italian accent.
Painter: I started doing this on weekends when I was a
student, but I realised I could earn a living from it
and now I work most days of the week.
In winter it is not so busy, but even during a blizzard
people still come up, asking for a drawing.
Sometimes it is great fun, but sometimes it is hard
sitting here when it’s cold and rainy.
I wouldn’t like to do this for ever. I would like to sit in
an office or a beautiful studio and work comfortably.
LANGUAGE
7. a. iii. b. ii. c. iii. d. iii. e. ii.
8. Any of the reporting clauses +
a. Josephine caused the accident.
b. the article has been printed.
c. this number can be divided by three.
d. this is the truth.
e. you left your bag here last night.
UNIT 6
SPEAKING
u Speaking
Task
Score
Language
Exchanged information about a
4
new job appropriately.
Exchanged some information about
a new job appropriately.
3
Exchanged a bit of information
about a new job appropriately.
2
Did not exchange information
about a new job appropriately.
1
Score
3
2
1
comprehension.
0
Interaction
Score Your score
3
2
1
hesitation.
0
WRITING
u Writing
Task
Wrote a business letter according to
the chosen situation.
Wrote a business letter slightly
inappropriate for the chosen situation.
Wrote a business letter not really
according to the chosen situation.
Couldn’t write a business letter
according to the chosen situation.
Score
4
3
2
1
Language
mistakes.
mistakes.
Score
Score Your score
2
Presentation
the paragraphs.
1
1
0
0
3
3
2
in BUSinESS
151
ThemaTIc bIblIoGraPhY
Units 1 & 2 - Students’ world
• Reading
• Fadem, T. (2008) The Art of Asking: Ask Better
Questions, Get Better Answers. (1st ed.). Upper
Saddle River, NJ: FT Press.
• Glasser, W. (2003). For Parents and Teenagers Dissolving the Barrier Between You and Your Teen.
(Paperback ed.). New York, NY: HarperCollins
Publishers Inc.
• Gross, J. (2008). The New Oxford Book of Literary
Anecdotes - Oxford Books of Prose & Verse. New
York, NY: Oxford University Press Inc.
• Shapiro, B. (2007). Other People’s Love Letters; 150
Letters You Were Never Meant to See. New York,
NY: Clarkson Potter.
• Listening
• Heaton, J. B. (1990). Longman Preliminary English
Skills: Teachers’ Guide - Longman for the
Cambridge Exams. Harlow, Essex: Longman.
• Way, N. (1998). Everyday Courage: The Lives and
Stories of Urban Teenagers Qualitative Studies in
Psychology (1st ed.), New York, NY: NYU Press
• Writing
• Bly, R. (2003). Webster’s New World Letter Writing
Handbook. (1st ed.) Indianapolis, Indiana: Wiley
Publishing, Inc.
• Parker, S. (2002). What Shall I Write? Personal
Letters for All Occasions. Concord, MA: Infinity
Publishing.
• Russell McDonald, C. and McDonald, L. R.
(editors) (2002). Teaching Writing – Landmarks
and Horizosn (1st ed.) Carbondale, Ill: Southern
Illinois University Press.
• Sandler, C.and Keefe, J. (2004). 1001 Letters For
All Occasions - The Best Models for Every Business
and Personal Need. Avon, MA: Adams Media.
• Speaking
• Fraleigh, D. et.al. (2008). Speak Up - An Illustrated
Guide to Public Speaking. Boston, MA: Bedford /
St. Martin’s.
152
• Holcomb, E. (2008). Asking the Right Questions Tools for Collaboration and School Change.
(3rd ed. ). Thousand Oaks, CA: Corwin Press.
• Fadem, T. (2008). The Art of Asking: Ask Better
Questions, Get Better Answers (1st ed.), Upper
Saddle River, NJ: FT Press.
• Rogerson, P. et. al. (1990). Speaking Clearly Pronunciation and Listening Comprehension for
Learners of English (Teacher’s Book). Cambridge:
Cambridge University Press.
