4 Medio - Ingles - a - Profesor

DARIO D’ANGELOProfesor en lengua y literatura inglesa

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓNPROHIBIDA SU COMERCIALIZACIÓN AÑO 2010

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DARIO D’ANGELOProfesor en lengua y literatura inglesaUniversidad de la Plata

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Every effort has been made to trace the holders of the copyright, but if any omissions can be rectified,

the publisher will be pleased to make the necessary arrangements.

Quedan rigurosamente prohibidas, sin la autorización escrita de los titulares del“Copyright”, bajo las sanciones establecidas en las leyes, la reproducción total o parcial de esta obra por cualquier medio o procedimiento, comprendidos la reprografía y el tratamiento informático, y la distribución en ejemplares de ella mediante alquiler opréstamo público.

© 2008 by Richmond Publishing,of Santillana del Pacífico S.A. de EdicionesDr. Aníbal Ariztía 1444, Providencia, Santiago (Chile)Impreso en Chile por Quebecor World Chile S.A. ISBN: 978 - 956 - 15 - 1508 - 6Inscripción N° 176.850www.richmondelt.com

English Media 4 is a collective work conceived, designed and created in theDepartment of Educational Editions of Richmond Publishing.

Richmond Publishing Editorial Team:Executive Editor: Silvia OterminContents: Darío D’AngeloDesign: Alejandro Pescatore, Florencia Visconti, Gabriela Morales.Illustrations: Agustina Girardi, Paula Giorgi, Conrado Giusti, Ezequiel Ojeda, Elba RodríguezAudio Material: Javier Lupiañez

Content Adviser: Edwin Santana

Acknowledgements:The Matrix Revolutions/ WARNER BROS ENTERTAINMENT

Photographers:Alexander Briel Perez; Marianne Venegoni| Agency: Dreamstime.com; Cristina Boccarelli;ARCHIVO SANTILLANA

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3

Index

Contents Map 4

Introduction 8

Gadget world1 12

A fair conscience2 25

Travelling around 39

It’s in the news! 53

A brilliant idea!5 68

Cry for help!6 80

Make up your mind! 92

Working world 104

Grammar Reference 117

Continuous Assessment Record 122

Teacher’s Diary 123

Websites 124

Bibliography 126

7

8

3

4

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Text Types

Unit Reading Skills Listening SkillsSpeaking /

Writing Skills

Gadget world(SB pp 8-19)

1Identifying different typesof texts: instruction manuals,web pages.Identifying main ideas bymeans of summaries andimages.Analysing imperatives togive instructions. Recognising text purposeand recipients.

Analysing time wastingactivities.Developing globalcomprehension.Synthesising an aural textin a single idea.Associating images andfactual information.Distinguishing between socialand business phone calls.

Using imperatives forwritten instructions.Writing instructions andtext messages.Discussing the use ofInternet and web pages.Discussing use of time. Practising phone callsusing formal, neutraland informal expressions.

A fair conscience(SB pp 20-31)

2Reading comprehensively:Internet home pages, websites,newspaper and magazinearticles.Relating images, topics, textformats, titles and aims.Verifying information.Inferring links betweenparagraphs and headings.Identifying text authors.

Listening to statistical radioreports, TV programmes,interviews and monologueson national stereotypes.Associating speakers andstatements.Identifying information andpeople.Extracting key words forcompletion.Discriminating facts oropinions and experiences.

Predicting contentthrough use of pictures.Organising a discussionon discrimination.Conducting a survey andinterviewing people.Writing a report basedon a survey data.Discussing women’s chances.Discussing stereotypes.Writing a mini biographyabout a social leader.

Travelling around(SB pp 32-43)

3Reading magazineinterviews, magazinearticles, promotional leafletsand e-mails.Learning the parts of amagazine interview.Assimilating key vocabulary.Developing summaries.Associating paragraph contentand key purpose.Tracking places on a map.

Listening to radio reports ontourist sites, people asking forand giving directions andpeople booking a hotel room.Analysing and comparingtext format and image.Applying words accurately.Following directions on a map.Extracting key information.Associating questions andanswers.

Writing sentences topromote holiday resorts.Asking for and giving directions.Discussing holidays inlocal areas.Writing an e-mail to invitea friend to go on holiday.Organising a holiday.Role-playing a customer-hotel receptionist conversation.Completing a leaflet.

It’s in the news!(SB pp 44-55)

4 Reading newspaper articles,headlines and ads.Understanding newspaperand magazine layouts.Associating sections and articles.Searching items in dictionaries.Interpreting information insmall ads. Deducing the meaning ofabbreviations of new words.Relating topics and paragraphs.

Listening to news reports,documentaries and accounts.Listening for gist.Predicting information throughimages and words.Listening to verify statements.Inferring answers fromincomplete exchanges.Applying key words toincomplete information.Collocating specific words.

Writing newspaper ads. Discussing the effects ofglobalisation.Analysing roles andattitudes of the Media andtheir contribution to society.Writing a paparazzo diary.Writing an advertisement.

4

Contents Map

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Functions /Grammar

Study / ThinkingSkills

Cross - CurricularAims (OFTs) Evaluation

Infinitive form Present Participle as asubject, after when,while andprepositionsContrast betweenBritish English andAmerican English

Skimming and scanningtexts.Giving personal opinions.Making inferences.Following instructions.Organising information.Organising glossaries toincrease lexis. Learning about acronyms.Reflecting on use of gadgets.

Give it a Thought!There’s more to life… To reflect onrelationships between theyoung and the elders.To think aboutgeneration gaps andtechnology.

Reading an opinion articleautonomously.Reading to confirm orrectify information.Searching words in context.Listening for specificcomprehension.Establishing a coherentorder in dialogues.Producing a written dialogue.

Simple Present TensePresent ContinuousPresent Perfect Articles (a / an, the,zero)Pejorative wordsAvoiding genderdiscrimination withpronounsExpressions forgeneralising

Getting the gist andexploring texts.Transferring personalideas to experiences.Inserting lexical itemsthrough listeningcomprehension.Planning a survey.Inferring information.Organising word webs toincrease lexis.

Give it a Thought!Be open, be tolerant! To reflect on the need tobe tolerant and acceptdifferences.To think about prejudicesin the teen world andhow to face them.

Reading a magazine articlefor generalcomprehension.Discriminating options.Extracting global and specificinformation from audiotexts.Being accurate in thesearch for words andphrases.Verifying information.Identifying speakers.

Pronominal reference Relative clausesPrepositions of placeGoing to FutureCollocations

Associating ideas andpersonal knowledge.Organising functionallanguage and keyvocabulary. Transferring lexical itemsinto texts.Developing complexsentences by using relativeclauses.Giving personal opinions.

Give it a Thought!If you travel around, do it safely!To reflect on the need tobe aware of safety rules.To think aboutconsequences whendoing something wrong.

Reading a tourist brochure.Analysing text format.Associating summarisedinformation and content.Searching for keyinformation and words.Identifying text format andtracking down information.Deducing speakers’ purposes.Creating a text based ongiven information.

Passive Voice Simple Past TensesPast ContinuousPast PerfectAgreement /disagreementexpressionsUsing affixes.

Developing analytical strategies.Using functional languageto interact and expressthoughts. Using Passive Voice intexts.Activating vocabulary.Inferring information.Expressing personal views.Understanding English asa global language.

Give it a Thought!Picking and choosing! To reflect on sharing andaccepting differences.To find solutions toeveryday problems.

Reading and listening tobecome acquainted with atext.Getting main ideas from a text.Searching for key wordsand phrases.Locating informationthrough listening.Identifying speakers.Listening for therecognition of feelings.

5

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6

Text Types

Unit Reading Skills Listening SkillsSpeaking /

Writing Skills

A brilliantidea!

(SB pp 56-67)

5Reading entries.Deciding on text format,purpose and recipient.Predicting content throughuse of images.Using the context to inferword meanings.Searching for acronyms.Verifying statements.Enumerating paragraphs.

Listening to TV reports andradio advertisements.Listening for word enumerationExtracting specific informationVerifying statements.Connecting images andaudio informationDistinguishing facts fromopinions.Completing an ad.

Advertising aninvention.Writing a descriptionof an invention.Discussing the effectsof inventions insociety. Using stress andrhythm in speech.

Cry for help! (SB pp 68-79)

6Reading comprehensively:university curricula andpersonal diaries.Identifying text type,purpose and target reader.Locating reference words. Associating paragraphs andsummaries.Answering questions.Verifying information.

Listening to radio phone-inprogrammes, and lectures.Listening for globalcomprehension.Listening to completeinformation.Discriminating speakers.Listening to verifyinformation.Listening to summarise ideas.Identifying speakers andinformation.

Discussing theproblems faced byteenagers in modernsocieties. Designing a radio ad.Reporting informationby using setexpressions.Understanding andusing homophones.Writing a personaldiary entry.

Make upyour mind!(SB pp 80-91)

7Reading web pages andarticles from electronicencyclopaedias.Selecting best options. Inferring the main ideas inparagraphs. Quoting and justifyinganswers.Selecting summaries forparagraphs.

Listening to class debatesand course interviews.Listening to understandissues. Listening for global anddetailed information.Listening for visualcomprehension.Listening for opiniondiscriminations.

Debating on highereducation prospects.Making suggestions. Debating on careerplanning.Comparing hometownwith neighbouringones.

Working world(SB pp 92-103)

8 Reading graphs andeditorials.Identifying text type,purpose and target reader. Interpreting graphs throughtext description. Completing ideas based ontext information.Selecting key words fromparagraphs.

Listening to personal lifeaccounts and job interviews.Listening for gist with visualaids.Listening for specificinformation.Listening for pictorial ordering.Associating images andfactual information.Sorting out correct information.

Role-playing a jobinterview.Writing a letter ofapplication.Debating on jobprospects.Writing a CV.Learning to createcompound nouns.

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Functions /Grammar

Study / ThinkingSkills

Cross - CurricularAims (OFTs) Evaluation

Sequencers Present and PastParticiple clausesLinks

Evaluating information.Exchanging opinions. Associating information andtheir own experiences.Putting functionallanguage into practice. Using cognates.Increasing lexical baggage.Analysing throughinference and deduction.

Give it a Thought!More and more inventions!To reflect on the humanability to create things.To analyse thepositive/negative impact ofinventions.

Locating globalinformation in readingand listening texts.Identifying topicsentences.Using words accurately.Recognising thepurpose and recipientof a listening text.Verifying statements.

Adjective orderPhrasal verbsReporting verbs

Exchanging points ofview. Raising awareness to otherpeople’s reality.Selecting key vocabulary. Using information forspecific purposes.Learning to organise alecture.Speculating on sensitiveissues.

Give it a Thought!Sorting things out! To solve problems in amature way.To face difficulties withoutlosing one’s temper.

Reading autonomouslyrelating ideas andinformation to texts.Supplying key words toa gapped text.Showing accuracyanswering questions.Discriminatingspeakers.Identifying correctstatements.

Modal verbs ofability andpossibility (can, may)Comparative andSuperlative Forms

Giving and defendingopinions.Justifying choices.Relating ideas to ownexperiences.Increasing lexis.Inferring information.Analysing futureperspectives.

Give it a Thought!Not so funny! To become aware of theneed to choose a future jobor course of studies.To make decisionsresponsibly.

Making inferences andrelating paragraphs andsummaries.Selecting options.Listening for gist.Identifying speakersand key informationwhile listening.

Conditionals I and IIDirect and ReportedSpeechUseful expressionsfor interviewsSequencers, connectorsand past timereferences for accounts

Identifying relevantinformation to their reality.Acquiring tools to get a job.Learning how to write aletter of application. Giving and defendingyour opinions.Justifying choices.Analysing optionscritically.

Give it a Thought!Have you made up your mind yet? To talk about dreams andaspirations.To find plausible workingalternatives.

Reading and listeningto different types oftexts autonomously.Extracting global andspecific informationfrom written texts andaudio texts.Being accurate in thesearch for key wordsand information.

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8

It is well-known that knowledge and informationare of little use unless we are able to judge, analyseand use such knowledge creatively and critically.For this reason, the focus of contemporary languagelearning tends to be educational in a general senserather than purely language oriented.

Learners need to understand the nature ofcommunication and ideas people express when theycommunicate. Therefore, they need to develop theability to analyse and reflect on the information theyare exposed to on the basis that language is mainlyconsidered as the exchange of ideas.

Language learning should foster the developmentof competences and strengthen the learners’ capacitiesto acquire tools that will enable them to operateeffectively in everyday life.

Main Features

Approach It is in response to a better understanding of theway languages are learnt that the Task-basedApproach to language learning has evolved.Traditionally, language learning was based on theassumption that language should be presented as asyllabus of structures to be developed through controlledpractice and accurate performances. In contrast, thecontemporary view of language learning is thatlearners do not acquire the target language in theorder it is presented to them. It should be considereda developmental, organic process in which learnersare provided with tasks to transact rather than withitems to be learnt.

A task-based lesson is based around the completionof a central task, with the target language beingdetermined during the learning process. These tasksaim at focusing the learners’ attention on thecomprehension of the language and leading theinter language forms to push towards the grammar.

Skills Development Globalisation has turned language learning into anopportunity for learners to grow, change, understanddifferent phenomena and take action with regard

to what they live and experience. Thus, the developmentof language skills should be mainly regarded as anopen door to self-discovery about themselves andothers as well as to develop self-awareness, learningautonomy and critical thinking. The development ofthese skills will help learners to acquire learning strategieswhich will be useful in participating in the academic,professional and cultural aspects of their future lives.

Student’s Book

OrganisationSchools which have adopted the new curricula inspiredby the Chilean Educational Reform represent the targetpopulation for which this material has been prepared.

The topics and the contents in this book have beencarefully selected and designed in the light of whatis suggested in the syllabus for the 4th year and inresponse to the interests and concerns of students atthis level.

The Student’s Book has been divided into eight unitswhich represent different areas of concern.

Student World Unit 1 Gadget worldUnit 3 Travelling aroundUnit 6 Cry for help!

Academic Matters Unit 2 A fair conscienceUnit 4 It’s in the news!Unit 5 A brilliant idea!

Work lssues Unit 7 Make up your mind! Unit 8 Working world

Unit Organisation

Each unit has been designed for 12 hours of classesand they all follow a similar structure. At the beginningof each unit, students will find a set of pre-tasks,which introduce the main themes of the unit.Students will also find the aims of the unit, which willhelp them understand what is expected from themby the end of each unit and also to self-assess theirown learning progress.

Introduction

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9

The different sections of each unit are presentthroughout the book and they are clearly identified:

Reading and Listening Skills

Students need to understand that both reading andlistening in English are not language problems butlife issues that should be dealt with naturally andrealistically as they do when they read and listen intheir own language.

Students need to learn to develop skills and strategiesto get as much relevant information as possible so asto overcome the language barrier.

There are two reading sections and two listening sectionsin each unit. Students have to solve a number of tasksbased on different types of texts: magazine / newspaperarticles, interviews, formal / informal conversations,biographies and reports, among others.

• Before you read / listenThese pre-tasks aim at preparing the ground for themain task. At this stage, students are introduced to thetopic and content of discussion by making predictions,identifying text types, etc. The idea is to create theneed and appropriate atmosphere to facilitatecomprehension. These tasks will encourage independenceand creativity and give students a chance to activate theirprior knowledge. Students’ contributions need to bewelcomed irrespective of their quality. In other words,there are no right or wrong answers for many of thesetasks. In fact, when anticipating ideas all students areusing their imagination and risking opinions. Acceptingtheir attempts will increase their self-esteem.

• Read / ListenThe tasks in this section aim at developing specificreading and listening skills, such as: reading to getmain ideas, scanning for key words, inferring meaningfrom the context, listening to obtain general / specificinformation, etc. These skills will help them to improvetheir comprehension by organising and classifyinginformation, completing charts, making wordmaps, etc.

• After you read / listenThe main objective of these follow-up tasks is tohelp students to transfer what they have read or

listened to their own world by agreeing or disagreeing,giving personal opinions, talking about their personalexperiences, justifying options taken, etc.

Speaking and Writing SkiIIs

Most of the tasks suggested during the pre and postreading / listening stages will require students to applyeither their speaking or writing skills. They will be invitedto compare and contrast ideas, expand and analyseinformation, draw conclusions, discuss and debate bymeans of simple instances of oral and written production.

Special Sections

• TipsUseful learning tips have been included all throughoutthe book before reading and listening tasks. Someof these suggestions may sound quite obvious butthey function as reminders and can be of great help.For example: Try to relax and concentrate beforelistening. Read instructions carefully before solvingthe tasks.

• Language / Vocabulary SpotFunctions, grammar and lexical matters will emergefrom the context provided either in the reading orlistening material. They are presented in a box includinga short explanation and examples. Occasionally,students will find a short guided activity to applywhat has been previously explained.

• English WorldLanguage learning should open new horizonstowards other cultures.This section will help students to expand theirbackground knowledge and cultural awareness withregard to different English-speaking communities.Students will be provided with meaningful tips andcomments related to the concepts beingdeveloped in each unit.

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• Give it a Thought! (OFTs) In this section, students are exposed to situations inwhich OFTs have been incorporated. Each episodeconsists of a story in a comic strip format (oneepisode per unit) in which the main characters areteenagers going through a variety of typicalsituations related to personal development as wellas ethical and intellectual issues. Each episode isfollowed by tasks that will encourage students todiscuss and reflect on their own attitudes andbehaviour as well as issues such as tolerance, respectfor the elders, rules awareness, community life,diversity, etc.

• Self-checkAt the end of each unit, students will find twocharts, Chek list and Skills performance, onecontaining the main objectives of the unit and theother, the language skills to be developed. Bycompleting these charts, students will have a chanceto self-assess their own learning process and toreflect upon their own progress. To the teachers, they can provide a very usefultool to learn about those areas students may stillfeel they have not mastered completely.

• Break Free!This section offers an entertaining variety ofreading and listening material specially selectedand designed to respond to students’ interestsand to promote fun and learning autonomysimultaneously. Students will read and listen forpleasure rather than for academic purposes bymeans of songs, humour, quizzes, games, etc.Most of the tasks suggested in this section canprovide teachers with a valuable tool to deal withfast finishers.

Icons

These icons have been included in both Teacher’sand Student’s Books, so as to identify tasks moreeasily.

Reading task

Listening task

Speaking task

• In pairs

• In groups

Teacher’s Book

Contents Map This Contents Map has been specially designed tosupply a clear overview of the aims and the skills tobe developed and to show the grading andsequence of contents presented in the Student’sBook. It also includes references to OFTs (ObjetivosFundamentales Transversales) and Evaluation whichare key points of this series.

Unit PlanningA detailed chart will summarise learning objectives,texts types and skills to be developed in each unit aswell as syntax and lexical contents.

A step-by-step guide has been developed includingmethodological strategies to exploit the taskssuggested in the Student’s Book, extra ideas and tipsto cope with mixed-ability classes and fast finishers,answer keys and transcripts.

• Class Audio CDsThe audio material has been recorded by nativespeakers on a wide range of subjects, which havebeen carefully selected to suit the needs andinterests of students.

Introduction

Writing task

•This icon willalso indicate thatstudents have towrite in theirnotebooks.

Challenging task

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• Social Values ThemesThe contents in each unit aim at transmittingpositive values such as friendship, respect for otherpeople’s rights and ideas, the development of self-esteem, the protection of the environment,etc.

EvaluationEvaluation has been considered as a reflection of realgoals and should be carried out systematically atdifferent times during the learning process.

• Self-correction and peer correctionEncourage students to correct each other’s work aswell as their own, either in groups or with apartner. This creates a trusting environment thatallows students to begin a serious reflection ontheir own strengths and weaknesses.

Less controlled correction will lead to a lessthreatening learning process. Output should beshared among all the members of the group. At the end of a lesson, students may drawinteresting conclusions that can be shared with therest of the class, for example: We still have problemswhen guessing meaning from the context.

• Continuous assessmentIt is important to observe and take notes on bothindividual work and group work as part of thelesson development. This involves not onlyregular comments on the students’ achievementsin relation to their own learning but also on otherimportant aspects such as their attitude towardslearning, cooperation among peers, homeworkcompletion, etc.

• Formative evaluationThe charts that have been included at the end ofeach unit (Check list and Skills performance) willoffer students the opportunity to self-assess theirown learning. They will allow students to lookback through the unit and review their strongerand weaker areas, enabling them to focus on areasin need of reinforcement.

• Summative evaluationThis type of evaluation will be used to assessstudents’ overall skills at the end of a certainperiod and stage of the learning process. This willindicate the level of skills and knowledge acquiredin the long run, to both teachers and students.

A photocopiable Progress Test has been included atthe end of each unit, mainly based on reading andlistening comprehension skills.

A photocopiable Term Test is offered for each endof semester to assess skills and strategiesdeveloped throughout a set of units.

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1

12

Gadget world

Aims

Reading Listening Reading Focus Listening Focus Syntax/lexical Contents

Enumeratinggadgets.

Inferring meaning ofwords from thecontext.

Reading a websitearticle.

Identifying main ideasand paragraphs.

Answering questions.

Associating ideas andimages.

Identifying Imperativesto give instructions ina text.

Listening topeople talkingabout their use oftime.

Getting specificinformation.

Matchinginformation.

Getting generalinformation.

Inferring answersfrom incompleteexchanges.

Reading aninstructions manual.

Predicting text type,target reader andtext purpose.

Associating imagesand instructions.

Using the presentparticiple asalternative to theInfinitive forinstructions.

Learning keyvocabulary related togadgets.

Listening toverify.

Listening inorder to findtarget speakersand dialoguesimilarities.

Discriminatingsocial frombusiness phonecalls.

Infinitive form.

Glossarydevelopment.

Present Participle as asubject, after when,while andprepositions.

British English versusAmerican Englishwords.

Acronyms.

Unit Planning

Estimatedtime

12 hours OFTsPersonal Development

Students should...

reflect on relationships betweenthe young and the elders.

analyse how technologyinfluences their lives and theirelders’.

Text types website instruction guidelines comics

manuals quizzes

radio/TV opinion monologues

phone conversations

Extension Activities

You will find extension activities to complement and expand the practice of skills in Unit 1 on page 22 ofthis Teacher’s Book. They intend to further expose students to target language.

Student World

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Page 8

Before you read

On the first page of every unit you will also findpictures for students to talk about as a warm-up. Thiswill lead them to describe and to reflect upon theissues suggested in the questions which accompanythem. The questions are designed to introduce thetopics the units will be dealing with. In this case, youmay ask them to inspect the photos carefully and tocomment on the gadgets they can see.

Students will probably work in a better way if theydo this in groups in order to share information abouteach gadget. This will also encourage informationexchange, as not all students will know every gadgetdepicted.

1. Now, ask a student to read out the firstquestion and set some time for them to writetheir list. Tell them to write in their notebooksand remind them that they must not writeanswers on the book pages as these arerecyclable books. Then, ask them to discusstheir lists in groups of three to five and finally,tell them to choose a speaker for each group toreport the findings to the other groups.Compare each group’s lists.

2. Students read silently and identify the correctdefinitions. They can do this individually butyou can invite them to discuss it with a partner.

Answer Key:a. a list of songsb. a programme that transforms CD files into MP3c. to search for information on the Net d. a person who makes an MP3 radio show

Answer Key: Students’ own answers.

I will be able to...

� On the first page of every unit, you will findthe key aims students will be working toachieve in the unit. Read them together andhelp students understand their meaning.

Unit 1

Page 9

Reading

Read

3. Students read the instructions and questions.Before they answer, make sure they are aware ofthe context in which the text format is set, i.e.an Internet browser on a computer screen.Let students work in pairs and answer quickly intheir notebooks. You may need to remind themagain not to write in their notebooks as they arestill becoming familiar with the icons.

4. Students will now match paragraphs and theirsummaries to test their detailed comprehensionof the text. Let them work in pairs and ask forvolunteers to read out the answers as a class.

5. Students read the text again and answer thequestions. It can be in L1 according to theirlevel. Correct as a class.

Answer Key: 1 c.; 2 d.; 3 a.; 4 b.

Answer Key: Sample answersa. It can be found on specialised web pages like the

one appearing in the tool bar. b. Its purpose is to instruct.c. For all those who want to copy music on MP3

devices.

Reading Tip

It may be a good idea to read this tip togetherwith the students and to give them examples ofhow to skim text formats. You may tell them thatit’s not necessary to understand every single wordin a text, but just read to get the general idea.The activities will later guide them into a moredetailed understanding. You can help themdevelop this skill by asking them to quickly read apre-selected text in Spanish using skimming skills.Sometimes, students feel that what is taught inEnglish will vary from their learning in their firstlanguage, this is not necessarily true!

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6. Students may go over the text again or answerorally in the first place. Then they could listanswers in their notebooks. Correct as a class.

Extension activity

Page 22 – Extension Activities – Activity A.

Page 10

After you read

7. Students work with a visual aid and the textagain in order to assimilate vocabulary. Askvolunteers to read out the instructions andsentences, let them complete the activity in pairsand correct as a class.

8. Before students read the instructions, make surethey know what the object in the picture is. Askvolunteers to read out instructions and options anddiscuss the correct answer as a class.

9. Students write a caption in their notebooks. Youcan organise a talent contest: copy all the captionson the board and ask them to vote for the bestone!


Answer Key: MP3s are taking over the CDkingdom.

Answer Key: a. convert, encoder; b. record; c. tuner, stations

Answer Key: 1. More than music; 2. Multipleaudio sources; 3. Ripping; 4. Filling up your playlist.

Answer Key: Sample answers.create a playlist, convert CDs into MP3 by ripping,record radio stations directly from MP3 players,podcasting.

Answer Key:a. You need songs.b. Ripper and encoder software.c. Yes, some MP3 players can.d. You can record yourself and then convert the

recording to a digital audio file.

10. Students read the instructions and spot imperativeforms in the text. Discuss their findings orally as aclass. You can also ask students to practise readingaloud. Elicit vocabulary as necessary and ask whetherthey have to follow the same instructions with theirown cell phones, as there are many varieties of these.In some cases, for instance, you cannot scroll themain button but you must press it instead. Studentsput them in order in pairs. Correct as a class.

11. Ask students to write a message on a piece of paperand hand it out to another classmate. He/She shouldanswer with another message written on another slipof paper. Remind them that messages do not requirefull words and that sometimes numbers or isolatedletters can help such as: 2 = two/too or U = you.

Answer Key: Sample answers. Scroll through the phone menu. Select the Messages option.Scroll through the options to Write Messages.Write your message. Choose the Search option and scroll through…Click on Send button.Click on OK to send the message.

Language Spot

You will find these Language Spot boxes in thePost Reading stage. They draw students’ attentionto key language items appearing in the texts theyread or listen to. These boxes summarise the mostimportant aspects of the grammar issue inquestion and serve only as a reference forstudents. You may choose to expand on theseissues if you consider it necessary. In this case, you could reflect with students on theuse of Imperative Forms. Refer to the examples in thebox and draw attention to the use of the Imperativein the text. Make sure students understand that thenegative form of the Imperative always takes don’t,as the instruction or direction is always aimed at asecond person or a group. You should also pointout the fact that Imperatives are the only example inEnglish of verbs being used without personalpronouns. All other tenses require a noun or personalpronoun to create subjects.Find further information in the Grammar Referenceon page 117.

1 Gadget world


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Page 11

Listening

Warm up

Ask students what their favourite activity is. Some willprobably mention gadget-related ones.

Before you listen

1. Students read out the instructions and options.Discuss each activity to ensure studentsunderstand what they are.

Listen

2. Play track 1 and ask students to identify threeactivities in it. Then, ask them if they noticedwhat the general idea of the listening is.

Listening Tip

Read the tip with the students and stress the factthat they should read the list of activities carefullyand think about what the topic might be aboutbefore listening, so that they have an idea of whatthey have to listen for.


Unit 1

Transcript 1

Darren: I waste a lot of time chatting online. Iusually do it at night before going to bed. You startchatting to somebody and before you know it, anhour’s gone by. I guess I must waste at least anhour a day in the chat room, and it’s frustratingbecause you usually never meet these people. But it’s fun. What really saves me a lot of time isthe e-mail. It can be used for so many things. Youdon’t need to write letters any more, and it’s a reallyquick way to exchange information My mates evensend me their homework to copy sometimes.

Charlene: I play a lot of computer games. It startedas a way of killing time when I didn’t have much to do,but now I find it impossible to stop playing them. Ican’t go out of the house without my Gameboy – thebus journey to school is so boring without it. At themoment, I’m into one called ‘Quake’, which is a bitviolent. My brother is always playing football games. Imust waste about two hours a day doing this. I save a lot of time with my mobile, though. But nottexting – that’s really boring – just calling.

I mean, It’s so easy and convenient. You make onequick phone call and you can meet up with someone.

Abdul: I’m a bit of a technophobe. I don’t likecomputers, e-mail or the Internet too much butsomebody bought me a mobile as a present recentlyand I really like it. I spend all day texting myfriends. It’s cheaper than calling, especially duringthe day, and people say it’s healthier too. How muchtime do I waste, though? I suppose about half anhour every day doing that. As far as saving time isconcerned, I think the microwave saves me themost. My mum leaves me the food ready and all Ineed to do is heat it up in a second – it’s reallyconvenient.

Cristina: I suppose the way I waste time is on thephone, yes – but I don’t mean a mobile, just thenormal phone at home. I can spend hours talking to friends and family. It’sjust a way of relaxing. Some people say they hatethe phone but I’d get really lonely without it, I think.I must chat on the phone for over an hour everyday. As for saving time, I think the Internet is goodfor that. I buy all my books for university on theNet, and loads of other things, too – you know,presents for people and stuff. It’s much quicker thangoing to the shops.

Answer Key: playing computer games, textingmessages on your mobile, chatting online, (surfingthe Net can also be accepted)

3. Students look at the chart before listening to the

recording again. After playing track , correct

the activity as a class.

Extension activity

If some students did not need a second or thirdlistening, you can give them Activity B from page 22.

After you listen

4. Students read out instructions and the caption.They discuss this – in L1 if necessary – and thencomplete the task.

Answer Key: Look at Transcript 1 – Charlene.

Answer Key: In bold in transcript.

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Correct the matching as a class and talk about thesestatements to involve students in the issue.

5. Ask students to read out the instructions andwork in pairs or groups of four. They make thecharts and ask their classmates for information.Afterwards they compare and contrast theirfindings as a class.

English World

This section is devised for students to expand theirworld schemata. English is increasingly going globalso students must be aware of the variety and diversityof lexis, pronunciation and cultural traits in differentAnglo-Saxon based cultures. You can add moreexamples, such as: lorry (BE) – truck (AE); chips (BE) – French fries (AE); petrol (BE) – gas (AE).

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Listening

Warm up

You can elicit key vocabulary to be used on this pageby asking students to describe what they can see(two news websites).

Before you listen

1. Students discuss in pairs or groups of three or four.Make sure they understand the questions and thevocabulary in them. You can move around the groupshelping out with essential vocabulary or givingyour own opinions on the topics being discussed.

2. Follow the same procedure as in 1 above andwrite topic-related vocabulary on the board (it will be useful later on for the listeningcomprehension task and the Vocabulary Spot onthis page).

Answer Key: a. you usually...; b. you don’t...; c. I didn’t...

Listen

3. Students read out the question and listen to track 2. Then they propose a suitable title. Ask them to objectively choose the best one provided.

4. Students read the instructions and listen to theCD in order to complete the information in theirnotebooks. You will need to play the track morethan once.

Extension activity

Test your fast finishers’ ability to rememberinformation. Use scrambled Activity C on page 22.

After you listen

5. Students write down and share with the class theirfavourite websites. (Take down notes of these asthey may provide a good source of meaningfultexts to use with the students in the future).

6. This activity is devised to reinforce the idea ofglossaries sorted out by topic. You might want toread out the Vocabulary Spot firstly. Students choose


Answer Key: Look at the transcript above andcheck orally with them.


Transcript 2

This is a website that I read every day for an hourbefore breakfast… you know, it comes upautomatically on my computer screen. I like itbecause it tells you the news in an entertaining wayand there are a lot of different sections and thequality’s very good. My favourite section is TheGuardian film page – because I love the cinema,and they have excellent stories and reviews aboutthe latest films.

The graphics are really good too, and the search isvery easy. You can find any article really quicklybecause there’s an excellent archive. I also like thesports pages – they have good writers and you canlisten to the commentary as well. You can even tryand find a job if you want.

I always log on to The Guardian but I buy anewspaper too at the weekends. It’s more relaxingif you have the time to read it.

1 Gadget world




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Answer Key:dealer: the sellerexposure: when something is in contact withdangerous thingsscattered: spread all over an areawarranty: a piece of paper that says that yourequipment can be fixed free of charge during acertain period of timeappliance: gadgetmoisture: a small amount of water on a surface onin the air

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and write the words into the appropriateglossary and add more words from the ones youincluded on the board during the Before youlisten stage.

Remember to write these words in a poster to hang onthe classroom wall as suggested in the Vocabulary Spot.

Page 13

Reading

Warm up

Ask them to tell you what steps you should follow inorder to insert a CD into a CD-Rom drive. They willprobably need to use L1 to do so. Write key wordsused in Spanish on the board and explain they willneed them later on.

Before you read

1. Students look briefly at the text and answerquestions a and b as a class or in small groups.

2. Ask students to check on the board to see ifsome of these words in English have beenmentioned during the warm-up activity. If theyhaven’t, ask them to provide the meanings bylooking them up in bilingual dictionaries; or helpstudents out by playing Hangman or describingthe concept in L1. Remember that all thesewords can become part of a new glossary!

Answer Key: a. An instruction manual.; b. PC users.

Vocabulary Spot

Recommend students to build up glossaries in aspecial area of their notebooks. It would also be agood idea to hang a wide piece of white paperand ask students to start building glossaries tokeep in mind all the time while they are in theclassroom. You must have come across manystudents who sometimes get lost in thought,staring at an empty wall! Well, this is your chancefor them to be staring at a detailed glossary.

Answer Key: Sample answer.Internet World: log in, website, homepage,graphics, files, MP3, ripper, playlist, link, surf – someextra words might be log on, web page, online,MP4, URL address, etc.

Read

3. Students read the text and check answers in 1.Ask them to compare vocabulary in the manualand the words in L1 written on the board todevelop their vocabulary. Elicit extra vocabularyas necessary.

4. Students state the purpose of the text. Ask themif they have ever read instruction manuals andwhat kind they were. Raise awareness of the factthat many modern gadgets have instructions inEnglish, only.

5. Students scan the text and look for theinformation required to complete the activity.Allow them to do this in pairs and correct as aclass. They will be looking for Imperative Formsentences and recognise them. See if they canidentify examples as such once the check is over.Some might even remember the rules. If this is notso, tell them to go back to page 10 and check.

Answer Key: b.Do not expose this appliance to the sun.c. If you make any adjustments or perform any

operations other than those specified in this guide,you run the risk of exposure to dangerousradiation.

d.Do not drop it.e. Keep it away from cigarettes.f. Do not expose this appliance to moisture.

Answer Key: a. To teach the reader.

Answer Key: See task 1.

Unit 1

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Extension activity

Write the following extra questions for fast finisherson the board: a. What do you do if a disc has got cracks? Why?b.Which discs are considered poor quality?c. Have you got a PC with CD-Rom? If so, have you

had any problems with it?

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After you read

After you read

6. Ask students to look at the picture and caption.Then, ask a student to read out the activity andelicit an oral answer. Point out to the two waysthey can write the same idea:(Loading a CD ROM / How to load a CD ROM).

Language Spot

You will find these Language Spot boxes in thePost Reading stage. They draw students’ attentionto key language items appearing in the texts theyread or listen to. These boxes summarise the mostimportant aspects of the grammar issue inquestion and serve only as a reference forstudents. You may choose to expand on theseissues if you consider it necessary. In this case, you could reflect with students on theuse of Imperative Forms. Refer to the examples in thebox and draw attention to the use of the Imperativein the text. Make sure students understand that thenegative form of the Imperative always takes don’t,as the instruction or direction is always aimed at asecond person or a group. You should also pointout the fact that Imperatives are the only example inEnglish of verbs being used without personalpronouns. All other tenses require a noun or personalpronoun to create subjects.Remember that this is an exhaustive list ofcommon usages of the Present Participle. You canselect some aspects to focus on.

Find further information in the Grammar Referenceon page 117.

Answer Key: Sample answers.a. You make a copy and stop using it because it will

cause irreparable damage if you keep using it. b. Those which are from unknown sources, without

copyright or are scratched or damaged. c. Students’ own answers.

7. Students practise the use of Present Participle.

Extension activity

Students write instructions on how to activate anyother gadget using the Present Participle in theirnotebooks.

8. Students match words and images. Elicit vocabularyin case students do not associate cognates.

9. You can go over this activity as a class. Practisepronunciation.

Expand this activity by asking students to usethese verbs with other words such as switch onthe PC; turn on the heater.

10.Ask students to read out the instructions carefully.Go over the example and elicit vocabulary asnecessary. Set a time limit for students to writethe instructions individually, if possible. Fastfinishers will probably exchange instructions first,so ask them to revise and correct any mistakes intheir classmate’s instructions.

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Listening Focus

Before you listen

1. Students will look at the photos and guess. Askthem to justify their answers.

2.Play track 3. Students listen and check.


Answer Key: a. button: press, turn / switch on,turn / switch off; b. light: turn / switch on, turn /switch off; c. plug: plug in, unplug; d. switch: press,turn / switch on, turn / switch off; e. machine:warm up

Answer Key: a. button: 2; b. light: 5; c. plug: 1;d. switch: 3; e. machine: 4

Answer Key:b. Loading a CD ROM.c. Playing the CD.d. Recording a CD.e. Cleaning the CD.

Answer Key: How to load a CD ROM

1 Gadget world

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4. Allow students to work in pairs. Read out theinstructions and select students to practisereading aloud, as these are key expressions usedin phone conversations. Help them out withpronunciation and intonation. Set a time limitand correct as a class. There is an ExtensionActivity suggestion below, in case some studentsfinish earlier.

Extension activity

Hand out a copy of Activity D in page 22. Studentsread and practise pronunciation and intonation inpairs, while the rest listen to track 4 again in orderto complete the activity.

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After you listen

5. Students work in pairs and complete the chart in theirnotebooks. As soon as this is over, refer to the Oral Aidbox for further discussion on the use of functions.

Answer Key:Informal/Neutral: Sorry, he’s not in at the moment.Can I take a message? Hang on a sec. I’ll just get apen… I’ll try again later. Can I ask who’s calling?Formal: How can I help you? It’s Denise Forresthere. Hold the line, please, and I’ll put you through.Can I ask who’s calling?

Answer Key: Phone call 1: a, c, e, f, j; Phone call 2: b, g, i; Phone call 3: d, h, k

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3. Students read the instructions and questionsbefore listening to the recording again. Elicitvocabulary as necessary. Play track 3 and correctas a class. Try to encourage quiet or less confidentstudents to participate, praising them, even whentheir answers are not perfectly correct.

Transcript 3

1. A: Hi, is Scott there, please?B: Sorry, he’s not in at the moment. Can I take a

message or anything?A: Yeah, thanks. It’s Nick…B: Hang on a sec. I’ll just get a pen… Yeah?A: Could you tell him that Nick rang?B: Yeah. Anything else?A: I’ll try again later.B: OK, bye.A: Bye.

2. A: Good morning, Thornbury and Sons. How can I

help you?B: Hello, it’s Denise Forrest here from Net Resources.

I’d like to speak to Mr Thornbury, please.A: Yes, certainly. Hold the line, please, and I’ll put

you through.B: Thanks very much.A: I’m afraid the line’s busy. Would you like to hold?B: Yes, OK.

3. A: Hello?B: Hello. I’d like to speak to Mandy Stephenson,

please.A: I’m afraid she is out of the office this week. B: Oh, dear. I need to find out when she’s free for a

meeting. Have you got a mobile number for her?A: Can I ask who’s calling?B: It’s Michael Jones from Jacob Consulting. A: Just one moment, please… It’s… Have you got a pen? B: Yes.A: It’s 600 346787.B: OK, thanks.

Unit 1

Answer Key: a. Probably; b. Yes, definitely.; c. Yes, he is.; d. Call 1, informal; Calls 2 & 3 formal.

Answer Key:a. Callers 2 and 3; Caller 1; Caller 2. b. They cannot find the person they want to contact.

Oral Aid

The Oral Aid box focuses on essential functions foreveryday communication. The aim is to provide basicphrases, useful for communication for specific purposesin appropriate situations. It is important to stressto students that at some time in the future, they mightget a job where conversations that include these phrasesare quite common. Practise them over and over againthrough role-play or repetition. The aim should beto learn a few correctly rather than try to focus ontoo many, leading to them being learnt in a confusedway. Practise pronunciation and intonation throughdrilling, until you feel they are ready to use the phrasesindependently. Highlight the difference between socialand business calls and their different level of formality.Only then should you move on to the next task.

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6. Students will work in pairs and role-play thesesituations. Ask volunteers to read out the rules andexplain what kind of questions and answers theyshould form with the key words provided. Movearound the classroom helping out with grammarand pronunciation, drawing attention to the factthat they should be familiar with the phrases theyused in the previous activity.

If some students need more time to completethis activity, ask fast finishers to write theexchanges in their notebooks to keep themfocused and busy!

Page 17

Give it a Thought! There’s more to life…

This section links the topics dealt with in the unitwith the OFTs in a format students are familiar with.This comic recreates a ‘real life’ situation that reflectsstudents’ own world. It also makes them reflect onrelationships between the young and the elders. It raises the issue on generation gaps and howtechnology influences their personal, everyday lives.

Before you read

Students will always have comments and questionsregarding the comic’s topic and moral message. Inthis case, it is about a young person looking forinformation on a historical event on the Internet andan older person who had first hand experience of theevent. This throws up interesting questions aboutsources of information and their reliability.

Point to the title and ask if they can guess how thissentence should finish. Remind them that thecomparative more can take than later on in thesentence. Write down different suggestions on theboard and tell them you will return to these oncethey have read the comic.

Students discuss the questions, you could let them useL1 in order to allow them to discuss the issues indepth. Once they have read the comic, return to thesuggested title endings, written previously on theboard and ask them to choose the most suitable, orsuggest a new and better one. A couple of suggestionscould be …than gadgets. …than technology.

Now, students read the comic. This can be done as a


silent reading comprehension task or as a role-playactivity by asking volunteers to play the roles of thecharacters in the comic. Elicit any necessary words.

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Read

1. Students answer the questions in their notebooks.Correct this as a class. There is not onegrammatically correct answer so be open toaccept different ones. The focus should be thecontent, not the structures. If necessary, you canaccept answers in L1.

2. Students can do this activity as a class. Askvolunteers to read out the instructions and theoptions and then discuss as a class which moral ismost appropriate.

After you read

Ask volunteers to read out the questions and elicitvocabulary as necessary. Ask the students to debatethe questions in groups. Walk around the classroom.Get involved and encourage students to participate inthe debate. Make it clear that this topic has animportance beyond the learning of English for its ownsake.

Vocabulary Spot

This section is related to the process of learningto learn. This question What does X stand for? isuseful as many words related to gadgets andtechnology derive their names from acronyms.Make sure students organise a glossary withacronyms in their notebooks as they will comeacross these words regularly.


Answer Key: b.

Answer Key: Sample answersa. From the Internet. (Although she listens to her

grandmother’s story, too.)b. a very realistic descriptionc. SMS, DVD

1 Gadget world


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Self-check (Check list and Skills performance charts)

In this section, students assess their progress basedon the objectives of the unit under review. They aregiven the opportunity to reflect upon those areasthey feel they still haven’t mastered.

It is a really useful tool for teachers to plan futurelessons, as it gives them a clear picture of whatneeds to be reinforced.

Students copy the Self-check charts in theirnotebooks. Encourage them to reflect and completeit as honestly as possible. You may collect them forinspection and get the feedback they offer so as toimprove on your future planning.

Page 19

Break Free! You and your mobile!

This section provides a variety of miscellaneous textsto invite students to read for pleasure, thus aiming atdeveloping students’ autonomy. In this unit, studentssolve a reading quiz on use of mobile phones.

This activity is not meant to be corrected.Nevertheless, if students ask for help you could bethere to lend a hand.

You may use this section as a tool to deal with fastfinishers.

Progress Test 1 - Reading (Photocopiable material. See Teacher’s Book, page 23.)

Answer Key:

1. Possible answers: The Friday Feeling; Holidaysare a paradise after all; Country life or citychaos, etc.

2. b., c., e., f. False; a., d. True.

3. b. online newspaper; c. games console; d. switch on; e. remote control; a. computerscreen

4. a. a book; b. (Italian) food; c. with gamesconsole; d. home; e. on the computer; f. a DVD; g. the film

Progress Test 1 - Listening (Photocopiable material. See Teacher’s Book, page 24.)

Answer Key:

5. c.

6. Look at the transcript and check.

7. a. T; b. F; c. T; d. F

8. a. Toni, b. The speaker


10. Accept answers with relevant information.

Transcript activities 8, 9

A: Hi, is Toni there, please?B: Who’s that?A: It’s Patrick, here.B: Sorry, he’s not in at the moment.A: Is he coming back soon?B: I don’t know. Can I take a message or anything?A: Yeah. Tell him I am at Sue’s party. B: Hang on a sec… Where?A: At Sue’s… Tell him to come.

Transcript activities 5, 6, 7

A: Good morning, MegaRam. How can I help you?B: Good morning. I’d like to speak to Mrs Evans,

please. She’s the Marketing Manager.A: Can I ask who’s calling?B: Yes, it’s Mr Davids from Jenson Chips. A: OK. Hold the line, please, and I’ll put you through.B: Thank you…A: I’m afraid the line is busy at the moment. Do

you want to hold or can I take a message?B: Could you tell her Mr Davids called and that I’ll

try again later?

Unit 1

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Reading (Page 9 - SB)

Copy the headings on the screens inthese summaries.

You can create your own digital audio files, justlike DJs.

You can use multiple resources. For instance, youcan listen to the radio and record its songs or youcan combine gadgets to search and buy music.

There are certain steps to follow in order to copy,compress and download files from CDs to MP3.

You can have a whole collection of your favouritesingers or bands or collect music according totheir style: rock, pop, classical, funk, etc.

A Track 1 Listening (Page 11 - SB)

Complete with the words below.

texting call waste playing computer boring

Charlene: I play a lot of _____________ games. It

started as a way of killing time when I didn’t

have much to do, but now I find it impossible to

stop playing them. I can’t go out of the house

without my Gameboy – the bus journey to

school is so _____________ without it. At the

moment, I’m into one called ‘Quake’, which is a

bit violent. My brother is always _____________

the football ones. I must _____________ around

two hours a day doing this.

I save a lot of time with my mobile, though.

But not _____________ – that’s really boring – just

calling. I mean. It’s so easy and convenient. You

make one quick phone _____________ and you

can meet up with someone.

B

Reading Focus (Page 12 - SB)

Put the text in order.

The graphics are really good too, and the searchfunction is very easy to use. You can find any articlereally quickly because there’s an excellent archive. Ialso like the sports page – they have good writersand you can listen to the commentary as well. Youcan even try and find a job if you want.

My favourite section is the Guardian film page –because I love the cinema, and they have excellentstories and reviews about the latest films.

This is a website that I read every day for an hourbefore breakfast… you know, it comes upautomatically on my computer screen. I like itbecause it tells you the news in an entertainingway and there are a lot of different sections andthe quality’s very good.

I always log on to the Guardian but I buy anewspaper too at the weekends. It’s more relaxingif you have the time to read it.

C Listening Focus (Page 15 - SB)

Role play these phone conversations in pairs.

1 A: Hi, is Scott there, please?B: Sorry, he’s not in at the moment. Can I take a

message or anything?A: Yeah, thanks. It’s Nick…B: Hang on a sec. I’ll just get a pen… Yeah?A: Could you tell him that Nick rang?B: Yeah. Anything else?A: I’ll try again later. B: OK, bye.A: Bye.2 A: Good morning, Thornbury and Sons. How can I

help you?B: Hello, it’s Denise Forrest here from Net Resources.

I’d like to speak to Mr Thornbury, please.A: Yes, certainly. Hold the line, please, and I’ll put

you through.B: Thanks very much.A: I’m afraid the line’s busy. Would you like to hold?B: Yes, OK.

D

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2. Are these sentences True or False? (6 points)

a. It is the writer’s first holiday this year.

b. In Tuscany, he can check his e-mails.

c. He goes on holiday alone.

d. He wants to return home when he ison holiday.

e. He reads his e-mails the day hearrives home.

f. He watched a film on DVD.

3. Match these definitions and words orexpressions in the article. (5 points)

a. You look at this when you’re using

a computer. ____________________________

b. You look at this to read the news

on the Internet. ________________________

c. You can play video games on this.

________________________________________

d. You do this to make a gadget work.

________________________________________

e. You use one of these to switch your

TV on and off. __________________________

4. Read and write an appropriate word next tothese actions. (7 points)

a. read ________________________________

b. taste ________________________________

c. play ________________________________

d. arrive ________________________________

e. switch ________________________________

f. watch ________________________________

g. see ________________________________

Progress Test 1 - Reading

very July, I feel that I need a holiday. I havespent eleven months looking at the computer

screen all day, six days a week, and I am lookingforward to a month in Tuscany. No phone line,no TV, no work.

However, when I am on holiday, I start feelingnervous. I have already read eight novels; I’vebeen for long walks in the beautiful Tuscancountryside and I’ve tasted some wonderful Italianfood. But I miss technology; I want to surf theNet, read an online newspaper and see my childrenplay with their games console. In Tuscany, Ihave nothing of that.

So I’m happy to get back to civilisation. As soonas I arrive home, I switch on the computer tocheck my e-mails. The green light comes on butthe computer remains silent. I decide to havedinner first and try again later. I go to phone fora pizza but the line is dead. We must order ourpizza by mobile phone. Then, I suggest watchinga DVD while we eat. I turn it on but when Ipress play on the remote control, no action. Wecan hear the film but we cannot see it.

By now, I’m furious. Technology’s fine if itworks, but city life with no technology is hell. Istart thinking about Tuscany. We didn’t have aphone line there, but it now seems like paradise.

Vince Hutton

Name: _____________________________ Date: ________________ Score: / 20

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1. Read and write a suitable title. (2 points)

______________________________________

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Progress Test 1 - Listening

5. Listen and choose the best option. (2 points)

a. A man is phoning his friend.

b. Two secretaries are speaking on the phone.

c. Someone is trying to contact a personthrough a secretary.

6. Listen and complete with these expressions. (4 points)

A: Good morning, MegaRam.

(1) ................................................................?

B: Good morning. I’d like to speak to Mrs Evans,

please. She’s the Marketing Manager.

A: (2) ................................................................?

B: Yes, it’s Mr Davids from Jenson Chips.

A: OK. (3) ......................................................... ,

and I’ll put you through.

B: Thank you…

A: I’m afraid the line is busy at the moment.

Do you want to hold or can I take a message?

B: Could you tell her Mr Davids called and that

(4) ................................................................?

7. Which statements are true? (4 points)

a. There are two companies mentioned in the conversation.

b. Mrs Evans is the receptionist.

c. Mr Davids wants to speak to the Marketing Manager.

d. He works for MegaRam.

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Name: _____________________________ Date: ________________ Score: / 20

8. Listen and choose an option. (2 points)

a. The speaker wants to talk to Toni/Patrick.

b. The speaker/Toni is at Sue’s party.

9. Listen and put this conversation in order. (4 points)

B: Hang on a sec… Where?

A: Is he coming back soon?

B: Who’s that?

A: At Sue’s… Tell him to come.

B: I don’t know. Can I take a message oranything?

A: Hi, is Toni there, please?

B: Sorry, he’s not in at the moment.

A: It’s Patrick here.

A: Yeah. Tell him I am at Sue’s party.

10.Write a dialogue. (4 points)

A: .................................................................. .

B: ................................................................... .

A: .................................................................. .

B: ................................................................... .

A: .................................................................. .

B: ................................................................... .

Progress Test 1 - Total Score: / 40

a. I’ll try again later

b. How can I help you

c. Can I ask who’s calling

d. Hold the line, please

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Extension ActivitiesYou will find extension activities to complement and expand the practice of skills in Unit 2 on page 36 ofthis Teacher’s Book. They intend to further expose students to target language.

Unit Planning

Estimated time


Students should...

reflect on being tolerantand accepting differences.

analyse how to faceprejudices in their world.

Text types newspaper reports

website opinion essays

magazine articles

radio reports on a survey

TV programme interviews

organisation of statements onInternet homepages

monologues onnational stereotypes

TV programme mini-biography

comics

quizzes

2 A fair conscience

Aims

Reading Listening Reading Focus Listening Focus Syntax/lexicalContents

Relating images,topics and texts.

Discriminatingtext formats.

Deducingheadlines throughthe context.

Verifyinginformation.

Using presenttenses in context.

Listening for gist.

Listening for specificinformation.

Listening fordetailedinformation.

Listening forclassification.

Reading andtalking aboutdiscrimination.

Spotting textformat, developerand purpose.

Sorting outheadings and theirparagraphs.

Singling out texts’authors.

Using articles incontext.

Sorting outpictures andspeakers.

Identifying people.

Matching speakersand statements.

Identifying keyphrases.

Extracting specificinformation.

Listening for detailedinformation.

Present Simple,Present Continuousand Present Perfect.

Articles.

Genderdiscrimination withpronouns.

Pejorative words.

Expressionsdenotinggeneralisations.

Academic Matters

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Page 20

Before you read

Students describe and reflect upon the issues suggestedin the information in the pictures. In this case, you mayask them to inspect the photos carefully and tocomment on the images and the issues they suggest.

Students should work in groups in order to shareinformation about each image and its message.Encourage information exchange as not all studentswill be acquainted with these issues.

1. Ask students to discuss the questions in groups.Move around them getting involved in theirdiscussion.

2. Students look at the texts on the page oppositeand match them with the topics. Elicit vocabularyas necessary.

3. Students choose the correct text formats. Expandthis activity by asking about how they keepthemselves informed on current affairs.

Ask them to provide names of famous newspapers,magazines or news websites from their country orabroad. Also tell them to explain how they got toknow about these.

Answer Key: a. 2; b. 3; c. 1

Answer Key: c. racial discrimination; b. genderdifference; a. obesity



� These aims show students what they areexpected to learn in Unit 2. Read aimstogether and help students identify keyobjectives of their language work.

Page 21

Reading

Read

4. Students put their scanning skills into practice byreading the texts and placing the titles in theright places. Elicit vocabulary after the activityhas been done and checked.

Extension activity

Copy the following questions on the board and askthem to write the answers in their notebooks: a. What do Hefce, NAAFA and EOC stand for? b. What’s the name of the gender equality

campaign?

5. There is a variety of sentences to support theirdecisions. Accept them with their justification.Here are some key words which may appear intheir choices:

application(s): a written request for a job or aplace at university.careers: a job you have for a long timeprofessionally.disease: an illness that affects people or society.equality: having the same rights and opportunities.ethnic: relating to a group of people with thesame culture and traditions.promotion: when you move to a higher level in acompany.

Page 22

6. Students work in pairs and correct the wronginformation. Involve less active students byasking them questions directly. Refer to theExtension activity box below for extra help.


Answer Key:a. Higher Education Funding Council for England,

National Association to Advance Fat Acceptance,Equal Opportunities Commission.

b. What’s stopping you?


2 A fair conscience

Reading Tip

Read the tip together with the students and givethem examples of how to scan text formats. Tellthem that key words in a text clarify specific ideas.Discuss the real importance of dictionaries whenreading. You can help them develop this skill byasking them to quickly read a pre-selected text inSpanish using scanning skills.

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Extension activity

If some students quickly find the answers to activity 6,ask them to prepare similar statements for theirfriends to check by referring to the texts. Remindthem that not all should be wrong! They must alsoprovide an answer to the wrong ones.

After you read

Before moving on to the Language Spot, refer to thepictures and ask students to relate them to one of thetexts on page 21 (text 2). They should explain whythey are related to this text. (The pictures show twowomen doing jobs usually performed by men: a miner and an astronaut.)

Language Spot

On this occasion, students will have the opportunityto revise the Present Tenses. Ask volunteers to readaloud the information in the box and enquireabout each tense. Here is a longer description ofeach of them to copy on the board.

You can find a variety of Present Tenses in articles,opinion pieces and reports. They are used to mentionthings that occur repeatedly (Present Simple), tomention things that are temporary or changing(Present Continuous) and to mention activitiesthat happened at some time in the past but havepresent consequences (Present Perfect).

You may want to expand upon your explanation ofthese tenses and their uses, especially the PerfectPresent.

It is advisable to discuss the affirmative, interrogativeand negative forms of all the tenses and to revisedo/does in the Present Simple tense.

In the case of the Continuous, you should alsostress its secondary use as Future for scheduledactivities (I’m playing tennis on Saturday afternoonat six.). The Present Perfect tense should only bereferred to briefly or for the purpose of identification,as it is difficult to use correctly. You may wish torefer to it with regards to its usage in the case ofexperience (Have you ever…). In this last form,you can highlight that when you do not talkabout time, you use the Present Perfect but whenyou mention the time, the Past Tense is needed.Give an example: I have found a wallet. I found it yesterday.

7. They must now put into practice their revisionwork on present tenses by putting the verbs intothe correct contexts.

8. Students contextualise the paragraphs and thetexts on page 21. You can ask for volunteers toread out these paragraphs and practise reading.

9. Students spot Present Tenses in the texts andwrite them in their folders. You can expand thisactivity by asking them about the reason why aparticular tense has been used.

Extension activity

Look at page 36 – Extension Activities and hand outActivity A for fast finishers to complete.

Page 23

Listening

Before you listen

Ask students if there are any jobs that are traditionallydone by men/women that they would like to do. Writetheir ideas on the board in order to widen vocabulary.

1. Now, draw attention to the picture and ask avolunteer to read out the caption below, the activityinstructions and questions. Allow students to discussthe questions. Accept answers in L1 if necessary.

Answer Key:a. She is a boxer. b. Sample answer: Women are doing men’s jobs

even though they are often thought of as hardand difficult for women to carry out.

Answer Key: 1. have worked; 2. don’t think; 3. I’m beginning; 4. get; 5. has followed; 6. have; 7. study; 8. are getting.

Answer Key: Students’ own answers as most ofthe information in the texts is in the Present Tenses.


Answer Key: a. are saying; b. are; c. has risen

Find further information in the GrammarReference on page 118.

Unit 2

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2. This activity will introduce students to the issue ofgender difference and sex discrimination. You canalso get involved in this discussion and, at thesame time, provide some basic functionalvocabulary for giving opinions such as: In myopinion…, from my point of view…, I think / believe…, I don’t think / believe…, I agree…, I disagree…, etc. Write these expressionson the board and encourage students to use themwith opinions of their own.

Listen

3. Students will now listen for general information.Ask volunteers to read out the instructions andelicit vocabulary as necessary. Then, play track 4 at least twice.

Answer Key:a. Statistics about discrimination.b.Mostly woman / women, man / men and percent.

Transcript 4

1. Seventy percent of poor people in the world arewomen.

2. One out of 4 boys aged 14 to 18 in Spain thinksit is acceptable for a woman to get less moneythan a man for the same job.

3. Sixty percent of this group think that menshouldn’t cry.

4. Twelve out of 100 think that if a woman isphysically abused by her husband, she probablydid something bad to deserve it.

5. Sixty-one percent of the same group believe thatwomen should be submissive to men.

Listening Tip

Read the tip together with the students and drawattention to the usefulness of key words incomprehension. Remind them that they havebeen using key words in reading comprehensiontoo, and that they are essential in getting the gistwhen listening.


Make the connection between the theme of thepassage (question a) and the repeated (key)words (question b) to draw attention to theimportance of spotting key words in getting thegist of listening activities.

4. Students fill in the gaps using some of the words.Elicit meanings as necessary. Set a time limit and,finally, play the recording again and check.

After you listen

5. Ask students to work in groups of four to fiveand discuss the questions. Move around thegroups and get involved with the discussion.Draw attention to the importance of this asglobal issue.

English World

As it has been explained before, this section isdevised for students to expand their knowledge ofthe world. Some other examples connected to thistopic are:fire fighter (fireman / woman)flight attendant (steward / stewardess)business person (businessman / woman).

Page 24

Listening

Before you listen

1. Students discuss the questions in groups, relatingthem to the picture. You can ask each group toreport back to the rest of the class and write theirideas under the headings in c.

Listen

2. Play track 5. Students listen for gist. Play therecording twice if necessary.




2 A fair conscience

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Answer Key: a. opinions; b. She is in her teens.

Transcript 5

Interviewer: Today we are going to interview Rachelabout her experiences with discrimination. Hello, Rachel, welcome to the programme.

Rachel: Thank you. It’s good to be here, but I am abit nervous.

I: Don’t worry. I want to ask you if you have everthought about feminism and what it means to you.

R: Well, yes. Erm, for me…, I think a feminist is aperson who wants to work and have a family

I: Does this only apply to women?

R: No, no, not at all. We could be talking about menor women. Men don’t have to be excluded. I thinkfeminism is liberating for both sexes.

I: Now, we’d like to hear about your experience withdiscrimination. Do you ever come across any type ofdiscrimination in your day to day life?

R: Yes, well, in my own family. There are two girlsand one boy. The girls have to do things like lay thetable, do the washing up and help my mum. Mybrother doesn’t have to do those things.

I: Do you think this is fair?

R: No, I don’t think it is fair at all!

I: What about at school?

R: At school things have improved a great deal. It isalmost true to say that girls have the sameopportunities as boys. Girls don’t have to studydifferent subjects from boys like they did in the past.However, when there is discrimination at school,most of the examples are involved with sport. A girlcan’t play soccer. A girl can’t play boys’ games.That’s not fair.

I: Have you had any other experiences that showdiscrimination?

R: Oh, yes. I have felt frightened coming home lateat night. I am sure a lot of women have felt thisway. I don’t think many men have had this feeling.This makes me very angry. I have to worry that aman or boy might attack me because I am awoman.

I: Thank you for being here today and giving us youropinions, Rachel.

R: Not at all. I enjoyed it.

You can expand the activity by asking about thekey word that shows the passage contains opinions(think). Then you should ask about the previouslistening text, which contains facts.

3. Ask students to read the instructions and elicitvocabulary. They work in pairs and answer.Correct as a class and discuss the statements.

4. Play track 6. Students will now listen for detailedinformation as they classify sentences. Play it morethan once if necessary.

Extension activity

Some students may not need to listen to the trackmore than once. In this case, use Extension Activities,page 36, Activity B.

After you listen

5. Students put the questions in order in theirnotebooks. This could be a good opportunity toactivate their grammar knowledge, as there areexamples of Present Simple and Perfect Tenses inthe questions. See if they remember when theyare supposed to be used.

Answer Key: Look at transcript 6.

Answer Key: 1. unfair; 2. fair; 3. fair; 4. unfair;5. unfair

Transcript 6

1. The girls have to do things like lay the table, dothe washing up and help my mum. My brotherdoesn’t have to do those things.

2. …girls have the same opportunities as boys.

3. Girls don’t have to study different subjects fromboys like they did in the past.

4. A girl can’t play soccer. A girl can’t play boys’ games.

5. I have to worry that a man or boy might attackme because I am a woman.

Answer Key: Sample answers: a. unfair; b. unfair; c. unfair; d. unfair; e. fair

Unit 2

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6. Students will now move around the classroomconducting a survey with the questions in activity5. Refer them to the survey text format on page23, activity 4. Listen to their results and help themto organise the information in their notebooks.

Page 25-26

Reading Focus

Before you read

1. Ask a volunteer to read out the instructions anddraw attention to the photos.

2. Students can discuss these questions in groups oras a class. Remind them to make an effort to speakEnglish, using expressions like the ones suggestedin activity 2 on page 23. If there is a red-hairedstudent in your class, make sure the issue is dealtwith carefully. He or she could even become asource of information for the rest of the class.

Answer Key: a. Students’ own answers. b.Because they are not common, so they stand out.c. It’s a movement involving red-haired people,

while Redheads United is an organisation.

Answer Key: They are all red-haired people .

Vocabulary Spot

Recommend students to build up word webs asan alternative to glossaries in a special area oftheir notebooks. Word webs are useful forstudents who are visual learners; in these casesyou could suggest that they create webs with thewords they have already written in the glossaryrelated to Unit 1’s words.


Answer Key: a. Have you experienced discrimination at home?b. Have you experienced discrimination at school?c. Do you think women need liberation?d. Do you think men need liberation?

Read

3. Students will get acquainted with the layout of awebsite home page. Elicit vocabulary as necessary.You can even ask volunteers to read out theintroductory statement of Redheads United.

Extension activity

Write these questions about the text on the board andask fast finishers to answer in their notebooks: a. What do they specifically want?b. Where is the organisation based?

4. Students read instructions. Elicit vocabulary as necessaryand let them work in pairs. Correct as a class.

5. Discuss this question as a class. Ask them to justifyanswers.

6. Students read the opinions and choose the correctperson.

Extension activity

Provide the questions about the text in the ExtensionActivities, page 36, Activity C.

Language Spot

There are various uses for articles. Here are someother uses to share with students:

We also use the definite article (the): to talk aboutsomething which has been mentioned before;with names of buildings, plural names (e.g.:countries – these are exceptional though, rivers,oceans, etc), to refer to different nationalities, torefer to something which is defined later (e.g.:with relative clauses like who or which. We usethe indefinite article (a): with –n if the next wordstarts with a vowel, before

Answer Key: a. 3; b. 1; c.2 (1. might fit in too);d. 3; e. 1

Answer Key: a. 2; b. 3; c.1 (2. can also fit in b.)