Units 3 & 4 - academic world
• Reading
• Corfield, R. (2003). Preparing Your Own CV: How
to Improve Your Chances of Getting the Job You
Want (3rd ed. ). London: Kogan Page Ltd.
• Corfield, R. (2007). Preparing the Perfect CV: How
to Make a Great Impression and Get the Job You
Want. (4th ed.). London: Kogan Page Ltd.
• Pangrazi, R. et.al. (2009). Activity Cards for
Promoting Physical Activity and Health in the
Classroom. (1st ed.) San Francisco, CA: Benjamin
Cummings.
• Thomas, D. (2006). Physical Activity & Health: An
Interactive Approach. (2nd ed.). Sudbury, MASS.:
Jones & Bartlett Publishers.
• Listening
• Donoghue, P. and Siegel, M. (2005). Are You Really
Listening? Keys to Successful Communication.
Notre Dame, Indiana: Sorin Books.
• Burley, M. (1995). Listening: The Forgotten Skill: A
Self-Teaching Guide (2nd ed.). Indianapolis,
Indiana: Wiley Publishing, Inc.
• Writing
• Lister, L. (2008). FastTrack To Job Success - Getting a
Job From Search To Interview, Resume Writing, CV’s,
Job Finding and Interview Techniques. (1st ed.).
Raleigh, NC: Lulu.com.
• Shaw, M. and Weil, R. (2007). Linking Up:
Planning Your Traffic-Free Bike Trip Between
Pittsburgh, PA and Washington, DC. (3rd ed.).
Lawrence, Kansas: Great Allegheny Press.
• Usher, H. (2007). The Definitive CV / Resume &
Essential Employment Letter Guide. Pymble:
Usher Publishing POD.
• Williams, R. (2006). London (Eyewitness Travel
Guide). London: DK Travel.
• Speaking
• Calcagni, T. (2007). Tough Questions — Good
Answers: Taking Control of Any Interview. (Capital
Business & Professional Development Series).
Sterling, VA: Capital Books, Inc.
• De Luca, M. and De Luca N. (1996). Best Answers
to the 201 Most Frequently Asked Interview
Questions. (1st ed.). New York, NY: McGraw-Hill.
• Oliver, V. (2005). 301 Smart Answers to Tough
Interview Questions. (1st ed.) Naperville, Illinois:
Sourcebooks, Inc.
• Powers, P. (2009). Winning Job Interviews.
(Revised ed.). Franklin Lakes, NJ: Career Press.
Units 5 & 6 - Working world
• Reading
• Alderton, D. (2008). How To Look After Your Small
Pets: An Owner’s Guide. Leicester: Southwater.
• Bourdon, R. (1999). Understanding Animal
Breeding. (2nd ed.). Upper Saddle River, New
Jersey: Prentice Hall.
• Campbell, K. (2008). Companion Animals: Their
Biology, Care, Health, and Management. (2nd ed.).
Upper Saddle River, New Jersey: Prentice Hall.
• Kessler, R. (2006). Competency-Based Interviews:
Master the Tough New Interview Style And Give
Them the Answers That Will Win You the Job.
(1st ed.). Franklin Lakes, NJ: Career Press.
• Writing
• Silvia, P. J. (2007). How to Write a Lot: A Practical
Guide to Productive Academic Writing. (1st ed.).
Washington, DC: American Psychological
Association (APA).
• Spence, L. (1997). Legacy: A Step-By-Step Guide to
Writing Personal History. Athens, Ohio: Swallow
Press / Ohio University Press.
• Thomas, F. (1989). How to Write the Story of
Your Life. [email protected]: Writers
Digest Books.
• Tompkins, G. (2007). Teaching Writing: Balancing
Process and Product. (5th ed). Upper Saddle
River, New Jersey: Prentice Hall.
• Speaking
• Brown, S. and Lucas, C. (2008). Improve Your
English: English in Everyday Life. (1st ed.
w/ DVD). New York, NY: McGraw-Hill.
• Folse, K. (1996). Discussion Starters: Speaking
Fluency Activities for Advanced ESL/EFL Students.