Answer Key: Number one is the most negative onewhile number three seems to be the most positive.

Answer Key: 1. c; 2. a; 3. b

Answer Key: a. website; b. organisation; c. a special group

2 A fair conscience

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After you read

7. Students read out the sentences and write themdown in their notebooks with the appropriatearticle (if there is one). Play track7. They listenand check.

8. This task is devised to act as a consciousnessraising activity in which students should getinvolved and provide points of view as well aspossible solutions related to the issue beingdiscussed.

Page 27

Listening Focus

Before you listen

1. Students discuss nationalities of the people inthe pictures. You might want to draw attentionto the rules used when referring to nationalities -use of capital letters and endings: Britain –British, Japan – Japanese, Germany – German,


Answer Key: Look at the transcript above.

Transcript 7

a. English was my favourite subject at school.b. Most people are racist although they don’t admit it. c. I live in a flat. The flat is in the city centre.d. She’s a teacher. She’s one of the best teachers in

the world.e. I’m really interested in music. But the music you

can hear in this town is really bad.

some numbers and quantities, with the meaningof per (twice a/per day), in exclamations withWhat…! (What a beautiful day!). We use the zeroarticle (Ø): with certain expressions: meals,transport, places (e.g.: at school, go to bed).

You could ask students to look for someexamples in the website text format or in othertexts in the book.

Find further information in the GrammarReference on page 119.

Brazil – Brazilian. Tell them that there are someothers, which do not follow a pattern such asFrance – French, Switzerland – Swiss or Peru –Peruvian. Write the nationalities they suggest onthe board and keep them there until you havefinished activity 4 below.

This is a good chance to practise expressionsrelated to speculation such as He may / might /could be…, He seems to come from…, He is probably…, I’m certain he is…, etc.

2. Ask students to explain the meaning of the wordstereotype or explain the word yourself.

3. Students discuss features and personal traits ofpeople from their neighbouring countries. Somevocabulary related to describing physicalappearance and traits might be useful: fair/dark-haired, pale/dark complexion,straight/hooked nose, straight/wavy hair,short/tall, introvert/extrovert, easy going, kind,selfish, boastful, humble, etc. Copy these on theboard and add plenty more as they discuss thequestion. They should copy them down in theirglossaries or word webs.

Many nationalities are prejudiced against othersin some way. If the students mention perceivednegative aspects of other communities, ask themabout their own aspects in order to promotereflection on this issue.

Listen

4. Play track 8. Students listen and match. Point tothe board and ask students if they still think theyhave chosen the right nationality for the people inthe pictures.


Answer Key: Sample answers: The man in picture a may be Chilean. The one in bseems to come from Australia. The woman in c maybe Indian or Pakistani. The young man in d could beChinese. The woman in e is probably Argentinian.


Unit 2

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Transcript 8

Speaker 1: Everyone thinks we’re really hard-working,punctual, strict, and that we never take anyholidays, but actually that’s not true – we’re justdifferent to Europeans. Apparently, we also givethe impression that we are cold and don’t knowhow to enjoy ourselves. This really is so unfair.However, there are some common ideas aboutour country which are true – everything is muchmore expensive here, of course, unless you live inSaudi Arabia or somewhere, but there are goodthings, it’s one of the safest countries in the world –and that’s something that tourists really appreciate…

Speaker 2: The big misconception people haveabout us is that we’re all blond with blue eyes.That’s true of other countries near here, but notof us. You can find a big variety of people, somewho are quite dark, like me! They also thinkwe’re very liberal and tolerant, which is true.Then, there are some people, of course, whoinsist that we’re all Vikings and that we get veryviolent, especially when we go abroad onholiday – but again, I don’t think that’s veryfair; it’s just a stereotype about people from thispart of the world…

Speaker 3: A lot of people have got completely thewrong idea about my country. In fact, there areprobably more misconceptions about people fromthe Arab world than anywhere else. This hascome about because of September 11th; it’s likethere are two worlds now – us and the West.These stereotypes are very dangerous. Peoplehave all kinds of ideas about my country whichare wrong – you know, they say that women areoppressed and they cannot work, when, in fact, I have an excellent job with prospects.

Speaker 4: The interesting thing is that most peoplethink that we’re more like the Americans than theEnglish, but, in fact, the opposite is true: we’rereally quite like the English – I mean, we drink teaand play cricket…

Speaker 5: Another thing is that a lot of peopleare surprised when they see me, ‘cos theyexpect us all to be dark, but my family camefrom Eastern Europe, so I have a differentcolouring, you know, blue eyes and blondhair…

5. Give students some time to read the instructionsand questions. Elicit vocabulary as necessary. Playtrack 8 again and correct orally as a class.

6. Play track 8 again. Students listen and say Yes orNo. The sample listening is prepared for studentsto see how the functions in the oral aid work.Finally check as a class.

After you listen

7. This discussion should, as far as possible, becarried out in English in order to recyclevocabulary learnt so far.

Page 28

Listening

Before you listen

1. Read out the question and ask about theirnationalities. Some students might know them fromTV documentaries or Social Studies at school. Oncethese have been provided, ask if they know or canguess why they are famous but do not say soyourself as this is the focus of the next task.


Answer Key: a. never; b. true; c. the English.

Oral Aid

In this case, the phrases introduced by the Oral Aidbox could be of use when foreigners want a generaldescription of your country and its inhabitants. Donot try to go over too many expressions orfunctions if you want students to assimilate some ofthem. Practise pronunciation and intonation and tellthem that they will have a chance to listen to thembeing used in the next task.

Answer Key: a. Speaker 1; b. Speaker 3; c. Speaker 4; d. Speaker 5

Answer Key: Speaker 1 d. (Japanese); Speaker 2 a. (Swedish); Speaker 3 c. (Afganistan);Speaker 4 e. (Australian); Speaker 5 b. (Brazilian)

2 A fair conscience

Answer Key: Rigoberta Menchu, Guatemalan; MartinLuther King, American; Mahatma Gandhi, Indian.

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2. Students match the pictures and the extracts.You can do this as a class activity by askingvolunteers to read out the different paragraphs.Elicit vocabulary as necessary.

Listen

3. Play track 9. Students listen for generalinformation and choose.

Transcript 9

Extract 1One of the high points in the American civil rightscampaign was the so-called March on Washington,organised in August 1963 by Martin Luther King.More than 200,000 people of different races gatheredat the Lincoln Memorial in the capital to listen toKing’s message. In his famous ‘I have a dream’ speech,King spoke of his belief that one day all men would bebrothers and demanded equal rights for all people.

Extract 2In 1930, Mahatma Gandhi undertook one of hismost famous actions against the British in India. Thegovernment had introduced a tax on salt, which manypoor people were not able to pay. In a protest calledthe Salt March, Gandhi led a crowd of demonstratorson a 200-mile march to the sea. The British declaredthe march illegal and arrested over 50,000 people.The protest was successful, however, and soonafterwards the British allowed people to make theirown salt.

Extract 3Rigoberta Menchú has dedicated her life to publicisingthe suffering of Guatemala's indigenous peoples duringand after the Guatemalan Civil War. She has alsopromoted indigenous rights in this country. In 1980,she figured prominently in a strike the Committee ofthe Peasant Union organised for the better conditionsof farm workers on the Pacific coast. On May 1, 1981,she was active in large demonstrations in the capital.Additionally, Menchú has worked with Nobel Women'sInitiative to help strengthen work being done insupport of women's rights around the world.

Answer Key: a. Martin Luther King; b. RigobertaMenchu; c. Mahatma Gandhi

Students should have heard the names mentioned.All the same, ask them if they could identify extrakey words and copy them down on the board asthey will be useful for the next task.

4. Play track 9 once again. Students listen forspecific information. Let students read thestatements first to become familiarised withvocabulary.

After you listen

5. Students complete these sentences in pairs.Remind them that the words needed come fromthe track. Correct as a class.

Extension activity

Provide a gapped text from Extension Activities, page36, Activity D.

6. Students can do this activity in pairs or groups.Discuss possibilities first. You might need toprovide some names but ensure they do theirown research in order to get involved withnational history and its figures.


Answer Key: 1. Guatemala; 2. tribe; 3. plantations; 4. Spanish; 5. fight

Answer Key: a. the United States of America.;b. people.; c. equal.

Answer Key: a. and; b. Rigoberta Menchú;c. Mahatma Gandhi; d. Martin Luther King.

Answer Key: a. They fought for the rights of theirpeople.; b. They organised protest marches for theirrights to be respected.

Unit 2

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Page 29

Give it a Thought! Be open, be tolerant!

This episode aims at reflecting upon the topics dealtwith in the unit in a more enjoyable way and linksthem with OFTs. In this case, students will reflect onthe need to be tolerant and accept differences aswell as to think about prejudices in their world andhow to face them. At the same time, students will beputting into practice the reading strategies they areacquiring unit after unit.

Before you read

Discuss with students any comments and questionsregarding the comic’s topic and moral message Inthis case, it is related to tolerance and prejudicetowards obesity.

Point to the title and ask if they can guess how thissentence is connected to the comic. Tell them tolook at the pictures but not to read yet. Write downdifferent suggestions on the board and tell them youwill return to these once they have read the comic.

Let students discuss the questions, even in L1, toraise awareness. Get involved in the conversation asstudents will feel it is worth discussing.

Later on, once they have read the comic, return tothe suggestions on the board and ask studentswhich predictions were closest to the comics’ events.

Now, students read the comic, either as silentreading comprehension task or as a role-play activityby asking volunteers to play the roles of thecharacters in the comic Do not forget to elicit anynecessary word.

Page 30

Read

1. Students choose the best option. There are twopejorative words in the activity that will berecycled in the Vocabulary Spot box later on.

2. Students will fill in the gap with a suitable wordor phrase. Let them work in pairs and correct asa class.

Answer Key: a. rude; b. insult; c. stupid

After you read

3. Ask students to discuss these questions in groupsand move around them helping out withfunctional language for giving opinions,generalising and talking about probabilities.

Extension activity

If students finish discussing the questions, they canwork on the Vocabulary Spot or create an alternativeending to the comic on page 29 in their notebooks.

4. Ask them to make a list of sensitive words theyshould avoid using, as they will surely comeacross many of them and might not understandthe negative impact they have in a differentlanguage and culture.

Self-check

Students assess their progress based on the objectivesof this unit thus reflecting upon those areas they feelconfident with and those they have not acquired,yet.

Develop future lessons based on students’ ownperceptions of their progress, as they provide usefulfeedback to adjust your planning.


Vocabulary Spot

This box focuses on the recognition of offensiveand abusive words students may have heard ininterviews or films or have read on Internetwebsites. Draw attention to these and similarwords and reflect on the harmful way in whichthey are often used, especially against peoplewho are perceived to be different in some way.


Answer Key: a. once; b. better;c. to celebrate / to show that everything is OK.

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Page 31

Break Free! How tolerant are you?

This reading quiz deals with personality, attitudes andpersonal behaviour. Let students handle it as anopportunity to reflect on the ideas mentioned. Theywill read individually and have time to think anddecide.If students ask for help, lend them a hand.

You can also use this activity for a class debate, so asto encourage interaction and discussion.

Progress Test 2 - Reading(Photocopiable material. See Teacher’s Book, page 37.)

Progress Test 2 - Listening(Photocopiable material. See Teacher’s Book, page 38.)

Answer Key:

1. Paragraph 1 c.; Paragraph 2 a.; Paragraph 3 d.; Paragraph 4 b.

2. This text is... c.Shrimp and dwarf are names for… b.At school, teenagers… c.When people made aggressive remarks, thewriter felt… a.The writer thinks that many parents… c.The writer expects… from society. b.

3. a. deep; b. prejudiced; c. kid; d. proud

I didn’t believe it at first and he was surprised too.He suggested that I should go and talk to themanager, which I did. But, you know what? All themanager did was to tell me that I was on a testwork period and that I shouldn’t create problems.Then, he ordered me to get back to work. I was reallyangry but I didn’t want to lose my job, you see? Soafter that day, I went to the trade union, to seewhat they could do. They thought I should bereceiving the same money; so they wrote a letter tothe company manager complaining about unequalpayment. The manager was very angry withme… I thought he was going to fire me. He neversaid ‘I’m sorry.’ But I got on with the job and the nextpay day, I saw that they’d changed my salary so I’mnow getting the same as the man. You see?Sometimes you must protest to stop injustice anddiscrimination.

Unit 2

Transcript activities 7 - 9

I have been working there for about six months now. Alittle longer than one of my work mates… He is aman and we work in the same area. He’s a nice guy .We are about the same age and this is our first job.We have exactly the same role and our qualificationsare the same – In fact, I’d say I’m better qualified.Well, you can imagine, it was a real surprise to findout that the company was paying him more thanthey were paying me.


I have worked as a cab driver for two years now. Idon’t drive my cab every day of the week, it issomething I do in my spare time just to earn a littleextra cash, you know. At the moment, I’m workingat nights because there is less traffic and it is morerelaxing to drive around the city. Sometimes peopleget a shock when they see me because I guess theyexpect all cab drivers to be guys. But I just don’tcare about that – if they don’t want a lift in mycab, they can get another one.

Answer Key:

4. a.

5. a. spare time; b. a woman cab driver; c. drunk customers; d. more money (for her).

6. In bold in transcript.

7. b.

8. a. and c.

9. b. S; c. W; d. M; e. M; f. M

Occasionally, there are problems with customers,especially when they are drunk. But I hardly everneed to phone the police. I’m having a good weekthis week because it is Christmas time and a lot ofpeople are doing their last minute Christmasshopping – that means more money for me!

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Reading (Page 22-5B)

Complete the text with the right PresentTenses.

I (1)________ (work) as a pharmaceutical chemistall my life, even before it was common for womento do so. I (2)______(not/think) people realise thatin my time, it was not so easy for women to getuniversity education or jobs as good as men’s.Since most people’s grandma’s never receivedformal education, I (3)_____(begin) to understandwhy people think of me as a hero. Sometimespeople (4)_____ (get) a shock when they hear that Igot into the university in1915. My daughter (5)_____(follow) my steps, and her daughters (6)____(have) too. There is no reason today for girls not to(7)_____ (study). So I am glad that women (8)_____(get) the opportunities they deserve.

A Track 6 Listening (Page 24-5B)

Match parts of sentences. Listen againand check.

1. The girls have to do things like lay the table, do he washing up and help my mum. ...

2. …girls have the same...

3. Girls don’t have to study different...

4. A girl can’t play soccer. ...

5. I have to worry that a man or boy mightattack me...

a. ...subjects from boys like they did in thepast.

b. ... My brother doesn’t have to do thosethings.

c. ... A girl can’t play boys’ games.

d. ...because I am a woman.

e. ...opportunities as boys.

B

Reading Focus (Pages 25-26 5B)

Which of the three gives these otheropinions? Who…

a. associates his / her hair colour with a particularcountry?

b. explains a cliché about redheads’ characters?

c. had a sudden realisation about his / her hair?

d. says that some people are jealous of his / herhair colour?

e. got called names at school?

C Reading Focus (Page 28-5B)

Complete this text with these words:

fight plantations Guatemala tribe Spanish

Rigoberta Menchú was born in 1959 in Northwest

1 __________ . She came from a Mayan 2 _________

. She received no formal education as a child and

became a farm worker, collecting corn and beans

from her parents’ small plot of land. She used to travel

with her parents to work on the coffee, cotton and

sugar 3 __________________ . She learnt to speak 4

_________ in 1979. Her autobiography, I, Rigoberta,

was published in 1983. Because of her condemnation

of social injustice, she had to leave Guatemala and

moved to Mexico in 1981. There she continued to

5 _____________ against racial discrimination and

was awarded the Nobel Peace Prize in 1992.

D

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Shrimp and dwarf are names for…

a. tall people.

b. short people.

c. young people.

At school, teenagers…

a. never discriminate.

b. discriminate a bit.

c. discriminate a lot.

When people made aggressive remarks,

the writer felt…

a. depressed.

b. angry.

c. tired.

The writer thinks that many parents…

a. are intolerant.

b. teach kids well.

c. don’t teach tolerance.

The writer expects… from society.

a. an answer

b. respect

c. an illness

3. Find in the text. (4 points)

a. the opposite of superficial:

_________________________________________

b. a word related to preconceptions:

_________________________________________

c. another word for child:

_________________________________________

d. a feeling of happiness for what you are:

_________________________________________

1. Match summaries and paragraphs. (4 points)

a. She felt bad at school.

b. She considers himself a member of a minority group.

c. She mentions synonyms for ‘short’.

d. She blames parents for their children’sprejudice.

2. Multiple Choice. (12 points)

This text is…

a. an interview.

b. a dialogue.

c. an article.

Just Small

‘Shrimp, dwarf, midget.’ These are just a fewnames that people of short stature, like myself,often hear. Secondary school is the worst placefor this type of discrimination. This is probablybecause teens are not mature enough to realisethat people can be different.

At school, I commonly heard comments like,‘Are your parents midgets, too or were youadopted?’ These aggressive remarks can hurt alot. I may not have showed it at first, andsometimes I even fought back but deep insideme, I was crying.

These situations can also arise in public places.Even little children can make inconsiderate orprejudiced remarks. When a kid points at youand says ‘Hey, look at her Mummy! Is she a littlegirl like me?’, we should not blame the child butthe parents for not teaching their kids to beunderstanding, respectful and tolerant of thoseof us who are different.

Being short or small is not an illness. We havethe same rights as any other minority group andwe deserve respect. We are who we are and we’reproud of it!


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4. This woman is a… (1 point)

a. cab driver.b. shop assistant. c. jet pilot.

5. Listen and complete. (4 points)

a. She only does this job in her __________ .

b. People get a shock because they don’t

expect _________________ .

c. Occasionally, there are problems with

_________________ .

d. Christmas shopping means ____________ .

6. Listen and correct the words in italics. (5 points)

I have worked as a cab driver for twenty

1 __________ years now. I don’t drive my cab

every day of the month 2 __________, it is

something I do in my spare time just to earn

a little extra cash, you know. At the moment,

I’m working at days 3 __________ because there

is less traffic and it is more relaxing to drive

around the city. Sometimes people get a shock

when they see me because I guess they expect

all cab drivers to be guys. But I just don’t care

about that – if they don’t want a lift in my

cab, they can get another one.

Occasionally, there are problems with customers,

especially when they are drunk. But I hardly

ever need to call 4 __________ the police. I’m

having a good week this week because it is

Christmas time and a lot of people are doing

their last minute Christmas shopping – that

means more work 5 __________ for me!

7. What is Sarah talking about? (1 point)

a. Freedom. b. Inequality. c. Obesity.

8. Tick true information in the listening text. (4 points)

a. Sarah has been working with a male partner.

b. Sarah decided to leave her job.

c. The trade union help Sarah.

d. The manager told Sarah to leave her job.

9. Listen and write S (Sarah), W (Work mate)or M (Manager) next to the sentences. (5

points)

a. This person has been working there less

time than Sarah. ________

b. This person receives a lower salary.

________

c. This person suggests seeing

the manager. ________

d. Sarah was angry with this person.

________

e. The trade unions don’t like this person’s

attitude. ________

f. This person never said that

he was wrong. ________


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Unit Planning

Estimated time


Students should...

reflect on theirresponsibility astransport users.

assess consequenceswhen doingsomething wrong.

Text types magazine interviews

promotional leaflets

radio/TV reports

directions

magazine articles

e-mails to a friend

a guide to a place

customer-hotel receptionistconversations

comics

magazine advertisements

3 Travelling around

Aims


Learning the partsof a magazineinterview.

Deducing themeaning of newwords throughthe context.

Finding referencewords.

Summarisingparagraphs.

Writing captionsfor a picture.

Listening for gist.

Placing key wordsin context.

Listening forspecificinformation.

Associatingquestions andanswers.

Followingdirections on amap.

Deducing themeaning of newwords throughcontext.

Matchingparagraph contentand its summary.

Tracing a route ona map.

E-mailing a friend.

Listening for globaland key information.

Putting sights inorder.

Role-playing acustomer-hotelreceptionistconversation.

Deducing themeaning ofcollocations.

Extracting specificinformation.

Organising aholiday.

Pronominal reference.

Relative clauses.

Prepositions of place.

Going to (future).

Collocations.

Town places.

Extra ActivitiesYou will find extension activities to complement and expand the practice of skills in Unit 3 on page 50 ofthis Teacher’s Book. They intend to further expose students to target language.

Student World

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3 Travelling aroundPage 32

Before you read

1. Students can work in groups or you can deal withthis activity as a class. You might even be living inone of the depicted areas. If so, make a point ofthis and highlight question b, as the aim is thatstudents can use English for specific purposes. Discuss the questions with the students and elicitas much vocabulary related to Geography as possible.

2. Ask the students to look at the interview andanalyse its layout. You should ask students to findsynonyms in English and L1 for the parts of theinterview. Correct as a class.

3. Students prepare themselves for reading themagazine article by matching these key wordsfrom the article to their definitions. Explain thatthis is the only introductory work they will dobefore trying to understand the gist of the piece.These words, along with pronouns, should act asreference words (see Reading Tip below)


� The linguistic aims in this unit are clearlyfocused on students being future actors in thework world as well as prospective providers ofservices.

Page 33

Reading

Students may read the article in silence or read italoud for practice. Remember not to elicit vocabularyyet as the aim is for students to learn to use referencewords to get the gist.

Extension activity

Extension Activities, page 50, Activity A.

Page 34

Read

4. After their first skimming, students should be able tochoose a suitable title for the interview. Discuss both options and ask them to justify their choices.

5. Students will now search for pronominalreferences in the text and link them to the originalnoun or phrase. This will help them to understandcomplex sentences. Allow them to work in pairsand correct as a class.

Extension activity

Copy the following questions about the article on theboard and ask students to write the answers in theirnotebooks:

Answer Key: Students will find the leadingparagraph beneath Mr Aravena’s picture; (to avoidconfusion, draw attention to the fact that boldtype has been used for the leading paragraph andfor the questions in bold); the heading is on thepicture opposite Aravena’s and the answers are theparagraphs not in bold.

Answer Key:a. a landscape that looks very cleanb. approximatelyc. skills acquired through experience or trainingd. to do a particular piece of worke. an expert giving advice in a particular area


Reading Tip

Explain to students the importance of reference words.The activities will later guide them into a moredetailed understanding. You can help by askingthem to quickly read a pre-selected text in Spanish,underlining reference words and their connections.

Answer Key: b. Chiloé island; c. Chile; d. mining;e. the food industry; f. emerging sector; g. Chilean business people; h.medium and small scale European business people

Answer Key: Chile: the best option.

Answer Key: Sample answers: a. EuroChile is a foundation whose purpose is to

promote tourism and investment.b.There are a thousand people who/that live on

Chiloé island.c. The banking and financial sectors, which are

very important, have attracted Europeaninvestors.

d.European businesspeople who/that want toinvest contact EuroChile.

e. Mining is a highly dynamic industry wherebusinesspeople invest.

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Unit 3a. What is Mr Aravena talking about?b. How many people live in Belgium?c. How would you describe Chile’s economy?d. Which products are related to a Mediterranean diet?e. Where do most of Chile’s imports come from?

6. Students will now check further understanding ofthe article. Do the activity orally and then studentscomplete the sentences in their notebooks.

6.

After you read

Language Spot

Relative clauses can be used to connect twosentences to make one more complex one. Theyare also referential words and can be used indifferent ways. The most common examples arethe relative pronouns who (for people) and which(for things). Both of them can be replaced by that(except in the case of non-defining clauses – i.e.when the clause is between commas). E.g.: . Chile is in South America. It is a touristdestination.

. Chile, which is in South America, is a touristdestination.

Non-defining relative clauses are not necessary todefine the meaning of the sentence and can betaken out. However, defining relative clauses needthe information to define the idea in the wholesentence. E.g.: . José Aravena is the man in the interview. He tells us about EuroChile.

7. Students will now use relative pronouns to joinsentences in their notebooks. Students shouldwork individually, as later they will check theanswers by themselves. Make sure they do notlook at the article. Once they have all finished, goover the answers as a class.

8. Ask students to try and write a caption for thispicture using a relative pronoun.

Page 35

Listening

Before you listen

1. Read out the questions and ask students to answeras a class.


Answer Key:a. José Aravena, who is its executive director,

discusses the conditions which / that make Chilea great destination for tourism and investment.

b.Patagonia or the desert are largely unpopulatedregions which/that are attractive to people who /that live in highly populated countries.

c. Another developing sector is the food industry,whose major products are salmon, wine, freshfruit, olive oil and, in general, all the foodsrelated to a Mediterranean diet.

d.They can come to institutions like ours, wherewe promote business cooperation.

. José Aravena is the man who tells us about EuroChilein the interview. In this last case, we can replace whowith that as there are no commas. E.g.:

.José Aravena is the man that tells us about EuroChilein the interview. We can also use where (for places)and whose (for possessions) to join sentences in orderto make them more interesting and fluent. E.g.: . I live in La Serena. There is a lighthouse in La Serena. . I live in La Serena where there is a lighthouse.. Santiago has got a harbour. Its harbour is large.Santiago exports a lot to the world.

. Santiago, whose harbour is large, exports a lot tothe world.


Answer Key: Sample answers:b.…the country has very low import duties, and

cheap credit.c. …mining, the food industry, commercial and service

industries, banking, financial and insurance sectors.d. …is an emerging sector with a lot of potential to grow.e. …to sell and acquire technology.f. …medium and small-scale European businesspeople.

Answer Key: Sample answers: a. The factors that make Chile a great destination for

tourism and investment.b.10 million people.c. Very open and focused on free markets. d.Salmon, wine, fresh fruit and olive oil.e. Europe.

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2. Students choose the correct meaning of keywords, which will appear in the listening activity.

Listen

3. Play track 10. Students listen and pay attention tothe format.

at least twice.

Transcript 10

La Serena – a harmonious blend of culture and sea.Chile’s second oldest city is a lesson in contrasts, withits amazing landscapes. During the winter season, LaSerena offers a relaxing, calm atmosphere withmoderate temperatures for those who love peace. Aswinter gives way to sunny summer days in December,there comes entertainment, varying from the city’svibrant nightlife to excursions into the city’s historicalcolonial past.

No one coming to La Serena should miss visitingAvenida del Mar, with its splendid beach, modernhotels, restaurants, discos and pubs. During theday, it’s common to see summertime visitorsenjoying the warm sunshine on their bicycles,playing games on the sand and enjoying theregional food. The night is filled with an energeticmixture of music and conversation coming from thebars and dance clubs, along with the enticingaromas of seafood and other Chilean specialities.

Answer Key: c. holiday radio report

Listening Tip

Read the tip with the students and make a point ofthe usefulness of predicting information. Ask themto take a look at the leaflet and at activity 2 andencourage them to make predictions.

Answer Key:a. home-made refers to something you make in

your house b. lighthouse refers to a tower with a light to guide

shipsc. marketplace is an area in a town to buy and sell d.moderate means not too cold or too hot e. seafood refers to fish and shellfish you can eatf. stone is a small piece of rock

Answer Key: a. A leaflet; b. In tourist agenciesand hotels mostly; c. Students’ own answers.

4. Now, students listen and complete the text. Playtrack 10 more than once as there are some wordsthey have not seen in activity 2. Point out that theleaflet is a summary of the information provided inthe listening text. Correct as a class.

Extension activity

Extension Activities, page 50, Activity B

English World

The box focuses on the need for students to learnabout the existence of accents other than Americanand British ones. It would be useful to expose studentsto audio excerpts of English speakers from other partsof the world, such as New Zealand and Australia.

Page 36

After you listen

5. Now, students look at the map and familiarisethemselves with key vocabulary needed for thefollowing listening comprehension tasks. Thisactivity relates to the information dealt with in theEnglish World box and focuses on helping touristsby giving directions.

Answer Key: cinema: a film reel and popcorn;supermarket: a trolley; square: top left-hand cornerof the map; clock: near the cinema; traffic lights: twonear the shopping centre; shopping centre: twobags; library: books and a lamp near the square.

Answer Key: La Serena; those (people); Avenidadel Mar; visitors.


The avenue runs from Canto del Agua Beach to thetowering Lighthouse. This landmark offers apanoramic view of the city, which is well worth thelong climb to experience.

Another interesting site is La Recova. Thisentertaining marketplace offers a great variety oftraditional home-made sweets such as dried papayadipped in sugar. You can also shop for all kinds ofhandicrafts made of stone and wood from the areaor enjoy the region’s drink, a delicious grape brandyknown as pisco.

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6. Students work with vocabulary connected to prepositions of place. Allow them to work in pairs.

7. Play track 11. Students listen for generalinformation. Ensure they know what the places are.

Transcript 11

Speaker 1A: Excuse me, where’s the nearest bus stop?B: It’s in the square, in front of the library. Go to the

end of this street, turn right and then take thethird street on the left. You can’t miss it.

A: So, turn left at the end of this street?B: No, turn right at the end of this street and then

take the third street on the left. A: Ok, thanks a lot!B: Bye.

Speaker 2A: Excuse me, is there an Internet café near here?B: An Internet café? Yes, there is. It’s in the shopping

centre. Go back along this street, turn left at theclock and then turn right at the traffic lights. Theshopping centre is on the corner next to the cinema.

A: So, go back along this street to the clock andthen right at the traffic lights.

B: That’s right. The Internet café is on the second floor.A: Great, thanks a lot. B: You’re welcome.

Speaker 3A: Excuse me, do you speak English?B: Yes, a little. A: Where’s the nearest post office?B: Erm, the nearest post office? Let’s see. It isn’t very

far. Walk to the end of this street, turn left and it’shalf way along the street, opposite thesupermarket.

A: So, to the end of the street?B: Yes.A: And then left?B: Yes, that’s it. You can’t miss it. A: Thanks a lot. B: You’re welcome.

Answer Key: Sample answers:2. Turn right. c3. Turn left. f4. Go to the end of the street. e5. Take the second street on the left. a6. Take the first street on the right. d

8. Play track 11 once again. Students listen forspecific information. Go over the options first andelicit vocabulary if necessary. Then, play therecording again.

Students will follow the directions on the map inpairs and double check this with another pair toverify positions and places.

9. Discuss this issue with students and help themunderstand the importance of tourism for theircountry. Explain that every time they provide avisitor with help, they are helping to create apositive image of their country.

10. In pairs, students practise giving directions totourists. Move around the classroom helping outwith functional language and intonation as well aswith key vocabulary. You might want to work onthe Vocabulary Spot below before doing thisactivity!

Page 37

Reading Focus

Before you read

1. Refer to the picture of a magazine article and askvolunteers to read out the questions. Students discussthem and brainstorm vocabulary connected to transport.


Vocabulary Spot

Make the lists as extensive as possible with regardto places and landmarks. Put an emphasis onChilean geography and famous places. As regardsdirections, dictate all the expressions from thetranscript and add more if necessary. Highlight theimportance of this issue and how these expressionscould be very useful for them.



Answer Key: 1. c; 2. b; 3. a

Unit 3


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2. Now, students reinforce vocabulary related tomeans of transport. Elicit more words if possible.

Read

3. Students spot key words and work out theirmeaning through context inference.

4. Students read for specific information and reinforcetheir ability to relate summarised information to anexpanded text.

Extension activity

Extension Activities, page 50, Activity C

Page 38

After you read

5. This activity focuses on travelling whilst on holiday.Students read the instructions and e-mail and lookat the map. Set a time limit and elicit vocabulary asnecessary. Correct as a class.

6. Students trace the route as a class. You might getsome information about the rest of the places theycan visit in Chile.

Answer Key: Santiago and Puerto Montt.

Answer Key:a. Two weeks.b. No, she is going to travel with Leo, a friend. c. Santiago, Puerto Montt and a place to make long

distance journeys.d. October and November.e. On the trip to Puerto Montt.

Answer Key: a. F; b. T; c. F; d. F; e. T

Answer Key: a. 5; b. 6; c. 1; d. 3; e. 2; f. 4

Answer Key: a. journey; b. trip; c. southern; d. investment; e. scurry; f. ferry

Answer Key:a. by land: bus, train, lorry, van, pick-up, bicycle,

motorcycle, scooter, roller blades, skateboard, etc.b.by sea: boat, yacht, ship, cruise, submarine, raft,

ferry, etc.c. by air: airplane, helicopter, hang-glider, etc.

7. Students discuss these questions in groups of fouror five students. Follow the same procedure assuggested in previous similar activities (E.g. Unit 2,page 30, Activity 8).

8. Students should do this activity individually. Movearound the room helping out with language andtake the pieces of work home for correction andanalysis of your students’ performance.

Extension activity

Fast finishers can check each others’ e-mails for spellingand grammar. Tell them that, sometimes, it is a goodidea to let another person have a look at yourproductions in order to spot errors you might havemissed.



Language Spot

Going to is probably the most widely used FutureTense – (even if it is not always used correctly!)Look at this quick reference and its comparisonwith will: We use it to talk about future actions we havealready decided to do. E.g.: I need a driving licence because I’m going torent a car in Santiago. We also use it to predict a future event, whichseems certain because of present evidence. E.g.: Look at those black clouds! It’s going to rain.We normally use will / won’t for simplepredictions. E.g.: It’s Sunday tomorrow. Therewon’t be much traffic. We will go on holidayabroad. We use will for intentions we decide on at themoment of speaking. E.g.: It’s hot in here – I’ll open the window. Ask students to find examples in the e-mail andwrite them in their notebooks. Find further information in the Grammar Referenceon page 119.

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Page 39

Listening Focus

Before you listen

1. Students discuss this question in order to becomeexposed to new and useful vocabulary which willbe used in the listening activities. Refer to themap of Jamaica and ask them to predict which ofthe expressions they have just mentioned couldbe used to refer to features on it. Ask them toprovide extra information if possible.

2. This task should be done as a class.

Listen

3. Play track 12. Students listen for gist and thenames of the places. Go over the names and theirpronunciation first to aid students. Play therecording more than once if necessary. Check asa class.

Transcript 12

Welcome to Jamaica, an island paradise. We startour tour in Kingston, the capital city. There are alot of historical and cultural attractions, fantasticnightlife and superb restaurants. To escape fromthe city, we’re going to explore Blue Mountain,where the world’s best coffee can be found.

We can visit Ocho Rios on the north coast, whereChristopher Colombus landed more than 500 yearsago. There are two attractions to see: Dunn’s RiverFalls, a 200 metre waterfall, and Nine Miles, thevillage where Bob Marley was born.

Next, we are going to visit Montego Bay, Jamaica’sbest known tourist resort, which is in the heart ofthe ‘Jamaican Riviera’. On the west coast we cometo Negril, one of the prettiest resorts on the islandwith some of the most wonderful sea views in theworld, sandy beaches, a warm sea and spectacularsunsets.

Answer Key:a. In the Caribbean – Atlantic Ocean (Central

America region)b. Kingstonc. Englishd. Reggae (Bob Marley is its most famous musician.)


4. Play track 12. Students listen for specificinformation. Tell students that most of the wordsto be used have already been heard in activity 1.Warn them that the texts are summarised versionsof the recording and that they will have to listenattentively for details.

Extension activity

Extension Activities, page 50, Activity D.

After you listen

5. Students work in pairs or small groups andorganise their plan. They can share it with otherpairs or groups and discuss options trying to usefunctional language and vocabulary learnt in thisand the previous units (opinion words, probabilityexpressions).

Page 40

Listening

Before you listen

1. Students describe the picture in pairs. Remindthem of some basic vocabulary for doing this, suchas: In this picture, I can see… There is… on the right/ left… At the top / bottom of the picture…, etc.

2. Students learn typical collocations related tobooking holidays. Set a time limit and ask them totry and match the words individually.



Answer Key: Refer to the transcript.

Answer Key: 2. cultural; 3. fantastic; 4. coffee; 5. 500; 6. 200; 7. tourist; 8. wonderful; 9. spectacular; 10. cool.


And if you want to escape from the beaches and thetourists and see the real Jamaica, the best place togo is Mandeville. With its cool weather andbeautiful gardens, it is a great place to unwind. Youcan go hiking, horseback riding or just watch theworld pass by.

Unit 3

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3. Students discuss their opinions about theimportance of hotel facilities and use thevocabulary in order to assimilate collocations.

Listen

4. Students will listen to track 13 for gist and choosethe best descriptive phrase. Correct as a class.

Transcript 13

The South Beach HotelReception 1: South Beach Hotel. Can I help you?Marco: Yes, we’d like a double room for next

weekend please.Reception 1: Very well, sir. Let me just check for

you.Marco: With a view, if possible.Reception 1: We have a room, but I’m afraid it

doesn’t have a view...Marco: How much is it, please?Reception 1: There’s a special weekend price of 60

dollars per night. Marco: Hey, Gabriela – this one’s 60 dollars per night.Gabriela: Oh, that’s expensive. Is there a mini bar?Marco: Ok. Does it have a mini bar?Reception 1: No, I’m sorry, sir, but there’s an en

suite bathroom.Marco: Ok, and air conditioning, I suppose?Reception 1: Yes. Marco: And breakfast included?Reception 1: That’s right. Marco: Thanks. We’ll get back to you.

The Rastafari HotelReception 2: Hello, Rastafari Hotel. Can I help you?Gabriela: Yes, I would like to know if you have a

double room for next week.Reception 2: One moment, please. For how many

nights?Gabriela: Five.Reception 2: Yes we do have a room available…Gabriela: How much is it?Reception 2: 45 dollars per night without

breakfast.Gabriela: Right... Marco – It’s 45 dollars...Marco: Ask about a sea view...


Answer Key: 1. f; 2. g; 3. b; 4. c; 5. a; 6. e; 7. h; 8. d

5. Students read the instructions and go over thechart. Play track 13 at least twice - first for them tobe able to listen for gist and then for them tocomplete the chart.

6. Students discuss which hotel the characters shouldchoose. Let them do this in pairs or groups. Theywill probably do so in L1 – allow them to do this ifyou feel it will further involve them in the activity.Once they have taken a group decision, move onto task 7.

7. Play track 14. This recording is a follow up to theprevious one and reveals which hotel thecharacters finally decide on. It will probably leadto further discussion among the students. It also



Answer Key: booking a hotel room.

Gabriela: Have you got one with a sea view?Reception 2: Yes, no problem.Gabriela:And an en suite bathroom?Reception 2: No, I’m afraid not. It is shared.Gabriela: Oh... Is there a mini bar?Reception 2: No, I’m sorry.Gabriela: Ok, can I get back to you?Reception 2: Certainly.

The Caribbean HotelReception 3: Hello, Caribbean Hotel. How can I help

you?Marco: Yeah, well... We were looking for a double

room for a week. Do you have any available?Reception 3: Let me just check... Yes, we do.Marco: Could you tell me its cost?Reception 3: It’s 75 dollars per night for a double

with breakfast.Marco:That’s a bit expensive! What facilities do the

rooms have?Reception 3: All the rooms have air conditioning,

en suite bathrooms, private terraces with seaviews, Internet connection and a mini bar...

Marco:Wow, this one’s quite complete...Gabriela: Yeah, that sounds good.Marco: I’ll ring you back tomorrow to confirm the

booking. Thanks.Reception 3: Thank you, sir. Bye.

3 Travelling around

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47

provides a good model of what they should say ifthey ever have to book a hotel room forthemselves or are asked to book a hotel room intheir prospective jobs.

After you listen

8. Students role-play the situation in pairs using theexpressions in the Oral Aid box.

Page 41

Give it a Thought! If you travel around, do it safely!

This section aims at reflecting upon responsibility asriders, drivers and vehicle users; road safety impliesprotecting everybody’s lives, respecting driving rulesand being responsible citizens. It also focuses on theneed to think about consequences when doingsomething wrong.


Oral Aid

Point out the importance of learning functionallanguage for specific purposes such as booking ahotel room, as this is something they are morethan likely to have to do at some stage in thefuture. They may even get a job at a hotel oneday and will have to take reservations. Ask themto repeat the phrases aloud to improvepronunciation.

Answer Key: That the price of the room has increased.

Transcript 14

Reception 3: Hello, Caribbean Hotel. Can I help you?Marco: Yes, I called earlier. I’d like to book a doubleroom for next weekend. Reception 3: Certainly, sir. Could you leave a 10 %deposit on the room with a credit card?Marco: Sure. How much was the room again?Reception 3: Er, let me see... 85 dollars, in total. Marco: But you told us it would be 75!Reception 3: That offer has finished, sir.Marco: Oh... Does it have a mini bar though?Reception 3: Yes, sir. It does.Marco: Ok, we’ll make the reservation anyway.Thanks. My credit card number is…

Before you read

Point to the title and ask if they can guess how thisphrase is connected to the comic. Encourage studentsto inspect the pictures and comment on the situationand elicit vocabulary. Write down different suggestionson the board to return to them once the comic hasbeen read.

Let students discuss possible answers to the questions,even in L1, to raise awareness. Get involved in thediscussion.

Later on, once they have read the comic, return to thesuggestions on the board and ask students whichpredictions were closest to the comics’ events.

Now, students read the comic as a silent readingcomprehension task or as a role-play activity by askingvolunteers to play the roles of the characters in thecomic.

Page 42

Read

1. Students choose the best option. Elicit vocabularyas necessary and correct as a class.

After you read

2. Ask students to discuss these questions in groupsand move around them helping out withfunctional language for giving opinions,generalising and talking about probabilities. Makeit clear that this topic has an importance beyondthe learning of English for its own sake.

Extension activity

Guide students to make word spiders. E.g.: Adjectivesin the comic; instructions to ride; traffic signs;questions.


Answer Key:a. …faster than before.b. He is being sarcastic.c. You must pay money for breaking the law.d. …make fun of him.


Unit 3

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Self-check

Students complete the Self-check charts in theirnotebooks. Use these charts to identify linguistic itemsthat need extra practice and consolidation work.

Page 43

Break Free! Reading an advertisement

This advertisment is an example provided so as tospot key information at a glance by inspectingpictures and identifying main clues.

You can ask questions such as: . What do you know about Villarrica? . Have you ever been there?. What kind of people go to this hotel?. What facilities are offered to passengers?. Would you like to visit this hotel?. Which facilities would you like to find?

Copy some questions on the board and encouragestudents to work in small groups; they discuss overthe ideas in the questions.

You can tell students to think about the mostappropriate collocations in the right places. As anextension activity, you can organise a contest: the pairthat finds the suitable options first wins!

Answer Key: buy souvenirs, go on a trip, packyour suitcase, read a guide book, see the sights

Vocabulary Spot

This box is focused on collocations. Highlight theimportance of these word chunks as they are oneof the most important building blocks oflanguage. Tell them that the more collocationsthey learn, the easier it will be to understandtexts and audio messages. They are alreadyaware of the collocations in the matchingexercise on page 40, so this should be donequickly. Give them time to copy these down in aglossary and encourage them to add moreexamples, from this and previous units.

As an extra task, you can write words describing thepicture and they should provide the equivalent intheir mother tongue, for instance: wood – bosque,lake – lago, etc.



Answer Key:

1. c.

2. a. What to do in Oxfordb. A brief historyc. Rest and refreshment in Oxfordd. What to see in Oxford

3. a. In 1250.b. Because of its centres of learning and for

its market.c. The University and College buildings and

Oxford Cathedral.d. A traditional boat.e. The Covered Market, Le Bistro, Browns.

4. a. cathedral; b. punt / boat; c. OxfordUniversity; d. Browns

3 Travelling around

Answer Key: 1. based on double; 2. terrace andlake; 3. a wide variety of; 4. luxurious SPA facilities;5. surrounded by beautiful

Transcript activity 5 - 8

Agent: Good morning, can I help you?Alice: Good morning. I would like some information

about a trip to Mauritius.Agent: Is it just you travelling?Alice: No. Me and my boyfriend. Agent: Right – so a double room, then. How long would

you like to stay?Alice: I’m not sure, a week, a fortnight?Agent: Mauritius is a long way away, and the flight

takes a long time. I would recommend that you stayfor two weeks minimum – it’s beautiful too, youwon’t want to leave!

Alice: All right, a fortnight then.

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49

Agent: I can offer you Paradise Hotel and BelleviewHotel. Both are very comfortable and the beach isonly a short walk away.

Alice: And what facilities do they have?Agent: Well, the Paradise has 50 rooms and is a big

complex with swimming pools, discos andrestaurants. The Belleview is not that big, and it’smore of a family hotel with facilities for children.It has a swimming pool and a disco, but norestaurants or room service.

Alice: I think we’d prefer the Paradise. We don’treally like children that much and I’d like to havebreakfast in bed. But how much are they both?

Agent: They’re both the same price – 70 pounds anight, breakfast included.

Alice: Ok, then I prefer the Paradise.Agent: When would you like to leave?Alice: Around 23rd of March.Agent: There is a flight on 24th of March coming

back on 6th of April.Alice: That sounds alright. One more day to pack.

By the way, what’s the weather like in Mauritius?Agent: It’s tropical. Sunny and warm most of the

time.Alice: What sort of clothes should I take then?Agent: Casual clothes: shorts and T-shirts and a

bikini, of course. And pack your party dress forthe evening!

Alice: Thanks very much for your help. One lastthing, can I pay by credit card?

Agent: We accept Visa. It will be 1320 pounds perperson for the hotel, the plane tickets and theairport taxes.

Alice: Wow! It better be good! Here you are. Agent:Sign here, please. Thanks very much and

enjoy your holiday. Alice: We will! Bye.

Unit 3

Answer Key:

5. b.

6. b. her boyfriend; c. an island; d. March; e. sunny; f. to go


8. a. girl; b. agent; c. boyfriend

9. Accept answers with relevant informationfrom the previous exercises.

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Join these sentences using who, which,that, where or whose.

a. EuroChile is a foundation. Its purpose is topromote tourism and investment.

b. There are a thousand people. They live inChiloé island.

c. The banking and financial sectors are veryimportant. They have attracted Europeaninvestors.

d. European businesspeople want to invest. Theycontact EuroChile.

e. Mining is a highly dynamic industry.Businesspeople invest in this area.


Look at the transcript and write downreferences to pronouns in bold.

La Serena – a harmonious blend of culture and sea.Chile’s second oldest city is a lesson in contrasts,with its amazing landscapes. During the winterseason, La Serena offers a relaxing, calm atmospherewith moderate temperatures for those who lovepeace. As winter gives way to sunny summer daysin December, there comes entertainment, varyingfrom the city’s vibrant nightlife to excursions intothe city’s historical colonial past.

No one coming to La Serena should miss visitingAvenida del Mar, with its splendid beach, modernhotels, restaurants, discos and pubs. During theday, it’s common to see summertime visitorsenjoying the warm sunshine on their bicycles,playing games on the sand and enjoying theregional food. The night is filled with an energeticmixture of music and conversation coming fromthe bars and dance clubs, along with the enticingaromas of seafood and other Chilean specialities.

B� �


Look at the text and answer True or False.

a. There are shorter countries in South America than Chile. –––––

b. The Pan American highway connects all the country. –––––

c. You need to take a bicycle to visit the islands and fjords. –––––

d. There are 30 bus companies in Chile. –––––

e. Train services are poor nowadays. –––––

C Track 12 Listening Focus (Page 39 - SB)

Look at the text and complete it withthese words:

where a There the an

Welcome to Jamaica, _____ island paradise. We

start our tour in Kingston, the capital city. _____

are a lot of historical and cultural attractions,

fantastic nightlife and superb restaurants. To

escape from _____ city, we’re going to explore

Blue Mountain, where the world’s best coffee can

be found.

We can visit Ocho Rios on the north coast, _____

Christopher Colombus landed more than 500

years ago. There are two attractions to see:

Dunn’s River Falls, _____ 200 metre waterfall,

and Nine Miles, the village where Bob Marley

was born.

D

� �


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1. The text is a… (3 points)

a. magazine article.

b. poster.

c. brochure.

2. Which paragraph is this information in? (4 points)

a. You can hire one and sail seeing the

University Colleges. _________

b. There is no older house of studies

in England. _________

c. It has good places for eating out. _________

d. You cannot see much of the old

building. _________

3. Answer these questions. (15 points)

a. When was Oxford formally established?

________________________________________

b. Why was it famous in the past?

________________________________________

c. What can you visit?

________________________________________

d. What is a punt?

________________________________________

e. Where can you have lunch?

________________________________________

4. What do these words refer to? (4 points)

a. smallest: _________________________

b. traditional: _________________________

c. oldest: _________________________

d. popular: _________________________

A brief historyThere was a famous market situated in thecentre of Oxford, where all the villagers andtownspeople used to come and shop. Oxford hasbeen well-known for its centres of learning sincethe 12th century . Oxford University wasformally established in 1250, making it theoldest in Britain.

What to see in OxfordThe University and College buildings are the mostpopular attractions and all of them can be visitedfrom Monday to Sunday. There are also otherinteresting places you can visit. Oxford Cathedral, for example, is the smallest inEngland: founded in the 6th century, few parts ofthe original church are now visible. Visits: Mon-Sat: 9 am-4 pm. Sun: 9 am-1 pm. Free.

What to do in OxfordOne of the most exciting things you can do inOxford is punting. The punt is the traditionalboat in Oxford and Cambridge. It is a long,narrow boat, ideal for using on the quiet watersof the rivers in these cities. Punts may be hiredin different places along the river, and it is agood way to see most of the University colleges.

Rest and refreshment in OxfordThere are many interesting and delightful placesfor lunch, tasty snacks and supper in Oxford. TheCovered Market, for example, boasts numerouscafés and other places to eat. Le Bistro restauranthas a daily lunch menu, which is good value.Perhaps the most popular place to eat in the cityis Browns in Woodstock Road. It is open fromnoon and offers coffee, lunch and supper.

OOxxffoorrddOOxxffoorrddOxford is a beautiful city,famous for its splendid

buildings, its lovely streetsand its fascinating past.


Name: _____________________________ Date: ________________ Score: / 26

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5. The title of this listening text is: (2 point)

a. Booking a hotel room.

b. Booking a package holiday.

c. Booking a holiday in the mountains.

6. Listen again and circle the right answer. (5 points)

a. The customer is talking to a

travel agent / a shop assistant.

b. She is going on holiday with

her sister / her boyfriend.

c. Mauritius is an island / a hotel.

d. They want to leave around May / March.

e. The weather is tropical and sunny / cold.

f. In the end she decides to go / not to go.

7. Listen and complete the reservation form. (10 points)

‘Travel Well’ AgencyDESTINATION

Name of the destination: ___________________

a. Number of people travelling:________________

b. Number of days:____________________________

FLIGHT

c. Departure:_________________________________

d. Return:____________________________________

ACCOMMODATION

e. Hotel:_____________________________________

f. Type of room:______________________________

g. Price:______________________________________

h. Facilities:__________________________________

USEFUL INFORMATION

i. Weather:___________________________________

j. Clothes:____________________________________

8. Match. Who... (3 points)

a. wants information about Mauritius? boyfriend

b. suggests two weeks? girl

c. goes with one speaker? agent

9. Write a brochure advertising Mauritius. Use the information in 4 - 6. (4 points)

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

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Mauritius

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Unit Planning

Estimatedtime


Students should...

reflect on the decisionmaking process duringadolescence.

be able to realise the need tobe open minded towardspeers when taking decisions.

Text types newspaper articles

TV news reports

TV documentaries

classified ads

tabloid and broadsheetnewspaper formats

magazine formats

paparazzo accounts

comics

magazine advertisements

53

4 It’s in the news!

Aims


Learning the partsof a newspaperarticle anddistinguishingbetween newspapersections.

Looking up newwords.

Matchingparagraphs anddescriptions.

Putting news inorder.

Selecting anappropriate sectionfor an article andchoosing appropriateheadlines.

Using keyvocabulary todescribe a picture.

Sorting out theright information.

Listening forspecificinformation toanswer questions.

Listening tocompletestatements.

Correcting falseinformation.

Understandingnewspaper adsand their purpose.

Sorting out adsaccording to thereaders’ needs.

Learningabbreviationsused in ads.

Producing adsbased on giveninformation.

Exposing studentsto broadsheet andtabloid newspaperformats.

Discussingrelationshipsbetween celebritiesand paparazzi.

Interpretingcartoons.

Connectingimages and ideasthrough listeningcomprehension.

Using Past Tenses.

Writing anaccount.

Passive Voice.

Prefixes denotingopposition.

Abbreviations and theuse of ellipsis in ads.

Past Simple,Continuous andPerfect.

Expressions ofagreement anddisagreement.

Words with similarmeaning (see, look,watch).

Extra Activities

You will find extension activities to complement and expand the practice of skills in Unit 4 on page 63 ofthis Teacher’s Book. They intend to further expose students to target language.

Academic Matters

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Page 44

Before you read

1. Before starting this activity, you may want tomake use of the images from this newspaper’ssections. Ask students to guess how the imagesmight be connected to the piece of news aboveeach. Explain that news is a singular uncountablenoun and they need to make its plural by usingthe expression a piece / an item of + news. Do notlet them read the pieces yet. Now, students willchoose the words that identify parts of thenewspaper. Choose the appropriate answers andcompare how much they resemble each other.

The two extra words are connected to the worldof news and the media. Ask what they are andwhere they can be found: radio broadcaster (AM /FM radio) and background music (introducing newson radio and TV, for instance).

2. Ask: What are your favourite sections in anewspaper? Some students will probably read thesports and arts sections because of their age soalso ask about their parents’ favourite ones. Now,ask students to read the leading sentences andmatch sections to them and their images. Elicitvocabulary as necessary and discuss what theycan find in the rest of the sections.

3. Ask students to compare what they thought theimages conveyed and their real meaning nowthey have read the texts.


Answer Key: Clockwise from top to bottom:News, Sport, Business, your Money,Travel, Motoring, Film

Answer Key: a. sections; b. paragraphs, leadingsentence, headline

I will be able to...� The aims in this unit are connected to the

need to understand the world of news and itsimportance as a link with the world of adults.

Page 45

Reading

Read

4. Students will skim the text looking for the wordsin red and finding their meanings. Let them workin pairs or groups as some of them might knowsome of the words and exchange information.Correct as a class.

5. Students will now scan for information in orderto match paragraphs and their descriptions. Warnstudents there is a missing paragraph to bedescribed. Elicit extra vocabulary if necessary andask students to justify answers.

Ask students to describe paragraph 5 in L2 ifpossible using some vocabulary from the text.

6. Students will read for detail and put theinformation in order. Let them work in pairs and re-read the text to verify answers. Correct as a class.

Answer Key: e, c, a, b, d

Answer Key: a. 6, b. 3, c. 1, d. 2, e. 4

Answer Key:founder: aheal: bupset: cbroke: dhurt: egig: f

Reading Tip

Use the sections to revise this tip. Ask them for aname (Michael Ball), a place (USA), capital letters,etc and explain that details help them find theirway in the texts. Use this opportunity tointroduce them to the passive use ofabbreviations by indicating the Sport section andpicking Man Utd. Football fanatics will probablyanswer unanimously Manchester United! Anotherabbreviation appears in the last section – Ltd –and it represents the word Limited, which is usedto designate a certain kind of companyorganisation. Abbreviations will appear profuselyon page 49 in this unit.


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Extension activity

If there are fast finishers, ask them to write a briefsummary of the article in their notebooks.

7. Students discuss what section the article belongsto. Remind them of the sections on page 44.

Page 46After you read

8. Students find Passive Voice examples in the articleand copy them down in their folders as extraexamples after having dealt with the extrainformation in the Grammar Reference.

9. Volunteers read out the instructions and theinformation in this activity. Then, they skim thearticles to match purposes and statements. Theaim is to connect the use of Passive Voice in thearticle on page 45 and the use of it in thesesentences. Elicit vocabulary as necessary.

Answer Key: Look at the article on page 45.

Language Spot

Before starting the practice of Passive Voicespotting in activity 8, ask volunteers to read theLanguage Spot and expand the knowledge of thisgrammatical structure.

The Active Voice is the normal voice that we usemost of the time. In the Active Voice, the objectreceives the action of the verb. E.g.: Jimmy Pagebuys a new guitar.

The Passive Voice is less usual. In it, the subjectreceives the action of the verb. E.g.: A new guitaris bought by Jimmy Page. The subject becomes theAgent and it is preceded by the preposition by.

We use the Passive Voice when: (a) we want tomake the active object more important and (b)when we do not know the active subject. E.g.: (a)Jimmy is assisted by his doctor. (b) His finger wasbroken (we don’t know by whom or what).


Answer Key:ShowbizExplain the word showbiz derives from showbusiness.

10.This activity also offers students more readingmaterial to practise comprehension. Whenreading papers, one generally gets relatively shorttexts about different topics. This is the case withall four articles included in this Reading section.Students read the text again and choose the besttitle – which clearly exemplifies the use of PassiveVoice in headlines as outlined in the LanguageSpot above.

Extension activity

Fast finishers can fill their time with Activity A from theExtension Activities on page 63.

Page 47

Listening

Before you listen

1. Point to the picture and ask a volunteer to readout the instructions. Elicit vocabulary and allowdifferent students to give their descriptions. Copyany interesting words on the board to enhancevocabulary. Let students discuss the topic toenlarge their world schemata.

2. Students will identify meanings. You can firstlyask students to try and provide some meaningsto check they are paying attention to cognatessuch as reporter and protest.

Answer Key:1. a person who reads the news2. a person who reports the news3. broadcast directly at the time it is happening4. Separation or disparity between two figures. 5. gas which irritates the eyes (used to disperse crowds)


Answer Key:Blue colour: is seenRed colour: was reduced, was beaten

Answer Key: 1. b, 2. a, 3. b

Answer Key:Text 3 comments on the content of a film. Text 1 warns about future unemployment.Text 2 offers statements from a personality.

Unit 4

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56

Students should now try and describe the pictureagain using these words. This might be done inpairs and you can move around helping them out.These words will be very helpful in the nextlistening section.

Listen

3. Ask volunteers to read out the instructions andstatements. Elicit vocabulary and ask them topredict the information to be listened to. Acceptall answers and ask for their justifications. Playtrack 15 once and see how much informationthey can tick as correct. Play it again if necessary.

Ask students to correct sentences a and d.

Transcript 15

Newsreader: …Now we go over to Paul Marshall,reporting live for ABC. Protests have continued all dayand some of the World Trade Organisation’s conferenceswere cancelled earlier. Paul is on the streets of Seattlenow. What’s the latest news from there, Paul?

Reporter: I’m standing on the corner of the mainshopping street downtown Seattle. Fights betweendemonstrators and police have stopped for themoment. There’s a bus on fire and I can seeprotesters painting graffiti on the walls of theshopping mall in front of me. At the far end of thestreet is a large group of riot police. Right now thewhole of the city centre is closed to traffic.

Answer Key: b and c

Listening Tip

Make a point of the need to understand keywords and suggest that students should payattention to the ones in activity 2. They must also become aware of the need to note downthese words and phrases as these will be helpfulin the comprehension of extensive listening tasks,not only for learning purposes but also forworking ones.

6. acting in a just, impartial, honest way7. tumult, disorder8. small metal or rubber missile fired from a gun9. to break or crush by violence10. public demonstration against some cause

4. Now, students put the listening tip into practiceas they put the words from activity 2 in order.They listen to the recording again. Tell studentsthat although they will not hear the wordsnewsreader and reporter, they represent thespeakers in the listening text.

5. Students note down ideas by using the key wordsordered in 4 and develop the second listening tip.

6. Comprehension of details will be assessed in thisactivity as they answer questions in pairs orgroups and later listen to the recording again inorder to check.

Answer Key: a. No, there isn’t. ; b. Four (fivewith ABC network).; c. A protester and a delegate.


Answer Key: Refer to the transcript above.

The sound of police sirens fills the air. The windowsof a Starbucks coffee house and a McDonald’srestaurant are smashed. Further up the street, I cansee the offices of Boeing and Microsoft, famousSeattle companies. These are shut and under policeprotection. With me now is anti-globalisationprotester, Laurence Barton. Laurence, why are youhere today?

Laurence: Because we have to do something to fightthese capitalists. The gap between rich and poor isgetting bigger every year.

Reporter: Thanks a lot, Laurence…

Laurence: And also, can I just say that the policehave not been playing fair – they’ve used tear gasand rubber bullets on us…

Reporter: OK, thanks for that. Also with me is JennyPeterson, a delegate at the World TradeOrganisation conference. Jenny, what do you thinkof what’s going on?

Jenny: I’m angry, I guess. I can’t believe what’shappening. I can’t get in to do my work. I believepeople have a right to protest, you know, but notlike this. We have a job to do here.

Reporter: Sure, sure. We’ve just heard that themayor, Paul Schell, has declared a state ofemergency in Seattle tonight… This is Paul Marshall,ABC News, in Seattle. And now, back to the studio.


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Extension activity

Extension Activities, page 63, Activity B

After you listen

7. Students discuss this topic. They will probably getinvolved in this global and social discussion. Tryto ask them to use some of the words learnt onthis page in English.

English World

This time, this box has the purpose of raisingawareness on the importance given by other countriesto the development of English as a second languageor a kind of lingua franca used for business andtechnological development purposes.

Page 48

Listening

Before you listen

1. Ask a volunteer to read the instructions and askthe rest of the class if they know what this logois, where it comes from and which one they likebest. You can do this activity as a class. It acts asa trigger for the rest of this listeningcomprehension page.

2. This activity works both as a pre-listening task as wellas a Passive Voice revision. Elicit vocabulary asnecessary as it will be needed in the listening sections.

Ask whether they are Past or Present Passive Voiceforms and tell them to predict what the listeningwill be about.

Listen

3. This is a general listening comprehension activitythat should be done swiftly. Play track 16 and letthem put the sentences in order in pairs. Thechanges are minor to foster global understandingand serve primarily as a guide. Correct as a class.

Answer Key: a, c and d

Answer Key: a. Music, b. videos, c. all aroundthe world



You can ask students what kind of text type this is(probably a TV or radio documentary) andwhether they would like to know more about this.

4. Students will now listen for specific informationand later on check with the recording.

5. Ask the students to work in pairs or groups andcorrect the false statements. This should assesstheir capacity to retain information. If necessary,play the recording once again after they havediscussed their answers. They should explain whya, d and e are correct.

Extension activity

In general, students love MTV so ask fast finishers todraw a new logo for this music channel. They haveplenty of examples to refer to at the top of the page!

6. Students will now combine their listening skills andability to draw diagrams. In this case, they will workwith a time line. Ask volunteers to read outinstructions and phrases. Then, play track 17, at leasttwice for students to complete the activity. Do notforget to remind them they should copy the time linein their notebooks and not write on the books. Thesecond part of the activity is an extension that shouldnot require any further listening repetition.

Answer Key: b. It was broadcast 24 hours a day. ;c. He began his career as a part-time disc jockey at 15.


Transcript 16

The face of pop culture was transformed on August1st, 1981 when the first MTV video was broadcast.Bob Pittman, the inventor of MTV, began his careerat age 15 as a part-time disc-jockey. The first musicvideo that was played was ‘Video killed the radiostar’ by The Buggles. Rock and Roll was changedforever by this new way of presenting rock musicthrough a 24-hour cable music-video channel.

Music video pioneered a new direction in videoexpression. A new term, ‘vee-jay’, was invented tomean ‘video jockey’, the person who presents themusic videos. The music entertainment business wasrevolutionised by MTV. More music was sold by MTV ina single year than radio had sold in the past five years.

Answer Key: Refer to the transcript below.

Unit 4

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After you listen

7. Now students have the chance to use all thevocabulary and information learnt so far. It mightbe wise to organise group discussions as studentslove music and have their own ideas of the way itinfluences them. Move around the groupshelping out with vocabulary and grammar andalso getting involved in discussions to make themfeel you care. Organise a general concludingdebate with all the groups.

Page 49

Reading Focus

Before you read

1. Students look at the text format and choose the correctoption. You might have to elicit the L1 equivalents,refer to the answer key for further information.

Vocabulary Spot

Encourage students to expand lists of opposites intheir glossaries and/or notebooks. Check the onessuggested in the box: dishonour, unkind,impatient, illegal, inexpensive, counterattack andirregular. Ask students whether they know someother negative prefixes such as non- or anti-.


Answer Key:a. radio career, head of programming, director of amovie channel, creates MTV, president of AOLb. 1. Mississippi. 2. New York. 3. President.

2. Students skim the text in order to find theinformation required. Ask students to make thefirst attempt without your aid to focus theirattention on abbreviations. Tell them to doublecheck their options in pairs and then elicitvocabulary for them to revise their choices.

Page 50

3. Now, students will read for detail and deduce thecorrect meaning of these abbreviations by usingcontextual clues. Correct orally.

Extension activity

Test fast finishers’ memory with Extension Activities,page 63, Activity C.

After you read

4. Students expand their vocabulary connected toads. They should include these words in aglossary together with the abbreviations.

Answer Key: Students should check this activityusing the ads on page 49.

Answer Key: 1. air conditioning 2. centralheating 3. per month 4. non-smoker 6. good senseof humour 7. fully furnished 8. dishwasher 9. as soon as possible 10. would love to meet 11. all letters answered 12. enclose

Answer Key:b. 4, c. 3, d. 7, e. 8, f. 1, g. 9, h. 2, i. 10, j. 5

b. Letters to the editor: comments sent bynewspaper/magazine readers to criticise or praise apiece of news published in it. Cartoons: also knownas comic strips. They usually appear on thenewspaper’s back page and feature funny characters.


Transcript 17

Bob Pittman was born in Mississippi, USA. He startedhis career in radio when he was only a teenager. At23, he became head of programming at a radiostation in New York. He was hired by a cable TVcorporation to be the director of the Movie Channelwhen he was 27. MTV was created there in 1981.He was motivated by the fact the TV had becomeimportant in daily life. Music was also an importantfactor. Now, he is president of America On Line.