Lansing, Michigan: University of Michigan
Press/ESL.
• Kasloff Carver, T. and Douglas Fotinos Riggs, S.
(2006). A Conversation Book 1:English in Everyday
Life. (4th Edition). White Plains, New York:
Pearson ESL.
• Roth, E. and Aberson, T. (2007). Compelling
Conversations: Questions and Quotations on
Timeless Topics. Los Angeles, CA: BookSurge
Publishing/ Chimayo Press,
• Sloman, P. (2010). Inventors and Inventions.
London: Black Dog Publishing.
• Listening
• Hoevemeyer, V. (2005). High-Impact Interview
Questions: 701 Behavior-Based Questions to Find
the Right Person for Every Job. New York, NY:
AMACOM.
153
bIblIoGraPhY
• Atwell, N. (1998). In the Middle: New Understanding
about Writing, Reading, and Learning - Workshop
Series. (2nd ed.). Portsmouth, NH: Boynton / Cook.
• Burke, J. (2003). Reading Reminders - Tools,
Tips, and Techniques. (1st ed.). Portsmouth, NH:
Boynton / Cook.
• Claire, E. and Haynes, J. (1994). Classroom
Teacher’s ESL Survival Kit. White Plains, New York:
Pearson ESL.
• Hadfield, J. and Hadfield, C. (2002). Simple
Listening Activities. (Oxford Basics series). New
York, NY: Oxford University Press.
• Hadfield, J. and Hadfield, C. (2001). Simple Writing
Activities (1st ed. Oxford Basics series). New York,
NY: Oxford University Press.
• Hadfield, J. (2000). Communication Games
Intermediate. (1st ed.). Upper Saddle River, NJ:
Pearson P TR.
• Hancock, M. (1996). Pronunciation Games.
Cambridge: Cambridge University Press.
• Hewitt, I. E. (1998). Edutainment: How to Teach
Language with Fun & Games (Bk & CD ed.).
Subiaco, WA: Language Direct.
• Klippel, F. (1984). Keep Talking: Communicative
Fluency Activities for Language Teaching
(Cambridge Handbooks for Language Teachers).
Cambridge: Cambridge University Press.
• Peregoy, S. et.al. (2005). Reading, Writing and
Learning in ESL - A Resource Book for K-12 Teachers.
(3rd ed.). White Plains, New York: Pearson.
• Richards, J. (2004). Interchange Class Audio.
(3rd ed.). Cambridge: Cambridge University Press.
• Spratt, M. et.al. (2005). The TKT Course Student’s
Book. Cambridge: Cambridge University Press.
• Turkenik, C. (1998). Choices - Writing Projects for
Students of ESL. New York, NY: Cambridge
University Press.
Some Web Sites
• Listening comprehension:
• http://www.isabelperez.com/songs.htm
Song lyrics and activities for ESL; includes
matching, cloze, and other interactive exercises.
• http://www.musicalenglishlessons.org/
popsongs/index.htm
A list of songs with related activities to practise
vocabulary, grammar, sounds, etc.
• Reading comprehension:
• http://www.abcteach.com
Free printable worksheets and activities.
• http://www.breakingnewsenglish.com
English Lesson plans & podcast for studying
current events and news. Ready-to-print
handouts with downloads & quizzes.
• Speaking
• http://www.onestopenglish.com
Resources for teaching English including lesson
plans, worksheets, audio, video and flashcards.
• http://www.proteacher.com
Extensive list of links for school and home
practice.
• Writing
• http://esl.about.com/library/lessons/
bl_guided_writing.htm
Guided Writing Exercises for ESL, EFL, TESOL and
TEFL English Students.
• http://www.readingrockets.org
Information and resources on how young kids
learn to read, and how adults can help.
• http://esl.about.com/library/lessons/
blwrite_informalletter.htm
A complete guidance to understand the
differences between writting formal and
informal letters in English.
• http://www.englishclub.com
Lessons for learners, including fun pages like
games, quizzes and chat.
154
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UNIT 5 - source url - Ministerio de Educación

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