Answer Key:a. Classified ads: a service provided by the paper forpeople to advertise for what they need or want to sell.

Vocabulary Spot

Students should be aware of the conventions of writingads. Tell them that the main reason that peoplechoose to use abbreviations in the ads is to savemoney (they pay per word). You could bring someads from Chilean papers to compare and contrast.

Answer Key:call / mail: telephone, e-mail; bargain: good valuefor money; rate: amount of money charged; seeks: wants to meet / looks for

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5. Students should discuss in pairs which caption isbest in this picture comprehension activity.Correct as a class.

You can ask students if they have ever searched forsomething in the classified ads section. If not, ask iftheir parents have. Focus students on the realworld and explain that, nowadays, manycompanies do their search for employees inEnglish. This will be dealt with in detail in Unit 8.

6. It is time to assess the students’ abilities toproduce ads in order to see if they understandtheir working. Elicit vocabulary as necessary andlet them work in pairs or groups. Help out bymoving around them.

Page 51

Listening Focus

Before you listen

1. This is a pictorial comprehension activity. Beforestudents discuss the task, ask them to providenames for the formats and the people in theimages. Then, let them work in groups, matchand discuss.

2. Ask volunteers to read out instructions and elicitvocabulary. Organise students into groups andask them to discuss the questions. Later on, askfor their personal opinions using some of thevocabulary learnt so far.


Answer Key: a. 2 c, 3 e, 4 b, 5 a, 6 fb. Students’ own answers.

Answer Key: Sample answers. A Room to rent at student’s flat. $250 pm. c/l, c/h,a/c, sunlight. n/s preferred. Phone Annabel asap at636-889010B Retired, divorced, affectionate man (66) WLTMsimilar woman for mountain biking, trekking,classical music, out to dinner. GSOH. ALA withphotos. Box number 1839.C Italian classes by qualified, experienced nativewith CV. $10 per hour. Special rates for groups /beginners. Call Guido 893-128473

Answer Key: Thousands of people find what theywant in the ads sections.

3. This is a picture comprehension exercise, using asequence of events and drawing on vocabularylearnt in the previous two activities (eg paparazzoand celebrity). This will also act as a warm up andvocabulary brainstorming for the listeningsection. Students can do this in pairs and evenwrite their version up in their notebooks.

Page 52

Listen

4. Play track 18 for students to compare theirversion with the paparazzo story.

Transcript 18

At 9 in the morning I got a call from Pepe at LaGaviota in Marbella. He told me that some bignames had arrived in the city the day before andwere having lunch at his restaurant at midday. I hada shower and a quick cup of coffee, then I phonedmy editor to tell him the news and check on theshots that he wanted. I arrived at the restaurant at11, hid behind the bushes and waited.

I watched the first celebrities arriving but there wasnobody interesting. Finally, at 1.15 pm, I sawGeorge Clooney and his new girlfriend – he had mether recently during a film shooting. They arrived in alimousine. The trouble was I couldn’t get a goodshot. Suddenly, they decided to enter the restaurantvia the back door. I took my camera and ran intothe street. I jumped on my motorbike and followedthe car around the block. The limousine parked atthe back entrance. When they got out, I took aperfect shot of Clooney and his new girlfriend arm inarm. He even smiled at me!

I put the film in my pocket and I tried to escape onmy motorbike, but Clooney’s bodyguard caught me.I managed to escape from him. Then, I looked at mywatch, the newspaper needed the photo quickly so I

Answer Key: Look at the transcript below.

Answer Key: Sample answers. The paparazzo is hidden among the bushes oppositea fashionable restaurant waiting for some celebrity.The celebrity appears and the paparazzo takes apicture but he is discovered by a body guard whohits him. The paparazzo runs away on his scooterbut he loses the film!

Unit 4

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Students will probably have produced theirversions in Present Tenses while the recordingpresents Past Tenses. Therefore, it is time to explainto them that stories are usually told in the past.Indicate the Language Spot and expand on it.

5. Students will now listen for specific informationas they practise the Past Tenses. Ask students toremember to work in their notebooks and playthe recording again. Then, ask for volunteers toread out the sentences with the verbs in the rightplace and tense. Elicit vocabulary as necessary.Play the recording again in order to check.

After you listen

6. Ask students to work in pairs and write an accountusing the verbs in Past Tenses as necessary. Movearound the classroom helping out with ideas andgrammar. Finally, you can organise a contest tosee who wrote the best account. Students couldvote by clapping their favourite one.

Extension activity

Provide fast finishers with the full version of track 18 tospot Past Tenses. Extension Activities, page 63, Activity D.


Answer Key: Refer to the verbs in bold in transcript.

Language Spot

While there is a list of irregular verbs at the end ofthe Student’s Book on page 112, no such list existsfor regular ones as they only need –ed at the end.However, there are some spelling rules to follow: Verbs ending in – e add – d only: live – lived; verbsending in consonant + – y change – y to – i and add–ed: try – tried; verbs ending in one vowel + oneconsonant (except – w or – y) double the consonant andadd – ed: stop – stopped; the rest of the verbs simply add– ed: fill – filled, play – played, watch – watched, etc.

Find further information in the Grammar referenceon page 119.

went to the office immediately. When I got there, Isearched for the film but I didn’t have it! I realisedthat the film had fallen out of my pocket when Iwas escaping from the bodyguard. I felt so stupid!

7. You should indicate the Oral Aid box before theyundertake this activity. Once students are awareof the expressions, let them work in groups todiscuss the statements. Encourage them to useEnglish as much as possible in order to assimilatevocabulary and set phrases.

Thematic web search: Encourage students to getinterested in the world of the media and informationby visiting this web page: www.mediaworld.info. Yourstudents will find this reference on page 110 in theirStudents’ Book.

Page 53

Give it a Thought! Picking and choosing!

This section aims at reflecting on the decision makingprocess during adolescence and on the need to beopen minded towards peers when taking decisions.

Before you read

Indicate the title and ask students to guess its connectionto the comic as they skim images. Let them discuss whatthe comic might be about. Remind them not to readit yet. Students give their opinions on the questions.Then, let them read the comic. You can ask volunteersto role-play it for the rest of the class. Once they haveread it, enquire whether their predictions were correct.

Page 54

Read

1. Students recycle vocabulary seen in the comicand use Past Tenses to complete comprehensivesentences. This can be done in pairs for mutualfeedback of information. Correct as a class.

Oral Aid

The purpose of these expressions is for studentsto be able to agree or disagree. These expressionsare an invaluable tool in allowing them to expresstheir opinions freely.



Answer Key: Refer to the transcript.

Answer Key: Sample answers.a. to the cinema.; b. a newspaper review. ; c. withAlex. ; d. choose because it was her birthday. ; e. the rest to have a triple cheeseburger and chips.

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2. Students pay attention to detail as they correctstatements. Ask them to justify answers if necessary.

After you read

3. Now, students connect their previous discussionin the ‘before you read’ section and the situationin the comic as they compare and contrast pointsof view. Ask them to make an effort to conduct adiscussion in L2, using the expressions in the OralAid box so that they are recycling andassimilating expressions and structures.

Self-check

Remember that this is an invaluable tool inconsolidating students’ knowledge throughout theyear. Use the information wisely to your ownadvantage as a teacher.

Page 55

Break Free! Advertising in a magazine!

Students should regard this section as a game toexercise their competences rather than an assessmentpage. Let them discuss the question in 1 in groupsand then create a leading phrase for the other twoimages. You can even provide them with oldmagazines so they can analyse ad organisation or cutout pictures.


Vocabulary Spot

Students will often come across word groups suchas this one and they should be able to distinguishdifferences as accurately as possible. Another basicgroup is hear and listen. While the former is forgeneral use, the latter is used to show you arepaying attention. Share this information withstudents and tell them to be alert to these.


Answer Key:a. Marisa argues with Alex. b. Alex wants to see a science fiction film.c. Ivan and Natasha is a romantic Russian film. d. Elena chooses the film.


Answer Key:

1. b.

2. a.

3. b, d, a, e, c, f

4. Sample answers:a. Thieves robbed Erik last Thursday at 4 pm. b. He was sitting on a bench reading a touristbrochure. c. The young men told him to give themeverything and Erik obeyed. d. He asked for help and people didn’t payattention to him.e. He finishes his letter asking people to help.

Unit 4


B: What? Say that again? The number of people who…G: Yes, the number of people who die from heartattacks increases when the local football team losesa game at home. B: How do they know that? Did they do a survey orsomething?G: Yes, they investigated in four different areas ofthe country. They found out that in one place thenumber of male deaths went up by 66% when thelocal team lost at home. The researchers actuallysuggest it’s a good idea for people to take half anaspirin if their team loses as a preventive measure.B: What? You mean if my team loses I have to take

half an aspirin?G: That’s right. As you know, aspirin is supposed toreduce the risk of heart attacks. B: We’re talking about men here, right? Not women?

Transcript activities 5 and 6

Bob: Good morning. This is Bob Corrie on What’sNew?, the programme that looks at the news athome and abroad. It’s 8 am and as usual I’m herein the studio with Guy Hampton, who’s been lookingat this morning’s newspapers for us. Is thereanything interesting today, Guy?Guy: Yes. There’s an interesting article here, Bob. It says,‘Death rates from heart attacks rise sharply when thelocal football team loses a match at its own ground.”

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Mid Term Test (Units 1 to 4) - Reading (Photocopiable material. See Teacher’s Book, page 66/67.)

Answer Key:

1. 1. a, 2. j, 3. b, 4. g, 5. e, 6. d, 7. c

2. a. honey wine, b. offender, c. Provo Canyon,d. Zion, e. 10 and 6%, f. homes, g. KeanuReeves and Ian Bliss, h. mobile phones, i. George W. Bush, j. avalanche

3. 6, 4 and 1

Answer Key:

5. A c, B b, C c, D b, E a

6. a. home, abroad; b. studio; c. morning; d. rise

7. a. Scientists investigated in four different areas. b. People should take half an aspirin if theirteam loses. c. Aspirin is supposed to reducethe risk of heart attacks. d. Home defeats arethe worst result for a team. e. Scientists saythat losing at home may cause anger andfrustration.

8. a. In one place, the number of male deaths wentup to 66% when the local team lost at home.b. The average number of female deaths onthe days a team loses doesn’t really increase.c. Supporters usually anticipate a victory in ahome game.d. To feel angry, frustrated or depressed are allfactors which increase the risk of heart attacks.

9. 1 Say that again? 2 How do they know that?3 Did they do a survey or something? 4 Not women? 5 And this only happens whenthe team is playing at home?

Mid Term Test (Units 1 to 4) - Listening (Photocopiable material. See Teacher’s Book, page 67.)

Transcript activities 4, 5, 6 and 7

Daryl: From WHNP News, this is ‘Behind theheadlines.’ I’m Daryl Vega. It is everywhere today,the plague of industrialised societies: obesity. Youcan see examples of grossly overweight people inshopping malls, queuing for ice-cream and fatty fastfood. It is particularly painful when it hits teenagers.Melissa Mackay is sixteen and weighs far too much.She lives in Eire, Pennsylvania, with her parents andfour brothers and sisters. They tell her to lose weightbut it is hard. This is a day in her life.

Melissa: I’ve been told to lose weight so many timesthat I am completely sick of it. My parents say thatwhen my brother and I were born, we are twins, Iused to cry so, so much that I had to be fed twice. Istill love dairy food and milk, you know? You maythink I was born bigger, but no, we were actuallyexactly the same size and weight, but I was born fiveminutes before my brother, and, yes, we were bothreally big, bouncing babies… My poor mum! Now wecouldn’t be more different. He is as thin as a rake,like, he has no meat on his bones whatsoever!

Matthew: Well, maybe it’s you, maybe you’re too big…

Melissa: Shut up, Matthew! You see, there isabsolutely no respect in this family!

Matthew: For weight impaired citizens or…?

Melissa: Enough already! You need a sense of humourto take this, but this is my family, they are very specialto me. They love joking around. I rather like it thisway, they make me feel more normal. There are sevenof us altogether and two of my brothers areoverweight, but not Matthew. But I’m the biggest.

Matthew: Sure, she’s the biggest one by far.

Melissa: Shut up! Now, I get this stupid messagetelling me my future as if I didn’t know: diabetes,difficulty breathing, brittle bones that break easily…You know, I once went to this doctor…


G: Yes. The average number of female deaths on thedays a team loses doesn’t really increase. I supposethat’s because more men are interested in footballthan women. B: And this only happens when the team is playingat home?G: Yes. Home defeats are the worst result for ateam. Supporters have lower expectations awayfrom home but they usually anticipate a victory in ahome game. The researchers say that losing athome may cause people to feel angry, frustrated ordepressed and these are all factors which increasethe risk of heart attacks.

Answer Key:

4. b.

5. c.

6. a. A, b. B, c. B, d. A

7. a. Matthew, b. Melissa, c. Daryl, d. Melissa

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Underline a Present Passive form with blue colourand two Past Passive forms with red colour.

Northern Rock may have to cut up to 2,000 jobs –one in three of its workforce – because its businesswas reduced. Sources close to the situation believeit is almost inevitable that Northern Rock will haveto make redundancies.

McLaren driver Hamilton was beaten by KimiRaikkonen by one point after his seventh-place inthe Brazilian Grand Prix. However, Hamilton doesnot worry. "I'm not thinking about what-ifs. Nextyear, I will be even better," he said. "This sport is allabout winning.

The message of Michael Moore's new film is simple:do not get ill in the United States. This isn'tnecessarily the message he wants it to have, but, inSicko, the American health-care system is seen as amonster and for all the jabbing indignation of hispolemic, it's a monster that won't disappear.


Fill in the gaps in the listening text withsome words from activity 2.

…Now we go over to Paul Marshall, ___________

for ABC. _____________ have continued all day

and some of the World Trade Organisation’s

conferences were cancelled earlier. Paul is on

the streets of Seattle now. What’s the latest

news from there, Paul?

…And also, can I just say that the police have

not been _____________ – they’ve used ___________

and _____________ _____________ on us…

B


Close your books. Do you rememberwhere these abbreviations go?

ALA asap f/f WLTM GSOH d/w n/sSusan (26) seeks flatmateCrazy, confused vegetarian undergraduate to sharecosy, two-bedroom flat in Broomhill. Own largeroom and use of all facilities. Near shops andtransport. Smokers preferred! Must have _________ .Mail me: [email protected]

We’re going back home!A lot of bargains. All new or nearly new whitegoods. Zanussi _________ . $200, Hotpoint_________ $250, Bosch wash/dryer $300. Must sell_________ . Small articles: toaster, juicer, magimix.Call for details now. Marshall 756-383838

Professional maleBlond, slim, tall, left-wing, tax consultant 36,_________ professional lady for company, countrywalks, opera and Italian food. Must be _________ ,solvent, socialist and serious. _________ Please enc.photo. Write to Bill at Box 3567


Circle Past Simple Tenses, underline Past

Continuous Tenses and square Past Perfect Tenses.I watched the first celebrities arriving but there wasnobody interesting. Finally, at 1.15 pm, I saw GeorgeClooney and his new girlfriend – he had met her recentlyduring a film shooting. They arrived in a limousine.The trouble was I couldn’t get a good shot. Suddenly,they decided to enter the restaurant via the backdoor. I took my camera and ran into the street. I jumped on my motorbike and followed the car aroundthe block. The limousine parked at the back entrance.When they got out, I took a perfect shot of Clooney andhis new girlfriend arm in arm. He even smiled at me!

I put the film in my pocket and I tried to escape onmy motorbike, but Clooney’s bodyguard caught me.I managed to escape from him. Then, I looked atmy watch, the newspaper needed the photo quicklyso I went to the office immediately. When I gotthere, I searched for the film but I didn’t have it! Irealised that the film had fallen out of my pocket whenI was escaping from the bodyguard. I felt so stupid!

D

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1. The text is a… (2 points)

a. paparazzi account.

b. letter to the editor.

c. classified ad.

2. The purpose of the text is to… (2 points)

a. denounce indifference.

b. thank the police officers.

c. express his opinion about the tourist

brochure.

News Review

A disappointed Norwegian tourist

Dear Sir,

I was robbed in front of Bellas Artes, inParque Forestal, last Thursday at 4 pm. I wasrelaxing on a bench, reading a touristbrochure, when suddenly two young menapproached me and sat down on either sideof me. They violently told me to give themall I had. I felt I had no choice but to obey.

They escaped and I shouted desperately forhelp. None of the people around didanything to help me. I thought that the parkwas a safe place at that hour and with somany people around me enjoying theafternoon. Unfortunately, this was not so. Itwas a very shocking experience.

At the police station, only a few blocks away,they just smiled and told me it was becauseof the holidays.

Strange attitude, isn’t it? Take care all of youpeople but please answer when someone isshouting out for help.

Yours faithfully,

Erik Asbjorn


Name: _____________________________ Date: ________________ Score: / 20

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(Taken from News Review)

3. Sequence the events according to the text. (6 points)

a. He gave them everything.

b. Erik was reading while sitting

on a bench.

c. He shouted for help.

d. Two young men showed

violence against him.

e. The two men ran away.

f. Nobody helped him.

4. Correct this information. (10 points)

a. Thieves robbed Erik last Tuesday at 4 am.

........................................................................

........................................................................

b. He was sitting on a chair reading a newspaper.

........................................................................

........................................................................

c. The old men told him to give themeverything and Erik disobeyed.

........................................................................

........................................................................

d. He didn’t ask for help and people paidattention to him.

........................................................................

........................................................................

e. He finishes his letter thanking people fortheir help.

........................................................................

........................................................................

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5. Listen and choose. (5 point)

A. This format is a…

a. TV documentary.

b. DVD series.

c. radio news programme.

B. The name of the show is…

a. What is in the news?

b. What’s new?

c. What news is there?

C. The show is about…

a. local news.

b. foreign news.

c. local and foreign news.

D. Guy’s job is to…

a. give a summary of all the news.

b. find interesting news in the papers.

c. talk about the latest sports results.

E. Guy comments on an article about…

a. football and heart attacks.

b. local football.

c. the rise of heart attacks.

6. Listen again and complete with thesewords. (2,5 points)

studio home rise morning abroad

a. The programme looks at the news at

_______________ and _______________ .

b. Bob is in the _______________ with Guy

Hampton.

c. Guy is looking at the _______________

newspaper.

d. Death rates from heart attacks

_______________ after a lost football match.

7. Listen and match. (5 points)

a. Scientists investigated in...

b. People should take half...

c. Aspirin is supposed to...

d. Home defeats are...

e. Scientists say that losing...

8. Listen again and circle. (5 points)

a. In one place, the number of male deaths

went up to when the local

team lost at home.

b. The average number of

deaths on the days a team loses doesn’t

really .

c. Supporters usually anticipate a

in a home game.

d. To feel angry, frustrated or depressed are all

factors which increase the

of heart attacks.

9. Number the questions as they appear in

the programme. (2,5 points)

And this only happens when the team is

playing at home?

Did they do a survey or something?

How do they know that?

Say that again?

Not women?

rate / risk

victory / defeat

increase / decrease

female / male

16% / 66%


Name: _____________________________ Date: ________________ Score: / 20


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at home may causeanger and frustration.

the worst result for ateam.

an aspirin if theirteam loses.

reduce the risk ofheart attacks.

four different areas.

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1. Match headings and pieces of news. (7 points)

a. Glad it’s over.

b. Adverts on the net pay off!

c. Children for the newlyweds… or not?

d. Crimes against nature.

e. I’ll have yours if you have mine!

f. Mobile phones to change social habits.

g. Modern manners.

h. New ways to buy a house.

i. Six per cent increase in sales.

j. Death in the wild.

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Name: _____________________________ Date: ________________ Score: / 20

Mid Term Test - Reading - (Units 1 to 4)

2. Find in the texts… (10 points)

a. a strange drink: __________________________

b. a person that offends: _____________________

c. a geographical place: _____________________

d. an invented city: _________________________

e. percentages: _____________________________

f. another word for houses: __________________

g. the name of two actors: ___________________

h. another word for cell phones: ________________

i. a famous president: _______________________

j. the name of a natural disaster: ______________

4. The use and abuse of mobile phones in publicis very recent. It is wildly selfish to inflictintimate conversations on the unsuspectingpublic. What to do about it? You could ask foranother table. You could ask the offenderpolitely to shut up. You could say to theunmannerly guy at the next table: “Would youmind repeating your last sentence? I didn’t quitecatch it…” Only joking!

2. Search crews found the bodyof one of the three snowboardersburied under an avalanche aftera two-day search through snow.Mike Herbert, 19, was found inProvo Canyon. He was identifiedby his driver’s licence and mobilephone, still operative when asearcher with a pole found thebody late Sunday afternoon.

3. The finding comes at a timewhen businesses question thevalue of such campaigns.Anecdotal evidence hassuggested most surfers ignorebanner ads and find pop-upads annoying and distracting.But the survey found thatonline advertising couldextend the reach of an ad byabout 10% and increase brandawareness by around 6%.

1. The third and please, please, please,

final part of the sci-fi series, The Matrix,

starts where the second part stopped,

that is, with confusion battling boredom.

The so-called saviour of the machine

dominated world, Neo (Keanu Reeves), is

in a coma-like state, as another guy who

appears for about five minutes in Part

Two (Ian Bliss). Meanwhile, humanity’s

homeland is threatened by hoards of

evil, squid-like sentinels tunnelling

towards Zion, their city…

5. A swap is not something you can easily engineer,

being dependent on each side liking the other’s

property. But there is much more of a human

relationship when you plan to live in each other’s

homes, so it is more difficult for one party to drop

out at the last minute, and you both probably go that

little bit further than you otherwise might do in

being generally helpful.

6. George W Bush will

go down in history as

America’s worst

environmental president.

In a ferocious three-year

attack, the Bush

administration has

initiated more than 200

major rollbacks of

America’s environmental

laws, weakening the

protection of the US’s

air, water, public lands

and wildlife.

7. In an old Irish weddingtradition, the bride andgroom walk together to thechurch. As they are on theirway, onlookers throw rice – asign of fertility – to bless themarriage. There is also anold custom of drinking akind of honey wine, topromote the same so if anybaby is born from anyoneattending that wedding ninemonths later, it is believed itis the direct result ofdrinking this wine!

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4. The text type is… (1 points)

a. a documentary

b. an interview.

c. a phone conversation.

5. The topic is connected to… (1 points)

a. problems with gadgets.

b. travelling to foreign countries.

c. weight problems.

6. Complete the sentences with the bestoption. (4 points)

A. Melissa says that when she and her twinbrother were born she was…

a. …the first one to be born.

b. …bigger than Matthew.

B. Nowadays Melissa…

a. …is about the same size as Matthew.

b. …and Matthew are very different in size.

C. Melissa believes that her family is so specialbecause they…

a. …don’t push her to lose weight.

b. …have a sense of humour.

D. Melissa is…

a. …conscious of the dangers of beingoverweight.

b. …tired of the messages she gets.

7. Who says these sentences? Write Melissa,Matthew or Daryl. (4 points)

a. ‘Well, maybe it’s you, maybe you’re too big…’

b. ‘I still love dairy food and milk, you know?’

c. ‘It is particularly painful when it hitsteenagers.’

d. ‘You need a sense of humour to take this,but this is my family…’

Name: _____________________________ Date: ________________ Score: / 10

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Mid Term Test - Total Score: / 30

3. Which piece of news do these pictures correspond to? (3 points)

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Unit Planning

Estimatedtime


Students should...

discuss advantages anddisadvantages of team work andproblem solving.

reflect on the human ability tocreate things.

analyse the positive / negativeimpact of inventions.

Text types encyclopaedia entries

TV documentaries

magazine articles

radio advertisements

comics

riddles

Aims


Deciding on textformat andpurpose.

Looking up newwords.

Finding acronyms.

Completinginformation.

Correctinginformation in abiography from anencyclopaedia.

Deciding on textformat.

Using keyvocabulary todescribe a diagram.

Listing words inorder.

Sorting out theright / wronginformation.

Listening forspecific informationto identify images.

Listening to choosethe right words.

Selecting meaningof words throughcontext.

Deciding on textformat, purposeand reader.

Adopting anappropriate title.

Describing themaincharacteristic of aproduct.

Finding specificwords in the text.

Deciding on textformat, purposeand reader.

Discriminatingbetween facts oropinions.

Completing amagazine adwith informationfrom a radio ad.

Selecting imagesfor radio rap ads.

Analysing stressthrough ads.

Producing a rapad.

Sequencers.

Present and PastParticiple Clauses.

Expressions andwords to makegeneral descriptions.

Cognates.

Extra ActivitiesYou will find extension activities to complement and expand the practice of skills in Unit 5 on page 77 ofthis Teacher’s Book. They are intended to further expose students to target language.

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A brilliant idea!Academic Matters

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Page 56

Before you read

1. This should be done as a class discussion. Askvolunteers to read out the questions and elicitanswers from the class. Questions a and b can beanswered directly in English while c might needsome L1 intervention.

2. Students start skimming the text on the pageopposite. Do not answer vocabulary questions asactivity 3 deals with this. Correct orally.

Page 57

Reading

Read

3. Students will skim the text looking for the wordsin red and copying their meaning in theirglossaries. Elicit extra words and ask them toinclude them in their lists as well.

Reading Tip

Ask students to read out the tips and find examplesin the text. Explain that they should use them asguidance throughout their reading of the text.

Answer Key:a. an encyclopaedia entry, b. radio inventor


I will be able to...�The aims in this unit are connected to the benefits

brought about by inventions and the benefits anddrawbacks that they produce in our world.

Unit 5

4. Students have already been dealing withacronyms in previous units. Ask them to remindyou of the question used to learn the meaning ofacronyms (What does X stand for?). Then, let themwork and write the acronyms in their glossaries.

5. Students will produce sentences which will reflecttheir level of specific comprehension as well asrevise their ability to use dates chronologically.Move around the classroom to help them withsentence formation if necessary as someparaphrasing will be needed.

6. Students look for details to correct information.They can do this in pairs if you are short of time.

Extension activity

Fast finishers can look for other acronyms in English toexpand their glossaries.

Answer Key:a. The wind-up radio was invented after Baylis sawa documentary about AIDS in Africa in 1991.b. Mr Baylis developed a radio without batterieswhich depended on human energy to wind it up.c. You can have access to information in poorvillages without electricity. d. You can also buy this radio for 50 in the UK,North America and Europe.

Answer Key: Sample answers.In 1991, Trevor Baylis saw a documentary on TVabout AIDS in Africa and he had a brilliant idea. In 1995, he got enough money to develop theClockwork Radio.In 1996, the wind-up radio won the BBC DesignAward for Best Product and Best Design.

Answer Key: a. UK, b. TV, c. BBC, e. AIDS

research: investigatesupply: providepollute: contaminateenvironment: the natural world around us

Answer Key:reliable: someone or something you can trustbroadcast: transmitbatteries: small containers that provide energy tocertain applianceswind it up: expression used to produce energy bytwisting a lever

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Page 58

After you read

7. Students find sequencers in the text and copythem down in their notebooks or include them inthe description you provided from the GrammarReference section.

8. Now, students put their knowledge into practice.Advise students to read the text to get anoverview before trying to fill in the gaps. Theyshould copy the text with the appropriateanswers in their notebooks to practise writing inEnglish and spelling.

Extension activity

Fast finishers can fill their time with Activity A from theExtension Activities on page 77.

9. Students will work on pictorial comprehension byproviding the image with an appropriatedescription. Elicit vocabulary as necessary.

10.Students discuss these questions related toinventions.


Answer Key: c

Answer Key: Refer to the text on page 57.

Answer Key: 1. When 2. After 3. Firstly 4. Then5. Later 6. Finally

Answer Key: firstly, then, later on, finally

Language Spot

Explain to students that sequencers can be usedfor different purposes. For instance, firstly,secondly, then, next, finally can be used to describea process or give a set of instructions in thePresent Simple Tense or to tell a story in the PastSimple Tense. They can be used for multiplepurposes and their aim is to organise and providecoherence and cohesion to the text.

Find further information see the GrammarReference on page 120.

Page 59

Listening

Before you listen

1. Students analyse the image and choose the bestoption as a class. Ask volunteers to read out theoptions.

2. Students look for the words in dictionaries. Theseare essential for understanding the diagram andthe upcoming listening exercise.

Listen

3. Play track 19 for students to spot words and putthem in order as a general comprehension warm up.


Listening Tip

Students should be aware of the importance ofunderstanding diagrams as they will come acrossthem in instruction manuals and handbooks. Ifstudents plan to study university courses such asEngineering, Architecture or Design, they will befaced with new technology and thousands ofsuch diagrams explained in English. Even thosewho are interested in work rather than highereducation, will not be able to get away fromthem so easily as most home appliances haveinstructions and diagrams in English. Listening tothe way things work and making a mental pictureof it will also be necessary for them in the future.

Answer Key:a. turn or cause something to turnb. keep for later usec. upper part d. energye. electrical connections on a surfacef. the way in which energy is carried

Answer Key: c

5 A brilliant idea!

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4. Students relate vocabulary learnt and informationcollected from the listening section to matchparts and functions. Correct as a class.

5. Now, students will listen to the recording againfor detail in order to complete the image withthe radio diagram.

6. Students will discriminate right from wronginformation and correct the wrong one.

7. Listen again to track 19 in order to check activities 5and 6.

After you listen

8. Students work in pairs and describe the inventionorally using the set expressions.

9. Students write their descriptions in their notebooks,using expressions learnt in 8. They can work in pairsin order to get mutual feedback. Finally, you can askfor several volunteers to read out their descriptions.




Answer Key: a. lever b. spring c. generator e. dial

Answer Key: a. find the... b. winds up... c. storesenergy... d. produce...

Transcript 19

How the wind-up radio works.Explained by Jim Reimer, product manager andmechanical engineer. Jim Reimer: At the top right side of the radio we seethe lever. This is used to wind up the radio. This isconnected to a spring inside the radio. The springstores energy when it is wound up. The spring turnswheels in the centre part of the radio. Then, thisturns the generator, in other words, the generatorproduces electrical energy for the radio to work. Itgives power to the PC board, the speaker and thedial. The dial is used to find the channel on theradio. Actually, the radio is a normal radio with ashort-wave band which receives radio transmissionsfrom thousands of miles away. I mean, erm… inSouth Africa you can hear the BBC World Service.

71

Unit 5

10.Students discuss questions as a class. Rememberthat if the discussion is conducted in L1, it wouldbe convenient to draw their attention to keyvocabulary in English to be learnt for future use.

Extension activity

Students might play guessing inventions not mentioningwhat they are by using the expressions used in activity 8.Classmates must guess the device being described!

English World

As has been mentioned in previous units, the Englishlanguage has become a lingua franca used by everycountry to communicate. Thus, the majority of newdiscoveries and inventions have been developedthrough the use of English and English based acronymsare used globally. Students should be aware of thissituation and be ready to understand what someacronyms and non-transferred words refer to and mean.

Thematic web search: Tell students to try this page ifthey are interested in inventions:www.inventors.about.com/od/astartinventions/a/FamousInvention. Remember to refer them to page 110 in their Students’ Book.

Page 60

Listening

Before you listen

1. If students have practised activities 8 and 9 onpage 59, the answer will be no! However, somestudents might even find it difficult to do so inL1. Therefore, a class discussion on how toeffectively communicate ideas or explain howthings work might be useful.

2. Students get ready for the listening section bylearning new vocabulary. Explain as many wordsas possible and tell them to create glossaries intheir notebooks.

Answer Key:a. horizontally b. vertically c. a lot of d. few




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72

Listen

3. Students listen for general information. Correct asa class.

4. Students will listen for detail and later on checkwith the recording.

Extension activity

If some students need a third listening provide the otherswith Activity B from the Extension Activities on page 77.

5. In order to deal with this activity, it isrecommended to go over the Vocabulary Spotfirst. It will also be helpful to suggest thatstudents should use the expressions in activity 8on the previous page.

Answer Key: Sample answer.It’s a kind of long tube called a fuselage with twosorts of flat metal things called wings that hold theturbines. There is a tail at the end and two smallerwings. The pilot is in a kind of bubble called thecockpit. It is mostly made of metal.


Answer Key: 1. b 2. a 3. b 4. a

Transcript 20

Foreigner: BEEP? What’s a BEEP? I don’t understandthe word BEEP!

Student 1: It’s, er… made of metal. It’s a big machine.

Student 2: Yeah, it’s a sort of plane, it flies… and…and it has… er… a type of cross on top whichturns… like this.

Student 1: It’s a bit like a big circle or bubble with…a tail – with another cross thing at the end of the tail.

Student 2: Right… and it goes straight up andstraight down. Like this… not like this.

Student 1: Yeah, it’s a big flying machine.

Student 2: Do you understand us now?

Foreigner: Oh, OK… BEEP. Now I understand,thank you.

Answer Key: Helicopter

After you listen

6. Students should work in pairs and make an effortto recycle vocabulary and expressions alreadycovered in this lesson.

Page 61

Reading Focus

Before you read

1. Students warm up before reading the text bydiscussing inventions that have benefited theircountry. You can write key vocabulary related tothe topic on the board for further use throughoutthis section.

2. Students will skim the text and chooseappropriate definitions based on contextualinformation.

If students want to know more words, tell them tolook them up in dictionaries or else help them outso that they can understand the text better later on.

Page 62

Read

3. Students look for general information connected to textformat, purpose and target reader. Correct as a class.

Answer Key:a. situation that creates interest in peopleb. small piece of equipment producing energyc. principald. period of lifee. when there is no winningf. machines, components



Vocabulary Spot

This vocabulary will complement the expressionslearnt throughout the units as well as thesequencers discussed in the Language Spot onpage 58. They should use all this while describingthe PC and the car in activity 6 below.

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73

4. Students decide on the best title for the articlebased on their general comprehension. Do this asa class and ask them to justify their answers.

5. Students put the paragraphs in order, working inpairs. Ask them for reference words whencorrecting.

6. Students must now spot specific information inthe text in order to summarise the maincharacteristics of this invention. Make them workin pairs or groups and help them out, alwaysreminding them to keep their minds on thestructures and expressions learnt to avoid gettingstuck. Once they are finished, listen to theirversions, they will probably differ widely. Giveeach of them a word of encouragement, as this isa subjective task.

7. Students spot the metals mentioned in the textand expand their vocabulary mentioning more.

After you read

Answer Key: zinc and copper (Other metals:steel, iron, gold, etc.)

Answer Key: Sample answer.…is a specialised reactor for electrolytic refining andelectro-winning of non-ferrous metals. It optimisesproduction time and the production of refined metalsin every plant. There is a considerable reduction inmaintenance costs and special devices that increaseefficiency in the electrolytic process have beenincorporated. It has got an innovative design andlarge size.

Answer Key: a. 3 b. 2 c. 4 d. 1

Answer Key: c

Answer Key: a. a business magazine b. to informc. technological developments

8. Students spot examples in the text to verify theirunderstanding of participles.

9. Students produce their own sentences usingParticiple Clauses to assimilate their use. Correct as aclass by asking volunteers to read out their versions.

Extension activity

Fast finishers of activity 9 can practise more ParticipleClause forms in Extension Activities, page 77, Activity C.

10.Students test their pictorial comprehension.

Page 63

Listening Focus

Before you listen

1. This topic will probably be quite interesting forstudents as ads influence our everyday lives.Conduct a general discussion as a warm up tothe topic in this section.

2. Students use their deductive skills to complete thedefinitions with the right vocabulary items. Thiswill help them get ready for the listening activities.

3. Students discuss what the listening will be about

Answer Key:a. versatile; b. tuning system; c. headphone socket;d. low price; e. batteries.


Answer Key: The wind-up radio developed byBaylis is sold in South Africa.

Answer Key: used, storing, producing, used, receiving

Answer Key:a. The wind-up radio developed by Baylis is sold inSouth Africa. b. The Supertank cells exported worldwide representa leap forward for the industry. c. The ball-point pen invented by Biro becamefamous after World War II. d. The big companies developing new technologiesmake a lot of money.

Answer Key: patented, producing

Unit 5

Language Spot

The Present and Past Participle forms are verycommon in different text formats and can becompared to the same structures in L1. The PresentParticiple has already been introduced extensively inthe Grammar Reference so refer to page 120 for adescription of the Past Participle form.

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74

using the words in activity 2 as clues. Encouragethem to use English as much as possible as theyalready have basic structures to use. You mightwant to remind them of some words andexpressions such as: It may be…, Perhaps it is…, It could be…, etc.

Listen

4. Students listen to track 21 and choose the bestoption. Do not forget to tell students to write intheir notebooks. This is a general listeningcomprehension activity for students to spotformat, purpose and target audience.

5. Students listen to the recording again anddiscriminate between facts and opinions in thismore specific listening comprehension activity.

6. Students listen for detailed information. Theyshould try and complete the ad before listeningto track 21 again, in order to test their ability toretain information.

Answer Key: radio, 69.99, FM, short, headphone

Answer Key: a. Fact b. Fact c. Fact/Opinion d. Opinion e. Opinion

Transcript 21

Only at Purley Radio! Get the original Trevor Bayliswind-up radio and the book “Clock This” for theincredibly low price of sixty-nine pounds, ninety-nine.This versatile radio has medium wave, FM and shortwave bands and a dial tuning system. No need for batteries because you just wind it up.This radio comes with a headphone socket and a DCinput socket as well. It’s small, light and so easy tocarry around. Remember! The ORIGINAL wind-upradio invented by Trevor Baylis and the exciting bookof how he invented it for only £69.99 at PurleyRadio on Lime Street, in Liverpool. Don’t miss it!

Answer Key: a. an advertisement b. radioprogramme c. radio d. general public e. facts and opinions


Page 64

7. Students will now be exposed to rhythm andstress with these rap ads. Remind them that thepurpose of this task is passive recognition. Playtrack 22 and correct as a class by asking studentsfor the key stressed words that helped themchoose the appropriate order.

8. Students must now listen carefully for thestressed words. They should copy the text in theirnotebooks to avoid underlining on the book.Point out that the stress is on the content wordsand that rappers frequently leave out thepersonal pronouns in their compositions. Play therecording again and correct orally.

9. Students will need to listen hard to identify thestressed words. If necessary you can reinforce thisactivity by using Extension Activities, page 77,Activity D which provides them with the transcriptsfor students to underline the stressed words.


Transcript 22

1. You wanna be happy. You wanna have it all. Yougotta buy, you gotta buy SeeAll TV SeeAll TV. You’llbe happy and see it all on SeeAll TV.

2. Your feet are on the ground but you can’t run.You can’t run anywhere, you can’t have fun. No funanywhere. Gotta get Fast Fly running shoes. FastFly running shoes go everywhere.

3. Want my life to be better today. Be bettersomewhere. Be better at home, be better at school.Got no friends, got no life. Gotta get better. Get onwith life. Get PLAYIT CD Player. Got it and it’sbetter today. Better today with PLAYIT Player.

Answer Key: 1. B, 2. C, 3. A

Oral Aid

The purpose of introducing students to the use ofrhythm and stress is to allow for recognitionrather than encourage practice as the focus of thisbook is mostly to work on comprehension.Students should be aware of changing patterns inspeech in order to improve their comprehension.

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75

After you listen

10.This is a fun activity. Ask students to work in groupsand choose a product to advertise with a rap. Itwould be great if groups chose different products.If you see that there are too many groups, acceptproducts not illustrated in this activity to increasevariety. Move around the classroom helping outwith words and grammar as necessary. Once theyare ready, you can tell them to swap ads in order toassess each others’ productions.

Before you read

Extension activity

Fast finishers can lend a hand to those groups wholack inspiration.

11.Students will now try and produce their rap adsorally, focussing on using appropriate stress.

Page 65

Give it a Thought! More and more inventions!

This time, students will discuss advantages anddisadvantages of team work and problem solving aswell as reflect on the human ability to create things.They will also be able to analyse the positive /negative impact of inventions.

Before you read

Students skim the comic and discuss questions as a classgiving their points of view. Explain that team work is arequirement in many jobs. Discuss what theyunderstand by this and to what extent they are ready tolisten to others and be open-minded enough to acceptothers’ proposals. Then, ask students to read the comicin silence or role-play it. Elicit vocabulary if necessary.

Page 66

Read

1. Students look for specific information in thecomic. Remind students to write their answers intheir notebooks.




After you read

Students work together as a class and develop furtherthe topics previously covered in the before you readsection. Try to bring students to conclusions on thetopic so that they feel this conversation has helpedthem with their futures.

Self-check

You could make students draw a chart for the SkillsPerformance areas showing their ups and downs sofar. Remind them that they should be responsible fortheir own development. There is an example of a skillsperformance progress chart below:

Reading

Listening

Writing

Speaking

Units 1 2 3 4 5 6 7 8

Page 67

Break Free! Are you a problem solver?

1. 2. The aim of these puzzles is to develop lateral-thinking and to make students aware thatsometimes solutions may not be found in theobvious places. Let students enjoy this in pairs orgroups and ask them to provide more puzzles ifthere is time to spare in the lesson.

Vocabulary Spot

By now, students are probably well aware of theuse of cognates and their invaluable supply ofwords to their lexical schemata, enabling them tocommunicate better. If they still have not startedtheir cognate glossaries, this is a good time forthem to do so.


Answer Key: Sample answers.a. There is no music because Frank is havingproblems. He is the one responsible for it.b. No, she isn’t. She’s really thinking of boys. c. English teachers. She is making a joke about teachers. d. Alex doesn’t. e. No, she isn’t. Probably because they areinterested in themselves and not in the programme –they have not acted as a team.

Unit 5

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76


Progress Test 5 - Listening (Photocopiable material. See Teacher’s Book, page 79)


I: They must have been really excited.

H: Oh, yes. It was a great moment. Adrian jumped out ofa hot air balloon from a distance of 3,000 feet up in theair. This was in the wide open spaces of Mpumalanga inSouth Africa. It was all very spectacular.

I: Weren’t you afraid that things might go wrong?

H: Yes, I think everyone was a bit nervous. A lot ofexperts had said that the parachute wouldn’t work.It’s made of wood and canvas and weighs 85 kilos,which is very heavy.

Transcript activities 5 and 6

Interviewer: Hello and welcome to What’s New?We’ve got a great story for you today. You’ve allheard of Leonardo da Vinci. Well, his parachute camedown in South Africa today. The man who tried it wasAdrian Nicholas. He made a copy of the great man’soriginal design and, guess what, it really works! Italked to Heather Johnson who was there andwatched the jump… Hi, Heather. You were part of thegroup that helped Adrian, weren’t you?

Heather: No, not really. I just watched the jump butI talked to Adrian afterwards and some other peoplein his team.

Answer Key:

1. 1 C, 2 B

2. a. The texts are part of publicity campaigns. b. You can listen to them on the radio. c. They look like exotic inventions.d. The target is the general public. e. They start with a question to attract the audience.

3. a. tubes, b. jump, c. dirty, d. boots, e. spring

4. Are you tired of cutting the grass with scissors?This is an invention which is used when youwant to enjoy short grass in your garden andyou want to cut it without effort. It is made witha bicycle and a lawn mower. You pedal whileyou cut the grass! Your garden will look greatand you will be healthy through bike exercise.

Answer Key:

5. b.

6. Second summary.

7. 3,000, 85, 600

8. c, a, d, b

9. a. T, b. F, c. F, d. T, e. T

I: Right. And hadn’t Adrian tried to do the jumpbefore?

H: Yes. He tried in the UK earlier this year, but therewere problems with the weather. It was very windyand it was too dangerous. Adrian was too nearpopulated areas and he could have landedanywhere.

I: What did Adrian say about the flight?

H: He really enjoyed it. He said the ride was betterthan with a modern parachute! He just floateddown. It was amazing, really beautiful… When hegot to 600 metres, he cut himself free and used asecond modern parachute. If he hadn’t done that,the heavy parachute would have crashed down ontop of him when he landed.

G4_U5_68-79 8/9/09 11:18 Página 76


Put the paragraphs in order. Then, openyour books on page 57 and check.

Mr Baylis’s simple idea was to develop a radiowithout batteries that depended on human energy towind it up like a clock. Firstly, his prototype wasshown on the BBC. Then, as a result of the programme,enough money was generated for scientific and marketresearch to develop the Clockwork Radio in 1995.

Finally, the radios were commercialised andthey are also sold in the UK, North America andEurope where electricity is not a problem and couldbe yours for about ?50.

When inventor Trevor Baylis saw a documentaryon TV about AIDS in Africa in 1991, he had a brilliantidea. For many people in the world, a reliable radio couldsave their lives. Advice on how to prevent AIDS andother important information could be broadcast byradio. However, radio, and especially batteries, are expensive.

Later on, in 1996, the Freeplay ® wind-up radiowon the BBC Design Award for Best Product and BestDesign. This radio can supply poor villages withoutelectricity with access to important information. Theseradios do not use batteries so they do not pollute theenvironment.


Listen to track 20 again and fill in the gaps.

Foreigner: BEEP? What’s a BEEP? I don’tunderstand the word BEEP!

Student 1: It’s, er… _______________ of metal. It’s a big machine.

Student 2: Yeah, it’s a sort of plane, it flies… and…and it has… er… a type of _______________ on topwhich turns… like this.

Student 1: It’s a bit _______________ a big circle orbubble with… a tail – with another cross thing atthe end of the tail.

Student 2: Right… and it goes straight up andstraight down. Like this… not like this.

Student 1: Yeah, it’s a big flying _______________ .

Student 2: Do you understand us now?

Foreigner: Oh, OK… BEEP. Now I ______________, thank you.

B


This text belongs to track but it hasbeen modified with Participles. Choose theright one.

At the top right side of the radio we see the lever

to wind up the radio. This is

connected to a spring energy

when it is wound up inside the radio. The spring

turns wheels in the centre part of the radio.

Then, this turns the generator

electrical energy for the

radio to work. It gives power to the PC board,

the speaker and the dial to find

the channel on the radio. Actually, the radio is a

normal radio with a short-wave band

radio transmissions from

thousands of miles away.

receiving / received

using / used

producing / produced

storing / stored

using / used

19


This is an aid for activity 9. Underline thestressed words.

1. You wanna be happy. You wanna have it all.

You gotta buy, you gotta buy SeeAll TV

SeeAll TV. You’ll be happy and see it all on

SeeAll TV

2. Want my life to be better today. Be better

somewhere. Be better at home, be better at

school. Got no friends, got no life. Gotta

get better. Get on with life. Get PLAYIT CD

Player. Got it and it’s better today. Better

today with PLAYIT Player.

D

� �

� �


glis

h IV

© 2

009

PHO

TOC

OPI

AB

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77

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1. Do you need to travel fast? This is aninvention which is used to jjuummpp and roll atthe same time. It has two bboooottss which areconnected to a shaft with a sspprriinngg. The shafthas a wheel that rolls along the ground asyou jump.

2. Does your dog get its ears ddiirrttyy whileeating? This is an invention that is used tokeep your dog’s ears out of his or her food. Ithas two ttuubbeess which are attached to the head.

1. Read the texts and match them to two of theimages. (2 points)


Name: ______________________________ Date: _______________ Score: / 20

Engl

ish

IV ©

200

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PIA

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2. Join the sentences. (5 points)

a. The texts are part of...

b. You can listen to them...

c. They look like...

d. The target is...

e. They start with...

3. Complete the dictionary entries with words inbold in the texts. (5 points)

a. _____________ : cylindric metallic objects

b. _____________ : push your body up with

your legs

c. _____________ : not clean

d. _____________ : things you wear for your feet

e. _____________ : piece of curved metal

pressed into a smaller space, which returns

to its usual shape

4. Use the following words to describe the extraimage in 1. (8 points)

cut with want exercise while and which tired

Are you ____________ of cutting the grass with

scissors? This is an invention ____________ is

used when you ____________ to enjoy short

grass in your garden ____________ you want

to cut it without effort. It is made___________

a bicycle and a lawn mower. You pedal

____________ you ____________ the grass! Your

garden will look great and you will be healthy

through bike ____________ .

the generalpublic.

exoticinventions.

a question toattract theaudience.

publicitycampaigns.

on the radio.

A

B

C

78

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The interviewer, Adrian Nicholas,

is talking to Heather Johnson who

jumped with a parachute originally

designed by Leonardo Da Vinci.

Adrian Nicholas tested a

parachute designed by Leonardo Da

Vinci in South Africa and Heather

Johnson saw it.

The interviewer talks to Heather

Johnson. She saw Adrian Nicholas

jumping with a parachute in South

Africa. He told her he had invented

this new parachute.

5. Listen to the first part of an interview andchoose the best title for it. (0,5 point)

a. Hot-air Balloon Comes Down in Africa

b. Da Vinci’s Parachute Flies

c. Dangerous Experiment in the UK

6. Listen again and tick the right summary. (1 points)

7. Listen to the second part and circle theright number. (1,5 points)

8. Match exchanges between the interviewerand Heather. (2 points)

a. They must have been really excited.

b. Weren’t you afraid that things might go

wrong?

c. Hadn’t Adrian tried to do the jump?

d. What did Adrian say about the jump?

He tried in the UK earlier this year.

Oh, yes. It was a great moment.

He really enjoyed it.

Yes, I think everyone was a bit nervous.

9. Listen again. True or False? (5 points)

a. He jumped from a hot-air balloon. _____

b. Experts had said the experiment

would work. _____

c. Nobody was nervous before the jump. _____

d. The parachute was very heavy. _____

e. Adrian used a different parachute

to complete the jump. _____

600 / 6,00085 / 87300 / 3,000


Name: _____________________________ Date: ________________ Score: / 10


Engl

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Unit Planning

Estimatedtime


Students should...

discuss how they face up todangers such as illnesses as theygrow up.

reflect on the need to solveproblems in a mature way.

analyse how to face difficultieswithout losing one’s temper.

Text types university curricula

radio phone-in programmes

lectures

personal diaries

comics

quizzes

Aims


Deciding on textformat andpurpose.

Learning newwords in context.

Choosing a title.

Matchingreferences.

Enumeratingsummaries.

Listing words inorder.

Listening for generalinformation.

Listening for specificinformation toidentify characters.

Listening to selecttitle, speaker, targetaudience andformat.

Listening tocomplete withspecific informationto put statements inorder.

Deciding on textformat, purposeand style.

Associatingmeaning tophrasal verbs incontext.

Spotting mainideas.

Verifyinginformation.

Listening andselecting the rightinformation.

Identifyingpurpose.

Connecting partsof statements.

Order of Adjectives

Use of Homophones

Phrasal Verbs

False Cognates

Extra Activities

You will find extension activities to complement and expand the practice of skills in Unit 6 on page 89 of thisTeacher’s Book. They are intended to further expose students to target language.

6

80

Cry for help!Student World

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81

Page 68

Before you read

1. The images are supposed to act as a trigger forstudents to discuss health issues although thismight evolve into the debating of extra topics asit is a sensitive area for adolescents.

2. Students should not skim the text but rather lookat its format and try to guess what it is (this looksquite different from the magazine and newspaperlayouts they have already been exposed to and itshould be easy for them to deduce what it is).

3. These words will appear in the text on the oppositepage. Students will be learning the meaning ofwords out of context and then implementing theirknowledge as they read the text in order toimprove their general understanding.

Page 69

Reading

Read

4. Students read the text and recognise the type oftext. Elicit vocabulary and practise the category

Reading Tip

Activity 3 is an ideal opportunity to drawattention to this tip. You will be able to put intopractice category discrimination, using nouns(person), verbs (eat) and adjectives (incredible).You will need to explain the position of adverbsand provide examples such as well, happily, etc.

Answer Key: a. eat b. unpleasant c. excess d. incredible e. person f. adult

Answer Key: c


I will be able to...�This unit focuses on social issues related to the

health and welfare of teenagers as they buildtheir personality and begin creating an imageof what they want to be.

Unit 6

discrimination outlined in the Reading Tip box onpage 68. Correct orally.

5. Students must now make use of their generalcomprehension of the text and choose the mostappropriate title. Ask them to justify answers.

6. Students revise the use of referents. Correct as a class.

Select other pronouns and ask students to spottheir referents.

7. Students put paragraphs in order and check theirglobal understanding of each part of the whole text.

Page 70

8. Students read the text.

9. Students scan the text looking for specificvocabulary on health specialists.

10.Students work in pairs to find those pieces ofinformation which are given in the text. Remindthem that they have to read carefully as theinformation in the activity is probably paraphrased.

After you read

Language Spot

Point out that this is an extension of the workdone on relationships between categories. Explainthat adjectives modify nouns while adverbs do sowith verbs. Adjective position can create problemsin scientific type texts as there is a tendency touse more than two to describe a noun.

Answer Key: c. d. contain information which ismentioned in the text.

Answer Key: clinician, therapists, practitioner

Answer Key: 1. d, 2. b, 3. a, 4. c

Answer Key: b. adolescents c. victims

Answer Key: Eating Disorders and Adolescents:Conflict of Self Image

Answer Key: a

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82

11.Students explore examples of adjective order inthe texts. They must identify examples, copy themin their notebooks and underline the adjectives.

12.Students should focus their attention onappropriate word order. Correct orally.

Extension activity

Fast Finishers can keep practising adjective order in theExtension Activities section on page 89, Activity A.

13.This is a good chance for students to use all theexpressions from the previous Oral Aid boxes. Tellthem to go back to them and read the issues todiscuss. Organise them into groups of three to fourstudents and assess their performance by movingaround the teams. Encourage them to use simpleexpressions to make themselves understood.

Page 71

Listening

Before you listen

1. Indicate the images and ask students to guesswhat kind of text type they will be listening to


Answer Key:adverb + adjective + noun: severely lowered weightadjective + noun: normal body, Bulimic patients,classic anorectics, classic anorexia, perceptualdistortion, dysphoric mood, psychological consequence,distressing sense, subsequent guilt, bulimic urges

Answer Key: a. Anorexia is a terribly destructiveillness for young people. b. They must understandthat they are not horrible big monsters.

Answer Key:adjective + noun: associated syndrome, excessivemorbid hunger, gorging / purging compulsion, lastdecades, emotional and psychological damage, eatingdisorders, cultural significance, unrealistic image,particular issues, greater self-awareness, urgent need,psychiatric help, brief consultation, individual therapyadverb + adjective: extremely dangerous, deeply painful

Find further information see the GrammarReference on page 120.

(radio programme). Ask volunteers to read outthe instructions and the announcement. Elicitvocabulary if necessary. Students discuss thequestions in groups or as a class.

2. This is not just a simple guessing game but awarm-up to the listening section. Elicit vocabularyor ask students to search for words indictionaries. Knowing their meanings will helpthem in their guessing. Accept possibilities butgive no answers yet as this will be done in thenext activity.

Listen

3. Students listen for general comprehension andspot the three words needed. Play track 23 onlyonce this time.

Transcript 23

Radio announcer: Well, here is Brian fromVancouver. Let’s see who can help him. Brian, canyou hear me? Tell us about your problem.

Brian: Hi, guys. I’m Brian and I’m new in this area, I mean, the city… so hello, anyway… I have thisquestion and I was wondering if you guys could helpme… Thing is, I don’t know how to find myself…I’ve heard so many comments on self esteem andstuff and they all advise me to discover myself andact like myself… I don’t think I can… I don’t knowwho I am. One day I am this person and anotherday I don’t like it anymore and switch to another…I feel like I don’t have any principles that keep myselfconsistent…! Do you guys see the problem I have?Well, thanks.

Radio announcer: Thank you Brian. Now, who is onthe line? Oh, that’s George. George, would you liketo help Brian?

George: Look, Brian. Perhaps you have to feel goodabout something you have done and feel good aboutyourself… And you have to know what you don’t

Answer Key: self esteem, principles, suffering

Listening Tip

These tips can be used in any listening task.



6 Cry for help!

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4. Students listen for global understanding anddiscuss as a group what they think is the besttopic sentence for the listening.

5. Students listen for specific information and selectthe right person for each question. Then, play therecording again and check.

After you listen

6. Students can work in groups. Organise thegroups so that there is a balance of fast and slowworkers in each one.

Extension activity

The same groups could actually organise a radioprogramme that touches on some of the issuesdiscussed and they can interview other classmates.

7. This is a recycling discussion. It can either betried out in L2 or you can allow students to useL1 to express themselves and compare theirsocial problems and those of other societies.



Answer Key:a. George b. Announcer c. Brian d. Lucy

Answer Key: Brian has problems finding his ownpersonality.

like about yourself to change it… It’s a bitconfusing… I’m not helping much but I still havethis problem myself and I’m trying to solve it. You’renot alone, you see? Hope it helps!

Radio announcer: Lucy on another line hassomething to say. Yes, Lucy?

Lucy: Hi, well… you know… this happens toeveryone. I think you have to accept yourself theway you are because it’s part of the change we areall suffering. All you have to do is wait and enjoyevery minute of your life and things will finally workthemselves out.

Radio announcer: Thank you, Lucy. So things willfinally work themselves out. We’ll be back after somemessages from our sponsors.

83

Unit 6

English World

This spot develops themes that have already beendiscussed and aims to show that teenagers are prettymuch alike everywhere. Issues of relationships between adolescents and their parents, whethersimple or complex, are found all over the world.

Page 72

Listening

Before you listen

1. This activity is a combination of picture guessingand vocabulary activator. Both are connected tothe listening section below and act as a warm-upand a brainstorming of ideas. Elicit vocabulary asnecessary and listen to all the predictions.

Listen

2. This is a general listening for students to get aglobal idea of the issue being discussed. Correctas a class after playing track 24 once.

Transcript 24

Adolescence can be a stressful time for children,parents and adults who work with teens. Childrenare dealing with the challenges of growing and theyare going through puberty, and coping with feelingsthey probably didn’t have before. Many also worryabout moving from high school to university. Somekids may have to deal with things that their peersdon’t have to face, such as the death of a familymember or moving to a new town. Most childrenmeet these challenges successfully and grow intohealthy adults. Others have a harder time copingwith their problems. And what stresses adolescents? When we talk aboutstress, most people think about how we react toproblems that are difficult to deal with. Sometimes,these problems are major ‘life events’ that areunexpected or unusual. Young teens may bebreaking up with a boyfriend or girlfriend. Perhapsthe adolescent has been hurt in an accident… Other problems are more common day-to-daydifficulties. From studies with adolescents, we have

Answer Key: d


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6 Cry for help!

84

3. Students listen to the recording again to discoverthe addresser, audience and text type. Correct asa class.

4. Play track 24 for a third time so that students canlisten for detailed information in order to completestatements. Warn students that they need to writeno more than three words. Also remind them tocopy sentences in their notebooks.

5. Students should now test their ability to retainwhat they have just listened to by putting thesesentences connected to the transcript in order.Finally, play the recording again and check.

Extension activity

Fast finishers can work on Extension Activities, page 89,Activity B.

After you listen

6. Students can do this in groups to foster debate.Ask them to include extra issues they alsoconsider important. Advise them to do so in L2to recycle vocabulary and practise spelling.

7. Once again, there will no doubt be plenty ofdiscussion and reflection as students compareand contrast their views of the world and



Answer Key: b, c, d, e, a

Answer Key: a. growing b. adults c. stressful life,short period of d. day-to-day

Answer Key: a. psychologist b. general public c. informative lecture

learnt two important things. A lot of stressful lifeevents in a short period of time is more difficult forthem than dealing with just one event. Constantday-to-day stresses are harder on adolescents thanmajor life events. The most common sources of day-to-day stress for adolescents are peer problems(including ‘romance’), family issues or problems withparents, school-related problems or pressure, theirown thoughts, feelings or behaviour. In other words,feeling depressed or lonely and getting into troublebecause of their behaviour.

different / similar realities. Students should atleast discuss a. in L2.

Thematic web search: There is a very good site foradolescents, where problems are dealt with: www.ru-ok.com. Refer them to page 110 in theirStudents’ Book.

Page 73

Reading Focus

Before you read

1. Students discuss personal diaries and what theyfeel about them. There will probably be quite alot of prejudice on the side of boys, so this mightbecome a good opportunity to start a debate onthis issue (girls’ views versus boys’ perhaps?).

Read

2. Students skim the text and answer questions relatedto text type, purpose and style. Correct as a class.

3. In order not to overload students, it would beadvisable to focus on this grammar point beforemoving onto text comprehension. Go over theLanguage Spot box on page 74 and then returnto this activity and ask students to spot phrasalverbs and match them to their meanings.

Answer Key:a. Handwritten, though students might argue thatblogs are a kind of diary, in which case it should be typed!b. Twenty five times.c. A personal diary. d. Sample answer: To express how people feel andwhat they do daily.


Vocabulary Spot

It is important that students are aware of thispeculiarity. Ask them to think of the homophonesfor the four words provided (These are here, pair,poor, sum). See if they can find some others suchas prey / pray, sail / sale or right / write.


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85

4. Students search for the main idea in the text.Accept different answers. Allow them to work inpairs and advise them to write down their versions.

5. Students verify information. Tell them to justifyanswers and correct as a class.

Page 74

After you read

6. Students read out instructions and the topics todiscuss. It would be best to make them work insmaller groups and later on get feedback througha general class debate on this sensitive topic. Asthis is likely to be a personal and important issuefor everyone, allow them to switch to L1 whenthey wish so. Try to copy expressions and wordsused in the discussion on the board as they willbe useful in activity 7 below.

7. Students will produce their own personal diarypage, drawing on information discussed inactivity 6 above. This should be an individualwriting activity where students express theirviews with recycled vocabulary. Remind them touse some of the phrasal verbs learnt as they areinformal and characteristic of personal diaries.Accept all kinds of texts, from very short ones tolong ones and give each student a word ofencouragement for their effort.

Language Spot

Phrasal Verbs are difficult for students tounderstand because of the combination verb-preposition / adverbial particle. They are the most



Answer Key:a. True b. True c. True d. False e. True

Answer Key: Sample answer: This teenager issuffering from peer and parental pressure and is notcompletely certain of how to deal with it.

Answer Key: a. put up with b. letting them downc. growing up d. talk me into e. hang out with f. standing up to g. give in h. turning to

Extension activity

For those who did not write a long personal diarypage, provide them with Extension Activities, page 89,Activity C.

8. Students generate a glossary in their notebooks bygathering all the Phrasal Verbs they have comeacross in this unit and, if possible, previous ones.

9. Students recycle phrasal verbs from this readingsection. Correct as a class.

10.This is a pictorial comprehension task connected toactivity 9 above. Students search for theappropriate sentence in pairs. Correct as a class.

Page 75

Listening Focus

Before you listen

1. Students recycle their understanding of the use ofacronyms and using L1, translate them anddiscuss their meanings.

2. As well as being an introduction to newvocabulary they will encounter in the listening


Answer Key: We go out on Friday afternoons andhang out in the city centre.

Answer Key: a. put up with b. standing up to c. talked me into d. hang out e. let…down f. grew up


Answer Key:a. When they offer her something forbidden. b. To study for exams and to be nice to newstudents. c. No, it isn’t. d. Her parents get angry. e. She feels she is growing up.

informal way of expressing actions in English. Tell your students they are going to deal withthem frequently and, that if they do come acrossone, they should refer to a dictionary and checkits meaning against the context it appears in.

There is a list of common phrasal verbs on page121 in the Grammar Reference section.

Unit 6

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6 Cry for help!

86

comprehension, this activity has a socialeducation component. Elicit vocabulary and askstudents to create a glossary on Health if theyhave not already done so. Answers will vary.

3. Students can work on this activity as a class sothat they can learn from each other. Monitor theexchanges and encourage them to use L2.

4. This is a pictorial comprehension activity,designed to raise awareness among students aswell as to activate their critical thinking as regardspublic advertising and its effectiveness inreaching its target audience. Elicit vocabularyfrom them as necessary.

Listen

5. This is an activity devised to test your students’general knowledge. They will probably knowabout the topic from Social Studies or fromdocumentaries on TV.

6. Now, students listen to track 25 for generalcomprehension and make corrections. Correct asa class.

Transcript 25

Well, this virus was discovered in 1981 and sincethen it has evolved in many different ways and thereare lots of different aspects to discuss.

1. Before analysing the problem, let’s look at thestatistics… We’ll soon see how alarming the AIDSepidemic really is. Did you know that five millionpeople around the world became infected in 2002?That’s an incredible 13,000 people every day whocontract the virus. Although Africa is most at risk atthe moment, experts believe that Asia will be next.The problem is especially bad in India, whereinfection rates have doubled in recent years.

2. The latest figures show that there are currently42 million people living with HIV/AIDS in the world.

Answer Key:b. 13,000 people d. $ 15,000

Answer Key: a and c




Page 76

7. Students decide what the speaker is doing.Correct orally.

8. Students read out the instructions and phrases tobe joined. Check vocabulary and after they havefinished the activity, listen to the recording againto check answers.

Answer Key:a. HIV patients in the future.b. than men living with HIV now.c. women in developed countries. d. infection has dropped in the USA.e. to many African countries is the high cost.f. no longe a problem.

And as amazing as it may seem, nearly threequarters live in sub-Saharan Africa.

3. We’ll see now how AIDS affect the sexes indifferent ways. Well, for the first time in the historyof the epidemic, it’s now been proved that there areas many women as men infected with HIV aroundthe world. In sub-Saharan Africa, women accountfor 58% of infections, a figure which is on theincrease. In the west, only around a quarter of thoseinfected are women, although the number of casesin heterosexual women has shot up alarmingly inrecent years.

4. There is a big difference between the developedand developing world in their experiences withHIV/AIDS. For example, in the US, life-saving drugs,which cost up to $ 15,000 a year, are rapidlyavailable to almost everybody and consequently thenumber of deaths has dropped radically.

5. Now, we come to problems of acceptance – for allkinds of religious, cultural and economic reasons,people with the AIDS virus are still stigmatised bysociety. In some cultures, misinformation makespeople frightened to discuss the topic.

6. So what of the future? Well, as I said before,medical advances have been made, but we are stilla long way from finding a vaccine and, with thenumbers of those living with HIV on the rise, itwould be easy to be pessimistic. But we need tocontinue to fight – making people aware of the risksof HIV, and of the ways to prevent it.

Answer Key: c

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87

Extension activity

Extension Activities, page 89, Activity D.

After you listen

9. Students discuss the meaning of the demonstrationplacard. Elicit vocabulary if necessary.

10.Students will produce a survey in pairs, recyclingvocabulary and structures. Allow them to movefreely around the room surveying their classmatesonce it is ready.

11.Refer to the Oral Aid box before embarking onthis activity. Allow students to work in groupsand report their findings. Encourage them to usethe English expressions covered in this unit andto ask for help if necessary, so that they avoidresorting to L1.

Page 77

Give it a Thought! Sorting things out!

The topics of jealousy and envy are probably some ofteenagers’ favourites, as they are going through a stagewhen gossip is very important! Take advantage of thisand be prepared to listen to all sorts of anecdotes! Donot forget the aims of this comic: to reflect on theneed to solve problems in a mature way and to analysehow to face difficulties without losing one’s temper.

Before you read

Use the questions as a warm up for the reading.Students read the comic in silence or role-play it. Elicitvocabulary as necessary.

Oral Aid

Tell students that these expressions can also beused in written English, so they could be useful if,for example, they go to work in a multinationalcompany and need to write a report in English.





Page 78

Read

1. Students verify information and correctstatements in their notebooks. Correct as a class.

2. Students revise the use of phrasal verbs and spotthem in the comic. Remind them to use theirphrasal verb glossaries (see pages 73 and 74 ofthis unit).

3. As a class, students discuss which sentence bestsummarises the story.

After you read

These sentences are connected to the attitudedisplayed by Roger and its similarity to situations theymay have lived through at school or in theirneighbourhood streets. The purpose of this activity is toraise students’ awareness of the need to help each otherdefend themselves against these kinds of personalities.

Vocabulary Spot

Students will already be well aware of falsecognates even though they are sometimesdifficult to identify. Let them spot the one in thecomic and ask for its real meaning. Finally, askthem if they can identify others.


Answer Key: b

Answer Key:solve a problem: sort things outfind a solution: come up withbe involved in something secret: be up toinvent: make up

Answer Key: Sample answers.a. Frank has written serious survey results on aliens. b. Elena will print the newspaper during the break. c. Roger decides to play a joke on Frank and Elena.d. Elena is in a panic because there’s a problem withthe survey. e. Frank is unhappy with the changes made to hissurvey. f. They find a solution and Roger is angry.

Unit 6

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6 Cry for help!

88

Self-check

Are your students using the chart suggested on page75 of this Teacher’s Book? If so, you can now persuadethem to make a class chart on a poster so that theycan follow their development as a group!

Page 79

Break Free! Leader or follower?

The quiz is connected to the themes of peer pressureand positive and negative leadership. Help them outby eliciting vocabulary as necessary and give youropinion when they discuss their results with you.

Students will come across questions in the ReadingSection of the Progress Test. As comprehension is theaim, you might allow them to write their answers inL1 if you consider it appropriate.


Answer Key:

1. Peer Pressure

2. a. a web page article, b. parents, c. help

3. a. F, b. T, c. F; d. T, e. T, f. F

4. a. Children with low self-esteem. b. When he feels compelled to fit in.c. Drugs, alcohol and skipping school.d. A sudden change in the teenager’sappearance, clothing and attitude.e. When there is a change in the type of friends.

Answer Key: The false cognate is attending.Attend means asistir while assist means atender.There is another word in the comic which ispotentially confusing: contest – which does notmean contestar but concurso.

Progress Test 6 - Listening (Photocopiable material. See Teacher’s Book, page 91)

Answer Key:

5. This is a radio phone-in programme calledTeenprobs where teenagers tell their problemsand ask for advice from the presenter.

6. 17, 14, 55, 7, 2, 4

7. a. 17, b. 55, c. 7, d. 4

8. a. M, b. A, c. M, d. A, e. A

9. b


Marisa: Hi, you’re through to Marisa on Teenprobsphone-in. How can I help you?

Amy: Hi, Marisa. Thanks for taking my call. Myname’s Amy and I’m 17 years old. I’m phoningbecause I feel completely depressed and I don’t knowwhat to do. I can’t cope any more. I’m so stressed!

M: OK, Amy, don’t panic… What’s the problem?

A: Well, you see, all I do is study for 14 hours a dayand it’s really depressing. I’m worried that if I don’tstudy hard, I’ll fail all my exams, and then I won’t beable to go to university. My grades are about 55%and not as high as my parents expect me to get, sothey’re always asking me difficult questions aboutschool. I can’t tell them how I really feel. What am Igoing to do? It’s such a horrible situation!

M: Right, let’s calm down for a minute! Have youtried sitting down with your parents and…?

A: No. I just can’t and what’s worse is… my hair isfalling out, and… and… I’ve lost 7 kilos in twomonths. I’m much thinner than I used to be. I knowthis isn’t normal. I can’t sleep for more than fourhours a night… I just lie awake in bed thinkingabout my homework. I’m always tired and I’m evenlosing my friends because I never have the time togo out anymore. I’m beginning to think that it’d bebetter if I left school now.

M: Well, Amy, I’m sure that a lot of students feel thesame way you do, but I think you should try and…

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Find and underline three adjective + nounexamples and at least one adverb + adjective+ noun example.

In contrast to those with anorexia nervosa, patientswith bulimia do not have severely lowered weightwhich is why it has been referred to as the “secretaddiction.” Patients are typically within five to tenpercent of their normal body weight. Bulimic patientsdo not deny hunger as many classic anorectics do,nor do they display the pride and exhilarationcharacteristic of the anorectic’s self control.Patients with classic anorexia nervosa restrict theirfood intake to the point of emaciation, often inresponse to perceptual distortion of their body size.Bulimics are more aware of bodily discomfort, andexperience dysphoric mood states from depression,anxiety and guilt. The most frequent psychologicalconsequence of bulimia is a distressing sense ofloss of control, with subsequent guilt,demoralization and feeling of helplessness in thepresence of these bulimic urges and episodes.


Three sentences from a piece of listening 24 arein the wrong place, can you spot which ones?

When we talk about stress, most people think howwe react to problems that are difficult to deal with.And what stresses adolescents? Sometimes, theseproblems are major ‘life events’ that are unexpectedor unusual. Young teens may be breaking up with aboyfriend or girlfriend. Perhaps the adolescent hasbeen hurt in an accident… From studies with adolescents, we have learnt twoimportant things. Other problems are more commonday-to-day difficulties. A lot of stressful life events ina short period of time are more difficult for themthan dealing with just one event. Constant day-to-day stresses are harder on adolescents than major lifeevents. That is, feeling depressed or lonely and gettinginto trouble because of their behaviour. The mostcommon sources of day-to-day stress for adolescentsare peer problems (including ‘romance’), familyissues or problems with parents, school-related problemsor pressure, their own thoughts, feelings or behaviours.

B


Answer the following questions about thepersonal diary.

a. When is it hard to say ‘no’ to her friends?

...........................................................................

b. What two cases of positive pressure does shemention?

...........................................................................

c. Is it easy for her to tolerate pressure?

...........................................................................

d. What happens when she gets home late?

...........................................................................

e. How does she feel when she faces her parents?

...........................................................................


Circle the right words and numbers in italicsfrom parts of track 25. Then, listen again andcheck.

.Well, this virus was discovered in 1981 / 1991 andsince then it has evolved in many different waysand there are lots of different aspects to discuss.

.Did you know that, on a global scale, the numberof people newly infected in 2001 / 2002 went upto five million?

.The latest figures show that there are currently42 thousand / million people living with HIV /AIDS in the world. And as amazing

as it may seem, nearly three / four quarters livein sub-Saharan Africa.

.In the west, only around a third / quarter ofthose infected are women, although the numberof cases in heterosexual women has shot upalarmingly in recent years.

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Much research has shown that peer pressure hasa much greater impact on adolescent behaviourthan any other factor.Think about it.Yourteenager spends many more of his or her wakinghours with peers than with family members.Theinteraction is direct, and much more powerfulthan the influence of teachers and otherauthority figures. Peer pressure tends to havemore of an effect on children with low self-esteem. If a child feels compelled to fit in, theteen may do things that go against his or herbeliefs simply to be part of the group.

Peer pressure can lead to experimentation withdrugs and alcohol, skipping school, and varioushigh-risk behaviours. If you notice a suddenchange in your child's appearance, clothing, andattitude, especially if accompanied by secretivebehaviour, he or she may be succumbing to theinfluences of peers.You should be especiallyalert to sudden changes in the friends whomake up their principal peer group. Anunexplained change in the type of friends yourchild associates with would indicate that yourchild is vulnerable to new influences that maynot be positive.

http://www.aspeneducation.com

1. Read and choose the best title. (1 points)

a. Parent Pressure

b. People Pressure

c. Peer Pressure

2. Choose the best option. (3 points)

a. The text format is

.

b. It is aimed at .

c. Its purpose is to give

to its readers.

pieces of news to/ help

teenagers / parents

an editorial / a web page article


Name: _____________________________ Date: ________________ Score: / 20

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3. True or False? (6 points)

a. According to investigations,

peer pressure is not so important

for teenagers.

b. Adolescents have more interaction

with friends than with parents

on average.

c. Teenagers influenced by peers do not

suffer any negative effects.

d. High-risk behaviour can result from

this kind of pressure.

e. A symptom of this problem is when

they behave secretively.

f. Changes easily explained mean that

teenagers are suffering from

peer pressure.

4. Answer. (10 points)

a. What kind of teenage does peer pressureaffect the most?

........................................................................

........................................................................

b. When will a teenager do something wrong?

........................................................................

........................................................................

c. Mention at least two dangers of peerpressure.

........................................................................

........................................................................

d. What changes should parents be alert of?

........................................................................

........................................................................

e. When is a teenager more vulnerable to badinfluences?

........................................................................

........................................................................

90

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5. Listen and complete this summary. (5 point)

Teenprobs presenter problems radio advice

This is a ________________ phone-in

programme called ________________ where

teenagers tell their ________________ and ask

for _______________ from the _______________ .

6. Listen and write all the numbers you hear.(3 points)

.............................................................................

.............................................................................

7. Use four numbers to complete thesesentences. (4 points)

a. Amy is _________ years old.

b. Her grades are about _________ %.

c. She has lost _________ kilos.

d. She can’t sleep for more than _________

hours.

8. Write Marisa or Amy. (5 points)

a. She offers help. ____________

b. She is desperate. ____________

c. She recommends not panicking. ____________

d. She has problems with her hair. ____________

e. She considers leaving school

an option. ____________

9. Choose the best summary of the phone-ininterview. (3 points)

a. Marisa and Amy are friends. Marisa is trying

to help Amy with her homework.

b. Marisa has got a radio programme. She is

interviewing Amy, who has got problems

with her studies.

c. Amy and Marisa have got a radio

programme which helps teenagers with

problems.


Name: _____________________________ Date: ________________ Score: / 20


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Unit Planning

Estimatedtime


Students should...

become aware of the need tochoose a future job or course ofstudies.

make decisions responsibly.

Text types website pages on after-schooloptions

class debates

encyclopaedia entries

interviews to join a course

comics

quizzes

Aims


Learning newwords to relate incontext.

Deciding on texttype, purpose andtarget reader.

Matchingsummaries andparagraphs.

Verifying andquoting relevantinformation.

Correcting andjustifying answers.

Listening for generalinformation to checktext type, purposeand place.

Listening for specificinformation toidentify participantsand roles.

Listening to identifygroups’ opinions.

Listening to identifyrole of teacher.

Associatingmeaning towords in context.

Matchingsummaries andparagraphs.

Correctinginformation.

Relatingencyclopaediainformation andpeople’scomments.

Listening andverifyingpredictions.

Identifyingwords.

Choosing therightinformation.

Modal Verbs

Comparative andSuperlative Forms

Suffixes

Words withoutcategory change

Extra ActivitiesYou will find extension activities to complement and expand the practice of skills in Unit 7 on page 101of this Teacher’s Book. They are intended to further expose students to target language.

7

92

Make up your mind!Work Issues

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93

Page 80

Before you read

1. Students discuss questions, relate the image andthe title and learn its meaning as an expression(make up your mind: make a decision).

2. Students read the words and discuss the topicsthey are related to. A-levels and 6th form mightneed explanation as they are part of the BritishEducation System. (although they are explainedin the text, this is done in a limited way). Offerthe following explanations to expand culturalawareness of differences between the Chileanand British systems: GCE: The General Certificate of Education is asecondary-level academic qualification, which isused in Britain as well as in some former Britishcolonies. It is often divided into two levels:Ordinary Level (O-Level) (replaced in 1986 by theGCSE in certain countries) and Advanced Level (A-Level), although other categories exist.6th form: the final (optional) two years ofsecondary schooling (when students are aboutsixteen to eighteen years of age), during whichstudents normally prepare for their GCE A-levelexaminations. The term is used to describe thefinal two years spent in a secondary school asopposed to a sixth form college (UK use) wherestudents start at age sixteen after leavingsecondary school. A-Level: the advanced level of a subject taken inschool (usually two years after O-Level).O-Level: the basic level of a subject taken in school.


I will be able to...�As the end of secondary school life for students

approaches, this unit focuses on futuredecisions with regards to education and work.This and the next unit are intended not only toteach vocabulary and grammar but also toopen students’ eyes to the range of optionsahead of them.

Unit 7

3. Students draw the chart in their notebooks andcomplete it in pairs. Correct as a class. Someoptions might be subjective.

Page 81

Reading

Read

4. Students read for general comprehension andselect text type, purpose and target readers.Correct as a class.

5. Students read for specific comprehension and linksummaries with paragraphs. Correct as a class.You can also use this as an opportunity forstudents to practise reading aloud.

6. Students produce their own summaries of therest of the paragraphs to show their globalunderstanding. Ask them to recycle as manywords and expressions as possible to help themassimilate these.


Answer Key: a. 5 b. 2 c. 4

Answer Key: a. website b. future options c. three (Subjective: if you consider voluntary jobsdifferent from paid ones.) d. parents

Answer Key:secondary school; work; university; college;companies; courses; degree; diploma; academic;staff; job; vocational; employee; qualification;part / full time; career; employer.

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Page 82

7. Students decide whether the sentences are right orwrong. It would be advisable to make them workin pairs for the production of justifying sentences.

8. Students read about their own educationalsystem and focus on the different degrees itoffers them. You may encourage a debate andeven ask them which of the educational linesmentioned in the text they would choose fortheir future studies.

9. Students work in pairs on the concluding ideas ofthe report. They use their own words tocomplete the summarising sentences. Conductan open class correction to listen to all views.

After you read

Language Spot

It is important to explain to students that these twomodals have a second use - to ask for permission. Canis used most commonly, while may is more formal andpolite: Can I open the window? May I watch thefootball match on TV?

Answer Key: Sample answers.a. By 2012, the country may have at least 1 millionstudents in higher education.b. Authorities are making efforts as regards highereducation for more people, with a better quality andfor all social classes.

Answer Key:universities: licentiate degrees, academic degrees,professional degreesprofessional learning institutes: professionaldegrees, technical degreestechnical training centers: train higher leveltechnicians

Answer Key:a. Right.b. This statement is wrong because paragraph 3 saysthat it will enable the students to get into the labourmarket world.c. This is right because paragraph 5 mentions that thecourses are designed to fit in with the students’ currentcircumstances.

10.Students put into practice the use of Modal Verbs.They can do so in pairs. Remind them to copy thesentences in their notebooks. Correct as a class.

Extension activity

Extension Activities section on page 101, Activity A.

Page 83

Listening

Before you listen

1. Students warm up by discussing related questionsas a class. Write key vocabulary on the board as itarises for later use.

2. Students check words and make predictions asregards the topic in the listening section.

Listen

3. Students check predictions by listening to track26 and analyse what type of situation is beingportrayed through the listening. Correct as a class.

Listening Tip

Students have already been exposed to the use ofstress and rhythm in speech. Now, students willpay attention to intonation. Explain that this is asimportant as body language in helping them todecode what a speaker really means.



Answer Key: Look at the text on page 81 of theStudent’s Book and check.

Answer Key: a. may b. can c. can

Students find examples in the text and discussthem orally as a class. (can take, can be taken, maychoose, can be)


7 Make up your mind!

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4. This is a general listening comprehension and theanswer might be tricky as it is a class debate.

Transcript 26

Teacher: Divide yourselves into your respectivegroups. Now, I am assuming that everyone did theirhomework and is ready! Ok, let’s begin with GroupA. Please, give us your opening statement.

Group A: Well, we believe that career planning inhigh school is a very important way to help you planyour ideal future based upon your interests,personality, values, skills, aptitudes and personalwork style. We believe that it should become apermanent subject or course in our school.

Teacher: Now, Group B. Please, present youropening statement.

Group B: We believe that some form of guidance isimportant but we do not believe that it should bepart of the school’s curriculum. The process offinding out what you like and what you are good atconsists of self discovery… through trial and error.We believe that by telling a person what they shoulddo as a career limits that person’s potential andability to explore.

Teacher: Group A may respond.

Group A: Well… your argument sounds very prettyand idealistic but in the real world you have to knowwhat you want. Through learning about yourselfand learning what your values are, you can easilyfind out what you want to do… and a career classcan help you with that.

Teacher: Group B, your rebuttal.

Group B: You have to understand that the learningabout yourself and your personal values is anongoing process throughout your life and career. Tenyears from now they could be very different. This isan important point as to why we should not belimited by having a career class.

Answer Key:a. Right answer: the importance of career planning.b. A class debate. c. Sample answer: to discuss issues in order toimprove our understanding.d. It seems to be at school.

95

Unit 7

5. Students do this in pairs and discuss so as a class.

English World

Read out the box yourself, elicit vocabulary asnecessary and ask students whether they agree withthe point of view expressed. Enquire whether theydiscuss ideas in a serious way and about theimportance they give to this form of expression. Youmight perhaps invite them to try and organise asimilar competition with students of their school!

Page 84

6. Students will identify the different groups’opinions. It would be wise to play the recordingagain to refresh ideas.

7. Play the recording again so that students cananalyse the role of the teacher. You might needto help students with vocabulary.

After you listen

8. Students will now relate the information fromactivity 6 with the incomplete sentences in orderto fill in the gaps. Students should do this inpairs. If they find it difficult, use the transcriptprovided in the Extension Activities, Activity B.

Answer Key:From top to bottom: a subject; potential and abilityto explore, interests, personality, values, skills, aptitudesand personal work style; yourself …a person´s valuesand learning.

Answer Key: The role of the teacher is that ofmoderator. Examples are: Please, give us youropening statement. Group A may respond. For extraexamples, refer to the transcript above.

Answer Key: a. B b. A c. A d. B e. B f. A

Answer Key: Image 3.

Answer Key: Sample answer. There seem to be only three main speakers: ateacher, Group A speaker and Group B speaker.However, students might rightly point out that thenumber of participants is far higher.

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96

Extension activity

This time, Extension Activities will be used tocomplement activity 8. Go to page 101, Activity B.

9. Students allocate a caption for the other twoimages on page 83. Correct as a class.

10.Students discuss which of the areas described inthe captions they are more interested in. Thismay be a good trigger for some students to startmaking up their minds about their future.

11.In pairs, students choose a caption for this image.Listen to all the captions and correct possiblemistakes to improve their production skills.

12.Students will recycle all the vocabulary andgrammar used in this unit and expand the debateon career planning. Ask volunteers to read outinstructions. Set some time for students to getorganised and set basic rules for exchanges suchas a limited time to make presentations andpenalisations for those who interrupt a speaker inmid-sentence.

Thematic web search: There is a very good site forwork and study guide: www.thesite.org. Refer them topage 111 in their Students’ Book.

Page 85

Reading Focus

Before you read

1. Students discuss the two questions. Do not givethem too much information on gap years, as this


Oral Aid

Ask volunteers to read out this box, elicitvocabulary and discuss with them the advantagesof learning such expressions. Recommend thatthey create a glossary for these, similar to thosethey have created for expressions covered inprevious Oral Aid boxes.



Answer Key: a. 2, b. 1

is the subject of the section. Accept all answersand copy useful vocabulary on the board.

Read

2. Students will deal with vocabulary in contextbefore analysing the text in detail. This time, theywill have letters and broken lines, rather than fullwords, as a guide. Correct as a class.

3. Students practise for general comprehension ofthe text and choose the best summary. Askvolunteers to read out options and to copy theright one in their notebooks.

4. Students will correct the sentences and practisetheir reading comprehension skills as they searchfor detailed information. Correct as a class.

Page 86

After you read

5. Ask for volunteers to read out the instructionsand the youths’ plans. Elicit vocabulary ifnecessary and let them compare and contrast thecomments with the encyclopaedia information.

6. Students practise reading and pictorialcomprehension. Correct as a class.

Answer Key: Joao: b Amy: a Ahmed: c


Answer Key:a. Not hometowns but overseas. b. Not developing but developed countries. (Youmight want to explain the difference in meaningsbetween Present and Past Participle words.)c. Not national but international. d. They didn’t leave the area but stayed and helped. e. They do not enrol in worldwide sportsprogrammes but in global education ones.

Answer Key: a

Answer Key: a. stages b. undertaken c. spendd. overseas e. trend f. enroll


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97

7. Students look for Comparative and Superlativeforms in activity five. Correct as a class.

8. Students put their knowledge into practice andcomplete the sentences with Comparative andSuperlative forms.

9. Students will now produce their own sentenceswith Comparative and Superlative forms. Movearound the pairs or groups and help out withgrammar and vocabulary. Listen to all theirversions as a class.

Extension activity

Extension Activities, page 101, Activity C.

Page 87

Listening Focus

Before you listen

1. Students will warm up for the listening sectionwith some pictorial and reading comprehensionwhere they will get a feeling for the text and theinformation it provides. Elicit vocabulary asnecessary and do this as whole class work.

Answer Key:a. more b. bigger c. tallest d. most e. than


Answer Key: a. longer b. most beautiful c. more polluted d. oldest e. highest

Answer Key: more developed than, poorer,narrower than, more interesting, the largest andmost culturally diverse, the most important

Language Spot

This basic rule for Comparative and Superlativeforms would not be complete without irregularComparative / Superlative adjectives:

• good better best

• bad worse worst

• far farther/further farthest/furthest


2. Students search for specific information in orderto become familiar with vocabulary they will beusing in the listening activities ahead.

You can also use the images to introduce otherpieces of vocabulary (eg: rocks, mountain, tents,helmets, ropes, river, rubber boat, oars/paddles).

3. Students will use the images and the text in theleaflet to help them write their questions. Listen to allthe questions and write down on the board thosewhich are repeated by different students or groups.

Page 88

Listening Focus

Listen

4. Students listen to track 27 for generalcomprehension and verify whether theirquestions have been asked by the interviewer.

Transcript 27

Interviewer: Now then Kate, why are you interestedin joining Fairbridge?

Kate: Well, I picked up a copy of your leaflet atschool and it looked really fun.

Interviewer: Well, it’s certainly supposed to be fun,but it’s a bit more than that.

Kate: Yeah, I realise that. It’s training really, isn’t it?Preparing you for the future.

Interviewer: That’s right. Now, you are leavingschool this year?

Kate: Yes, I am.

Interviewer: Have you any idea what you want to do?



Answer Key: a. canoeing / rafting b. orienteeringc. climbing d. rafting e. hill-walking / climbing f. outdoor cooking

Answer Key: a. A leaflet b. Young people...c. climbing, canoeing, conservation, orienteering,rafting, camping, hill-walking, outdoor cooking d. They will be with you until you can do things onyour own.

Unit 7

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98

5. Ask volunteers to read out the instructions andelicit the meaning of the words in the box. Then,students listen again and tick the words they hear.

6. With the students, analyse the meanings of thewords by referring to the context in which theyappear. They might need to listen to sections ofthe track as they discuss the meanings.



Kate:Well, I’m not very sure. I haven’t done very wellat school and unemployment is really high. Mybrother’s been unemployed for about a year now. I’mworried about not finding a job. I mean, they onlytake people with experience nowadays, don’t they?

Interviewer: So, how do you think Fairbridge mighthelp?

Kate: Well, some of the activities are to do with theenvironment and the community and so on. So,they’d be good experience.

Interviewer: What kind of things are you interestedin?

Kate: Well, I’ve always been interested inenvironmental issues, you know, things like that.And then, I really like the idea of your action andadventure course.

Interviewer: Do you like working with other people?

Kate: Yes, although I’m quite shy really.

Interviewer: OK. What about sports? Do you do any sports?

Kate: I used to go swimming regularly, but recently Ihaven’t done anything.

Interviewer: Have you ever been involved inadventure sports?

Kate: Not really. Do you have to have hadexperience to be accepted?

Interviewer: No, not at all. Would you like to askany questions?

Kate: If I am accepted on the programme, am Iallowed to apply for jobs, you know, during thecourse?

Interviewer: Absolutely. We will be helping you tolook for work while you are participating on ourdifferent courses.

7. Students test their ability to retain information. Letthem work in pairs and discuss answers as a class.Then, play track 27 once more for them to check.

Extension activity

Fast finishers might not need a third listening tocorrect activity 7. In this case, provide them withExtension Activities, page 101, Activity D.

After you listen

8. Students put into practice their knowledge ofsuffixes. Correct as a class. Warn students thatsometimes they will need to make slight changesand not just add the suffix.

9. Students are exposed to sentences with suffixiesfrom some of the words in exercise 8 forrecognition in context. They can spot the correctcaption in pairs.

Page 89

Give it a Thought! Not so funny!

The topics in this section are a mix of fun andresponsibility. On the one hand, students will tell

Answer Key: b.

Answer Key: a. training, b. warning, c. conservation, d. interested, e. participation,f. application

Vocabulary Spot

It is very important to make students aware of theuse of suffixes as they represent a very commonlinguistic phenomenon in English. By learningabout them and their uses, students will improvetheir levels of comprehension. Other suffixes areworried (from worry), experiment (from experience),involved (from involve). You may want to expandthis activity and refer to other pages to find moreexamples of suffixes.

Answer Key:a. At school. b. This year. c. For about a year.d. No, she isn’t. She is shy. e. Yes, she will.

Answer Key: a. future b. not finding c. environmental d. doesn’t go e. one

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99

anecdotes of practical jokes played on their friendsand classmates and on the other they will reflect onthe need to think about plans and serious decisionsthey will have to make in the future.

Before you read

Students discuss practical jokes and the limits thatshould not be crossed when carrying these out. Listento their anecdotes and get involved telling them someof your own. Then, ask them to read the comic. Elicitvocabulary as necessary.

Page 90

Read

1. Students complete sentences summarising thecomic strips. Move around the classroomchecking on what they are writing. They shouldwork in pairs so they can profit from each other’sknowledge.

2. Students discuss the main point of the comic as a class.

After you read

Students recycle vocabulary and expressions from thebeginning of the unit related to gap years. Let themwork in pairs to organise their journey. Then, conducta class discussion on the best options.

Vocabulary Spot

Students read the box and find the word in thecomic – it is a noun. See if they can mentionsome more (eg. debate, search, protest, etc).

Answer Key:a. The word is INCORRECT. b. Yes, she did. She got an A, the highest mark.

Answer Key: Sample answers.a. …she has to search information for school.b. …with her computer password.c. …has touched the computer. d. …phone Alex.e. …is angry. f. …answer is on the screen. g. …take revenge.

Self-check

As always, students complete this section. If they areworking on the charts suggested in the previousunits, allow them more time.

Page 91

Break Free! What next?

The quiz is concerned with their profiles and futures.Make sure students understand all the vocabulary sothat they are able to make the right choices. Finally,you can ask them whether they agree or disagreewith the results.

As regards exams, if you consider it necessary, allowstudents to answer questions in L1.



Answer Key:

1. a. Fran, b. Emma, c. Emma, d. Fran, e. Fran,f. Emma

2. A. b, B. a, C. b, D. b, E. a, F. a

3. Sample answers:a. True. She says ‘I’ll be fine!’b. False. She says ‘I took a year off.’c. False. She says ‘I’ll also be givenaccommodation with an Italian family.’d. True. She says ‘I remember being quitenervous about going.

4. Sample answers: a. Wrong. The article says that you don´t needmoney to see the world.b. Wrong. She had a free ski-pass, freeequipment, free food and discounts in drinks.c. Right. She has got a job as a teacher of English.d. Wrong. For her, Italians are smart and shewill need to change.

Unit 7


Interviewer: Hi, excuse me… Can I ask you a fewquestions, please? I’m doing a survey on foreignersliving in Spain.

Jay: Of course.

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100

I: What’s your name and how old are you, please?

J: Jay, and I’m 20 years old.

I: OK, Jay, and do you live here in Barcelona?

J: No, I live in Girona.

I: And what do you do there?

J: I teach English.

I: You’re a bit young to be a teacher, aren’t you?Don’t you need to be qualified?

J: No, I teach young children from 4 to 12 years oldin a private language school. I work about 24 hoursa week and teach large classes of about 25students.

I: Ah, interesting. How long have you been doing that?

J: Since January, five months now.

I: I see… and was that your reason for coming toSpain, to teach English?

J: No, not really. My father’s Spanish and I wantedto come and live in this country for a while.

I: Oh… and what’s your impression now that you’rehere?

J: Well, I don’t really feel that this is my culture eventhough I’m half-Spanish and I speak Spanish fluently.I agreed to do the job for two years and now I regretsigning the contract. I miss my mates and their senseof humour. I’m a bit homesick, to be honest.

I: That’s a real shame!

J: Yeah, I know.

Answer Key:

5. A. a person doing a survey and a person fromanother countryB. in the streetC. sad and depressed

6. Name: JayAge: 20Job: English teacherWhere: GironaHow long: 5 monthsResponsibilities: Teaching English in a privateschool, large groups of 25 studentsReason for coming: To learn about his father’s culture.Attitude to living and working abroad: Missesfriends, tired of teaching English to children,wants to leave Spain

7. a. He teaches young children from 4 to 12. b. He works 24 hours a week. c. He has been teaching since January. d. He feels that Spain is not like his culture. e. He signed a contract for two years to teach.

8. a, b, d and f

9. Sample answers: a. My name is...b. I am... years old.c. Yes, I have. / No, I haven’t.

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Put the words in italics in the right place.Then, look at the text on page 81 andcheck.

There are several colleges a child can take afterfinishing secondary school at 16: Universities and qualification provide variouscourses that enable students to gain a degree ordiploma and can take from 2 to 4 years. Academic or vocational A levels can be taken in a6th form college, secondary school 6th form, orinvaluable education college. A levels will enablethe student to study for a further educationqualification, such as a university honours degree. Applying for a paid options will enable the studentto get into the world of work. Often, companiesactually train their new staff on the job, sometimeswith a form of job as the result. A voluntary job will provide prospective experiencein the type of job the child may choose.Volunteering will also reflect well upon the youngperson when they come to apply for a job at ahigher employer.


Group A: Well, we believe that career planning in highschool is a very important way to help you plan your idealfuture based upon your interests, personality, values, skills,aptitudes and personal work style. We believe that it shouldbecome a permanent subject or course in our school. Teacher: Now, Group B. Please, present your opening statement. Group B: We believe that some form of guidance is importantbut we do not believe that it should be part of the school’scurriculum. The process of finding out what you like andwhat you are good at consists of self discovery… through trialand error. We believe that by telling a person what they shoulddo as a career limits that person’s potential and ability to explore.Teacher: Group A may respond.Group A: Well… your argument sounds very attractive andidealistic but in the real world you have to know what youwant. Through learning about yourself and learning whatyour values are, you can easily find out what you want todo… and a career class can help you with that. Teacher: Group B, your rebuttal.Group B: You have to understand that learning aboutyourself and your personal values is an ongoing processthroughout your life and career. Ten years from now thingscould be very different. This is an important point as towhy we should not be limited by having a career class.

B


Correct these Comparative and Superlativeforms.

a. There are most people in Santiago than inPuerto Mont.

.............................................................................

b. This building is biggest than my house.

.............................................................................

c. The Himalayas are the taller peaks in theworld.

.............................................................................

d. She is the more beautiful actress in Hollywood.

.............................................................................

e. Maths is more interesting that Geography.

.............................................................................


Answer these questions. Then, listen totrack 27 and check.

a. Where did Kate find the leaflet?

.............................................................................

b. When is she leaving school?

.............................................................................

c. How long has her brother been unemployed?

.............................................................................

d. Is she an extrovert?

.............................................................................

e. Will she be allowed to apply for jobs duringthe course?

.............................................................................

D

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1. Answer: Emma or Fran? (6 points)

Who…?

a. will go on a gap year soon __________

b. went on a gap year __________

c. didn’t pay for food __________

d. wants to stay an extra year __________

e. thinks some people dress well __________

f. paid 50% less for drinks __________

GAP YEARS

Emma 19 (Canada)I took a year off after mysecondary school and went off tothe Alps to work as a chalet maidin a ski resort. I remember beingquite nervous about going, but aspart of the job I was given a free

ski-pass and free equipment for the season. It wasfantastic! I had to work really hard looking afterthe chalets: cooking and cleaning up after guests.But there was a bunch of young people from lotsof different countries working there and we had alot of good nights out. Drinks were half price andall our food was included. Personally, I think it’sthe best thing to do before going to university!

Fran 18 (Britain)I’m starting my gap yearnext month and I’m quitenervous about it, but I’msure once I have made somefriends and have got into

the job, I’ll be fine. I’m teaching English to tourguides in Milan. It will be well paid and I’ll alsobe given accommodation with an Italian family.I’ve already got a place at university for nextyear but I’d like a break from studying first so I may be allowed to stay in Italy for two years!I’m just worried about clothes – Italians are allso smart. I’ll have to change my look


Name: ______________________________ Date: ________________ Score: / 20

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2. Match words and phrases in bold anddefinitions. (6 points)

A. maid

B. guests

C. bunch

D. got into

E. break

F. smart

3. True or False? Quote the relevant information. (4 points)

a. Fran is optimistic about going to Italy.

........................................................................

b. Emma decided to spend a year at home.

........................................................................

c. Fran is living in a hotel in Italy.

........................................................................

d. Emma was a bit worried before travelling.

........................................................................

4. Right or Wrong? Justify your answers with your words. (4 points)

a. The magazine article says that youths cansee the world with money.

........................................................................

b. Emma had no benefits in her job.

........................................................................

c. Fran has got a job as a teacher in Italy.

........................................................................

d. Fran feels she will have no problems withclothes.

........................................................................

a. skier b. servant

a. hotel residents b. crazy people

a. queue b. group

a. finished b. get accustomed

a. no activity b. work and study

a. well-dressed b. badly dressed

Want to see the world buthaven’t got the money?Tired of studying but notready for work yet? Gap years are you!

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5. Listen and tick. (1,5 point)

A. The conversation is between…

a. a teacher and a student.

b. a person doing a survey and a

person from another country.

c. two friends who have not seen

each other for a long time.

B. The situation takes place…

a. in the street.

b. at home.

c. in a club.

C. The person answering questions sounds…

a. happy to be there.

b. enthusiastic but tired.

c. sad and depressed.

6. Listen and find the incorrect information.Write the correct answers only in the emptyfile. (8 points)

7. Correct the following information. (5 points)

a. He teaches young children from 4 to 10.

.............................................................................

b. He works 14 hours a week.

.............................................................................

c. He has been teaching since July.

.............................................................................

d. He feels that Spain is like his culture.

.............................................................................

e. He signed a contract for three years to teach.

.............................................................................

8. Put a cross next to the four questions theinterviewer asks. (4 points)

a. What’s your name?

b. How old are you, please?

c. Have you got a girlfriend?

d. Don’t you need to be qualified?

e. What does your father do in England?

f. How long have you been doing that?

9. Answer questions a, b and c from 8 about you.(1,5 points)

a. ________________________________________ .

b. ________________________________________ .

c. ________________________________________ .


Name: _____________________________ Date: ________________ Score: / 20


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Name: JayAge: 21Job: English dancerWhere: GironaHow long: 6 monthsResponsibilities: Teaching English incompanies, small groups of two or three studentsReason for coming: To learn SpanishAttitude to living and working abroad: Missesfriends, happy at teaching English to teenagers andadults, wants to stay more time in Spain

Name: ............................................

Age: ................................................

Job: .................................................

Where: ...........................................

How long: .............................................................

Responsibilities: ....................................................

Reason for coming: ..............................................

Attitude to living and working abroad: ..............................................................................................

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Unit Planning

Estimatedtime


Students should...

analyse their dreams andaspirations.

find plausible working alternativesfor their future development.

Text types reports with a description ofgraphs

personal life accounts

editorials

job interviews

comics

cartoons

Aims


Deciding on texttype and purpose.

Interpretinggraphs.

Learning themeaning of newwords throughcontext.

Completing ideasbased on textualinformation.

Listening forgeneralinformation andpictorialassociation.

Listening forspecificinformation toidentify images.

Listening forspecific optionalinformation.

Reading toidentify text type,purpose and title.

Associatingmeaning to wordsthroughcrosswords.

Reading forspecificinformation.

Listening andidentifyingadvertisements.

Listening forspecificinformation.

Direct Speech

Indirect Speech

Conditional Forms

Compound Nouns

Extra ActivitiesYou will find extension activities to complement and expand the practice of skills in Unit 8 on page 112 ofthis Teacher’s Book. They are intended to further expose students to target language.

8

104

Working worldWork Issues

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105

Page 92

Before you read

1. Students discuss questions in pairs using thepictures as a stimulus. Move around theclassroom and allow them to discuss this issue inL1. Whenever you can, enquire whether theythink the future they choose will depend on theirknowledge of English in some way.

2. This should be carried out before they undertake adetailed reading. Students glance over the text inorder to identify the correct answers. As a way ofreinforcing their decisions, ask them to describewhere they might be able to find the other texttypes mentioned and if they can think of anyexamples of these from earlier in this book.

Page 93

ReadingRead

This page introduces the text. Do not answerquestions related to vocabulary yet as there is anactivity devoted to this on the following page.

Reading Tip

Ask volunteers to read out the tips and point outthat they are important because they willprobably come across graphs and pie charts thatprovide statistics on areas such as economics inspecialised magazines and also in seriousnewspapers and popular magazines.

Answer Key: a. a descriptive repeat... b. specialised...


I will be able to...�This unit expands on the previous unit’s aims to

make students aware of the need to takeresponsible decisions about their future andhow to face the adult world in a mature way.Students should realise that dedication andcommitment are key assets when one is seekingto be successful in a competitive environment,be it educational or labour-related.

Unit 8

Page 94

3. After reading the text, students go over the titlesand choose the best one. Ask them to justifyanswers as a class.

4. Students will now read for detail and select themost accurate graph descriptions. Correct as aclass and ask students to justify their answers byreferring to the graphs.

5. Students should deduce the meaning of the words inthe box through use of context. Explain that thesewords are typical of economic jargon, as are theirequivalents in L1. Let them work in pairs and scan thetext to find the correct meanings. Correct as a class.

6. Students will read for specific textual informationand relate this to the beginning of the sentencesthey have been given, thus allowing them tocomplete these. Let them work in pairs or groupsand move around the classroom to help out withgrammar and vocabulary. Correct as a class.

After you read

7. Students should now reflect on the reality of thesituation in their country today. It would beconvenient to bring some Chilean newspapers withnews on employment so that students can becomeaware of the kind of labour market they will beentering in the near future. Remember that you canuse English publications such as the Santiago Timesand Trip Chile – both also available on line – if youwant to expose them to reality in L2.


Answer Key: Sample answers.a. …the economic growth deceleration in 2006.b. …youth and women who are looking for their first job. c. …goods sector did not contribute much. d. …Construction created new employment.

Answer Key: a. rate b. scarce c. unemploymentd. outstanding e. goods f. Gross Domestic Product

Answer Key: b and c

Answer Key: b (Although some students mightargue that a is also possible.)

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106

English World

Ask students to read and reflect on the information inthe box. See if anyone has considered experiencing agap year working in the Pacific Basin Area. This boxwill be used in activity 8 (below) so make sure theycomprehend well.

8. Students will now put into practice theirknowledge of data description and graphinterpretation. Ask them to copy the graphs intheir notebooks. Let them work in pairs or groupsas they might need to support each other. (Theyshould leave enough space in Graph 3 to addanother bar in the next activity). Correct as a class.

9. Students include Chile’s unemployment rate in thebar graph. Tell students to refer to Graph 1 onpage 93 to complete Graph 3. Correct as a class.

Extension activity

Extension Activities section on page 112, Activity A.

Page 95

Listening

Before you listen

1. Students practise pictorial comprehension andpredict the right order of events, as well as guesswhat they are depicting. They work in pairs andthe activity is corrected orally.

Answer Key:Economic Growth

%

7

6

5

4

3

2

12004 2005 2006 2007

(first quarter)

Answer Key: Chile’s bar should indicate anunemployment rate of between 6% and 8%, closer to 8.

Answer Key: a. yellow bar: Korea, blue bar: NewZealand, red bar: Poland. b. light green bar:Mexico, green bar: New Zealand, red bar: Poland

2. Students warm up for the listening activity byhaving a preview of the account to be told lateron. Students work in pairs. Correct as a class.

3. Students match words and meaning to preparefor the listening activities ahead. Remind them tocopy words in glossaries. Correct as a class.

4. Students have been given plenty of clues as topredict the content of the story. Accept differentoptions and copy possibilities on the board torefer to once they have listened to the account.

Page 96

5. Students will now listen for pictorialcomprehension. Play track 28 and correct orally.

Answer Key: 2, 3, 4, 1

Listening Tip

This piece of advice applies to all pictorial aidspresented in the book. Tell them to keep in mindthe images on page 95 while they undertake thelistening activities.

Oral Aid

Ask volunteers to read the box, which focuses ona range of grammar points that have beenreferred to in previous language spots. Thissection shows how they work together to createlanguage. This could also be used as a focus forgrammar revision, however, the main aim is toprepare students for the listening activity.


Answer Key: a. go away b. desire c. part of thebody used for thinking d. the results obtained atschool and university e. convince someone f. when aperson trusts him / herself



8 Working world

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6. Students select captions according to the imagesand the information they have listened to. Elicitvocabulary as necessary and correct orally.

7. Students will try to recall specific detail. They shouldtry to do this without listening to the text again.Then, play track 28 again for them to check.

After you listen

8. Students discuss questions, preferably as a class,and carry out a debate on the importance ofschool in their lives.

Language Spot

Students are introduced to Conditional forms.Explain to students that these are very common


Answer Key: a. had family problems b. readingc. Her next door neighbour d. an English course e.thought it was great


Transcript 28

I had to leave school at the age of 15 for familyreasons. I told myself ‘If I have more time next year,I will finish school.’ But I married young and hadchildren. As years went by, I wished I had somequalifications. I had always read a lot and this hadprobably kept my brain active. I promised myselfthat one day I would return to school and getqualifications but, despite my good intentions, I never did anything about it.

Then, we moved into a new house and, by coincidence,my next door neighbour worked in adult education andpersuaded me to take some action. I remember shesaid, ‘If you want to learn, you can come to myclasses.’ So I decided to take her English course.

The first day arrived and I was so nervous as I mademy way to the Centre. I didn’t know what to expectbut I felt great. ‘If I was really afraid, I wouldn’t beso happy!’ I remember telling myself.

I think I am capable of much more. I have becomemore confident, not just in college but in my everydaylife as well. I can handle so many situations nowwithout feeling scared. This is certainly a new periodof my life. Why did I wait so long?

107

Unit 8

9. Students put their new knowledge ofConditional forms into practice. They work inpairs. Correct orally.

Extension activity

Extension Activities section on page 112 Activity B.

10.Students practise pictorial comprehension.Correct as a class.

Page 97

Reading Focus

Before you read

1. Students discuss the possibility of getting a summerjob and if it is usual for Chilean students to do this.

Read

2. Students skim the text and decide on its purpose.Correct as a class.

3. Students can discuss this point. In this case, thepiece of news in the editorial is about teenagersand summer jobs. However, they shouldunderstand that the aim in this websitenewspaper is for everybody to be informed of anopinion. Explain that editorials are usually usedby information media like newspapers andmagazines to express the views of the publicationwith regard to different issues.

Answer Key: a

Answer Key: c


Answer Key: a or/and d seem the best options.

Answer Key: a. If you want to learn, you cancome to my classes. If I felt afraid, I wouldn’t be sohappy! b. She had just moved into her new house. c. She felt nervous.

Answer Key: a. study, will pass b. paid, wouldfeel c. wanted, would ask d. read, will develop

in Spanish, too. Let them look for the example inactivity 6 – If I have more time next year, I willfinish school. Enquire what type of conditional itis. Find further information on Conditional formson page 121.

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Answer Key: a, b or d would be fine.

8 Working world

108

4. Students use global comprehension to choose anappropriate headline. Correct as a class.

Page 98

5. It would be a good idea for you to ask studentsto copy the crossword in their notebooks beforethey start the activity. Let students work in pairsand correct as a class.

As an extra activity to encourage assimilation, youcan ask students to write sentences using thewords from the crossword.

6. Students read for specific information. Theyshould write their answers in English in theirnotebooks. Tell them to try and answer withoutquoting verbatim if that is possible.

After you read

7. Students work in pairs, extracting informationfrom the classified ads to write out a dialogue.Walk around helping them with the framing ofquestions and any item of vocabulary they mayneed. Ask a few volunteers to act them out.

8. Students discuss the issue of summer jobs, in L2 ifpossible. Listen to their points of view and helpthem with making a decision, as the end of theyear is very close!

Language Spot

The use of Direct and Reported Speech is also acommon feature of both Spanish and English.Students should be aware of this and pay attention todifferences in tenses and punctuation in order to


Answer Key: a. Fun at the beach, cruising HarvardAvenue without worrying about school, hanging outat the river. b. They can get a high school diploma,job training and career counselling. c. They helped bycleaning up a pond. d. The job of commissionedphotographer.

Answer Key: a. cruising b. folk c. teeming d. wage e. grant f. labour

Answer Key: b

9. This is a passive recognition activity to helpstudents differentiate between reported anddirect speech. Correct as a class.

10.Now, students will try to use both forms ofspeech. Tell them to work in pairs and movearound the classroom verifying their output.Remind students of multiple answers.

Extension activity

Fast finishers can go to Extension Activities section onpage 112, Activity C.

11.Students practise pictorial comprehension.Correct as a class.

Page 99

Listening Focus

Before you listen

1. Students discuss the topic. Most students willhave had little experience in this area, so moveswiftly to activity 2.

Answer Key: a. Tommy explained that he wanteda summer job to save money for college the followingyear. b. Alexia commented that she had seen Paulwith a new girlfriend the previous Wednesday. c. Linda said there would be a talk on summer jobs atthe school auditorium the following day. d. Alanprotested that they couldn’t work in summer becausethey needed some fun. e. Stella exclaimed thatBrenda was visiting them the following month.

Answer Key: a. The programme is veryadvantageous. b. Thomas said that he needed asummer job because he hated being lazy. c. Claireexclaimed that she was not getting a summer job andthat she wasn’t crazy. d. A summer job will help meget some extra money for university books next year.

Answer Key: a. R b. D c. D d. R

establish if information in a text is being quotedword by word or is a report of what the personsaid. The sentence referred to is the first one inthe last paragraph. Find further information onDirect and Indirect Speech in the GrammarReference on page 121.

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109

2. Students will warm up for the listening activity byreading and discriminating between good andbad pieces of advice. Elicit vocabulary asnecessary and tell them that positive adviceshould be remembered for future job interviews.

3. Students read ads and discuss advantages anddisadvantages. Elicit vocabulary as necessary.

Listen

4. Students will now listen for general comprehensionin order to identify the correct advertisement. Playtrack 29 and then, correct orally.

Transcript 29

1. Interviewer: Ah, Tom, do come in. Have a seat.Tom: Cheers!Interviewer: Now, have you had any experience inthis area?Tom: Yes, although not much.Interviewer: And are you computer literate?Tom: Yes, I’ve got some experience, yeah…Interviewer: In what, exactly?Tom: Oh, this and that…Interviewer: Have you ever designed a site?Tom: No, but I can give it a try, I suppose.Interviewer: And now you are out of work, aren’t you?Tom: Yes, I lost my job. It wasn’t my fault though!

2. Interviewer: You must be Hannah. Come in. Have a seat.Hannah: Thank you.Interviewer: Now… have you had any experience inthis area?Hannah: Yes, I’ve worked in web design for the last threeyears. I’ve brought my portfolio to show you, in fact.Interviewer: Let’s have a look. Mmm, mmm… Thislooks really creative. But you are out of work now,aren’t you?Hannah:Yes. The company I worked for wentbankrupt, unfortunately.

Answer Key: Website designer advertisement



5. Students listen for specific information. Play therecording again and correct orally.

Extension activity

Fast finishers might not need a third listening tocorrect activity 5. In this case, provide them withExtension Activities, page 112, Activity D.

Page 100

After you listen

6. Students discuss the listening activity usinginformation from activity 2. Correct as a class.

7. Students will now be exposed to the final texttypes: letters of application and CVs, both importantfor their future. Make this a key issue and advisestudents to pay attention. Students may work inpairs and complete the CV using information in theletter. Elicit vocabulary as necessary. Correct as aclass by asking volunteers to provide answers.

8. Students will now produce their own CV andletter of application for a job. Suggest that theyrespond to the advertisements on page 99. Theyshould work individually and try and use setphrases from the letter to help them assimilatethese expressions. You might have to take theproductions home for correction and assessmentat the end of the lesson.


Answer Key:Name: Hannah Jones e-mail: [email protected] and Training: Computer Science atUniversidad Católica, Chile – Benson SecondarySchool – TOEFL examination Interests: surfing theInternet, reading books Languages: fluent in English

Answer Key: a. Hannah does b. f and i


Answer Key: a. Hannah b. informal c. experienced d. lost e. went bankrupt

Interviewer: Bad luck. But are you still interested inweb design?Hannah: Oh, yes! It’s my passion…

Unit 8


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8 Working world

110

9. Students use the expressions in the Oral Aid boxand role-play job interviews between themselves.Move around the pairs and help out withgrammar, vocabulary and pronunciation asnecessary. Tell them to stick to simple questionsto make the exchange more fluent.

Page 101

Give it a Thought! Have you made up your mind yet!

Students will discuss their future prospects as summer timeis just around the corner and a new life is about to start.

Before you read

Students discuss their future prospects and theirpossibilities in the adult world. Moderate this discussionand get involved in the debate. Then, ask them to readthe comic and elicit vocabulary as necessary.

Page 102

Read

1. Students correct information and revise the useof Reported Speech. Correct as a class.

2. This is a swift activity designed to close the workon the comic.

After you read

Students will now use the questions in 2 and conduct asurvey of their classmates. This should be done in groupsto avoid unnecessary repetition and time wasting.


Answer Key: a. Elena and Marisa do. b. Frank is. c. Alex does.

Answer Key: a. Elena was sure about studyingMedicine. b. Frank said that he was not sure yet. c. Marisa told Frank that she didn’t like the idea ofworking with her family. d. Marisa expressed herintentions to take up a business course. e. Alex just said that he was tired!


Oral Aid

Students will use these expressions in activity 9.

Self-check

Students complete the last charts in this section. If theyhave been doing graphs, ask them to compare andcontrast their performances with each other. This is agood opportunity to remind them of the ElectronicResources list on page 111 and the Thematic web searchwindow related to work on the same page. You can tellstudents to note down the addresses of some thepages from the list so that they can use them to keepin contact with the learning of the English language.

Page 103

Break Free! Face your future with a smile

As suggested in the title, finish off classes by enjoyingthese cartoons. There are some easy activities for themto do if they want to and they can even draw theirown cartoons. These might be related to schoolanecdotes or characters.




Interviewer: Hello. Come in and take a seat!Candidate: Thanks. I: How was your journey?C: Oh, terrible. I’m sorry I’m a bit late, the trafficwas terrible, you know…I: Now, this is just a formality really…

Answer Key:

1. A. c, B. b

2. a. grant, b. score, c. abilities, d. pass, e. duration, f. accommodation

3. b, e, a, c and d

Vocabulary Spot

This last Vocabulary Spot box deals with compoundnouns. Make sure students pay attention to theseand ask them to try and find some examples inprevious texts throughout the book.

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111

Final Term Test (Units 1 to 8) - Reading (Photocopiable material. See Teacher’s Book, page 115.)

Answer Key:

4. SOS. Help clean our coastline.

5. a. Yes, b. Yes, c. No, d. Yes, e. No

6. In bold in the transcript.

7. a. c, b. i, c. i, d. c, e. i, f. i, g. c, h. c, i. i, j. i

C: OK, ask away…I: Well, I was very impressed by your CV. I see you’vehad plenty of experience in relief work, especiallyhelping environmental pressure groups in the past.So, why do you want to help the Never Again trust?C: Yes, one reason I’d like to help is that I think myexpertise could come in useful, you know. I: Yes, I can see that. I was thinking that you couldperhaps help and train others, and another thing, of course, is that this disaster has been one of theworst in living memory, you know, so we really needto work together on this. C: Yes, I have got quite a lot of experience. I couldeven help train others if necessary.I: Great. Now, what about your availability?C: I am free during the whole of August. I can’t reallycommit myself to more months than that, though.I: OK, that’s not a problem. Now, are there anyquestions you’d like to ask?C: No, I don’t think so. The reason I’d like the job issimply that I’d really like to help in such animportant humanitarian project.I: Could you fill in this form, then?C: Thanks.I: Then, just hand it in at the desk on your way out.We’ll be in touch at the end of the week.C: Fine, thanks very much.

Unit 8


Do cities attract a certain type of person? Do peoplewith similar personalities live in cities? We asked fourcity dwellers what they thought. 1. Absolutely, yeah. I’m very much the classic ’21st-century Londoner.’ I love the atmosphere here, youknow – it’s a great cultural mix. Well, I’m actually agood example being half-Pakistani. There are allthese people sort of blending in, right? Yeah… and I love clubbing and street markets… but the marketsare getting so… so touristy now, man…2. Well, I don’t know, I’m sure… Well, to someextent, it might be true. I mean, my friends are allvery dynamic people with good jobs and money tospend, and that sort of comes from living in the city,doesn’t it? In fact… I suppose I’m like that myself! I used to live in a really small town and it wasn’t meat all! I don’t like living in small places whereeveryone knows you and there’s nothing to do. I think that I belong in New York.3. Hmm, interesting question, but it certainlydoesn’t apply to me. I suppose it’s easy to getswallowed into the social whirl and not have anytime for yourself – you just have to be strong! My main problem with cities is the time it takes tocommute to work. I figured it out two years ago,and I realised I was spending ten hours a week onpublic transport! Scary. Well, I changed jobs andnow I work within 20 minutes of my flat. No underground. Yes, a 20-minute walk into work isa privilege, isn’t it? It’s just a matter of priorities. 4. I’m not sure really. Personally, I hate big cities –tower blocks and shopping centres make me dizzy. I can’t wait to leave. I work in advertising, and I’d loveto have a little house 30 or 40 miles outside the cityand work at home, and just travel in once or twice amonth. The thing is that my career is important to meand I have to be in London to be successful.

Answer Key:

4. 3, 2, 4, 1

5. True sentences: a, c, d, h, i, j

6. a. atmosphere, b. dynamic, c. commute, d. within, e. dizzy, f. can’t wait

7. a. C, b. C, c. A, d. B, e. B

Answer Key:

1. a. In, b. world’s, c. paper, d. hands, e. time, f. price, g. the

2. a. F, b. F, c. T, d. T, e. T, f. F, g. T, h. T

3. a. ii, b. iv, c. v, d. iii, e. i

Final Term Test (Units 1 to 8) - Listening (Photocopiable material. See Teacher’s Book, page 116.)

G4_U8_104-116 8/9/09 11:21 Página 111


Read this piece of newspaper news anddraw the graph bars.

SANTIAGO, April 20 (Reuters) – “Chile's economyhas shown early signs of rebounding and grew morethan 5 percent in the first quarter of this yearcompared with a year earlier,” Chilean FinanceMinister Andrés Velasco said on Friday.Chile's economy grew a disappointing 4.0 percent in2006, slowing from stellar growth of 5.7 percent in2005 and 6.0 percent in 2004."The short-term indicators speak of an economy thatis definitely rebounding," he said.


Read these pieces from the listeningactivity, track 28, and answer:

a. What two Conditional forms can you find?Underline them.

b. Where was she when her neighbour invitedher to classes?

.............................................................................

c. How did she feel before arriving at the Centre?

.............................................................................

Then, we moved into a new house and, bycoincidence, my next door neighbour worked inadult education and persuaded me to dosomething about it. I remember she said ‘If youwant to learn, you can come to my classes.’ So Idecided to take her English course.The first day arrived and I was so nervous as Imade my way to the Centre. I didn’t know whatto expect but I felt great. ‘If I felt afraid, I wouldn’tbe so happy!’ I remember telling myself.

B


Put these sentences into Reported Speech.

a. ‘I want a summer job to save money for collegenext year,’ Tommy explained.

...............................................................................

b. ‘I saw Paul with a new girlfriend last Wednesday,’Alexia commented.

...............................................................................

c. ‘There will be a talk on summer jobs at theschool auditorium tomorrow.’ Linda said.

...............................................................................

d. ‘We can’t work in summer! We need some fun!’Alan protested.

...............................................................................

e. ‘Brenda is visiting us next month!’ Stella exclaimed.

...............................................................................


Place these answers after the rightquestions. Check with track 29.

Cheers! Oh, this and that… Yes, although not much.It wasn’t my fault though! Yes, I’ve got some experience, yeah…

No, but I can give it a try, I suppose.

Interviewer: Ah, Tom, do come in. Have a seat.

Tom: .....................................................................

Interviewer: Now, have you had any experience in this area?

Tom: .....................................................................

Interviewer: And are you computer literate?

Tom: .....................................................................

Interviewer: In what, exactly?

Tom: .....................................................................

Interviewer: Have you ever designed a site?

Tom: .....................................................................

Interviewer: And now you are out of work, aren’t you?

Tom: Yes, I lost my job..............................................

D

�

� �


Engl

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Economic Growth

7%6%5%4%3%2%1%

2004 2005 2006 2007(first quarter)

112

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1. Choose the right answer. (2 point)

A. The text type is a…

a. letter to the editor.

b. graph description.

c. letter of application.

B. Its purpose is to…

a. give instructions.

b. ask for information.

c. give an opinion.

2. Match words and meanings. (3 points)

a. money given to study, scholarship

b. level of achievement

c. skills gained through learning / experience

d. to obtain a good mark in a test

e. time something takes

f. place to live

3. Match topics and paragraphs. (5 points)

a. Some extra information about Rosie.

b. The reasons why you are writing.

c. Enquiring about the conditions of the grant.

d. A short paragraph saying that you expect to receive some information soon.

e. Specific educational information about Rosie.


Name: _____________________________ Date: ________________ Score: / 10

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accommodation

pass

duration

grant

score

abilities

30th November, 2008

Dear Sir / Madam,

I am writing to ask about the procedurefor grant application this year. I would like tostudy for a degree in Biology in the UnitedStates at Stony Brook University in New YorkState. I was recommended this scholarship asone of the best and most serious ones.

I have recently finished my studies insecondary education with a high score and Ihave undertaken a vocational course to choosea University course of studies, which mentionedmy abilities are connected to the areas ofScience and Biology.

In addition to my school qualification, Ihave also studied English and passed theCambridge First Certificate Examination with B.

I am interested in receiving moreinformation about your grants. I need to knowthe economic conditions, the duration and thenumber of places available as well asaccommodation arrangements.

I am available for interviews at any time inthe months of December and January. I lookforward to your answer.

Yours faithfully,Rosemary Hancock.

5

4

3

2

1

113

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4. Listen. Then, read the followingadvertisements and tick the one connected tothe interview. (1 point)

5. Answer Yes or No. (6 points)

a. Is the candidate suitable for the post? _____

b. Has he got experience? _____

c. Does he want to work alone? _____

d. Is he available in August? _____

e. Does he ask any questions? _____

6. Choose three questions the interviewerasks. (3 points)

a. How was your journey?

b. What’s your name?

c. Why are you interested in this post?

d. What about your availability?

e. Are there any questions you’d like to ask?

UNICEF. Help street children. Salvador

needs volunteers to take care of street children

and to establish school and recreational

facilities in the area.

7. Who says this, the interviewer or thecandidate? (10 points)

a. The traffic was terrible. _____________

b. This is just a formality… _____________

c. I see you’ve had plenty of

experience... _____________

d. I think my expertise could

come in useful. ____________

e. Yes, I can see that. ____________

f. So we really need to work

together on this. ____________

g. Yes, I have got quite a lot of

experience. ____________

h. I can’t really commit myself

to more months... ____________

i. Ok, that’s not a problem. ____________

j. Could you fill in this

form, then? ____________



Name: _____________________________ Date: ________________ Score: / 20

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SOS. Help clean our coastline. Cornwallneeds volunteers to clean the oil left by theoil tanker spill disaster.The conservationsociety ‘Never Again’ also requires Biologistsand Veterinarians.

114

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(a) ____________ November 1999, Randi Altschul,

toy designer with no prior experience in

electronics, patented the (b) ____________ first

disposable mobile phone. The device is the

thickness of three credit cards and is made from

recycled (c) ____________ products. This is a real

mobile phone with 60 minutes of calling time

and a (d) ____________ free attachment. You can

add more minutes or throw the device away after

your calling (e) ____________ is used up.

The (f) ____________ of the invention should

average twenty dollars, with a two or three dollar

refund for returning (g) ____________ phone

instead of trashing it.

Randi thought up the invention after being

tempted to throw her mobile phone out of her car

in frustration because of a bad connection. She

realised mobile phones were too expensive to lose

or throw away. She developed the phone by

surrounding herself with experts who shared her

‘conceive-it, believe-it, achieve-it’ attitude.

Engineer Lee Volte, for example, was the senior

vice-president of research and development at the

toy making company she worked in, when he

became her partner. They patented both the

disposable mobile phone and the super thin

technology that goes with it.

The entire phone body, keyboard and circuit

board is made of paper substrate. The paper-thin

mobile phone uses a flexible circuit of one piece

with the body of the phone. ‘The circuit itself

becomes the body of the unit,’ Ms Altschul said.

‘And it becomes its own built-in tamper-proof

system because as soon as you cut it open, you

break the circuits and the phone goes dead.’

Communications

1. Choose from the given options and fill in thegaps in the first paragraph. (7 points)

a. At In

b. city’s world’s

c. paper metal

d. legs hands

e. days time

f. price money

g. the some

2. True or False? (8 points)

a. Randi is an electronics engineer.

b. The new invention is as long as three credit cards.

c. After you finish your calling time, you can still use it.

d. She had the idea of a disposable phone after she had problems with her normal one.

e. Randi invented the phone

with no help.

f. She and Lee Volte only own

the patent of the telephone.

g. If somebody tries to cut your

phone open without your

permission, it will break.

h. The telephone is made of

paper substance.

3. Match words and definitions. (5 points)

a. device

b. average

c. disposable

d. entire

e. prior

Final Term Test - Reading - (Units 1 to 8)

Name: _____________________________ Date: ________________ Score: / 20

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4. Listen and number speakers 1 to 4. (4 point)

Speaker _______ talks about distances between work and home.

Speaker _______ talks about small and big places.

Speaker _______ says he wants to work at home.

Speaker _______ says he enjoys life in the city.

5. Listen again and tick true statements. (10 points)

Speaker 1

a. …thinks London is very multicultural.

b. …has recently arrived from Pakistan.

c. …complains that too many tourists

visit London street markets.

Speaker 2

d. … says friends make a lot of money

in their jobs.

e. …thinks it’s better to live in a small

place rather than a city.

Speaker 3

f. …doesn’t mind commuting to work.

g. …changed jobs because she had to

work very long hours.

h. …now goes to work on foot.

Speaker 4

i. …would like to live in the countryside.

j. …has to live in the city because

of his job.

6. Fill in the gaps. (6 points)

can’t wait dynamic dizzy atmospherewithin commute

a. ‘I love the __________________ here, you

know…’

b. ‘I mean, my friends are all very

__________________ people.’

c. ‘My main problem with cities is the time it

takes to __________________ to work.’

d. ‘Now I work __________________ 20 minutes

of my flat.’

e. ‘Tower blocks and shopping centres make

me __________________ .’

f. ‘I __________________ to leave.’

7. Choose the best option. (10 points)

a. Speaker 1 is...

A ...half-Chinese.

B ...half-Arabian.

C ...half-Pakistani.

b. Speaker 2...

A ...loves living in small places.

B ...hates living in the city.

C ...does not like the life in small towns.

c. Speaker 3 walks...

A ...20 minutes to his job.

B ...30 minutes to his job.

C ...40 minutes to his job.

d. Speaker 4 hates...

A ...his job.

B ...big cities.

C ...little houses.

e. The four speakers talk about...

A ...their hobbies in their free time.

B ...their life and work in cities.

C ...their future as workers.

End Term Test - Total Score: / 50

Final Term Test - Listening - (Units 1 to 8)

Name: _____________________________ Date: ________________ Score: / 30

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Imperative Form

Use the Imperative Form to give orders and toencourage people to do things. To give instructions,it is usually found in the written form.Read this text. Repeat after me.Press play. Open the lid.

The Imperative has the same form as the infinitivewithout to. Add don’t to the infinitive to make it negative.Don’t do that! Don’t buy it!

You can sometimes write please at the beginning orend of the Imperative.Please listen to me.Listen to me, please.

Another use of the Imperative Form is on signs andnotices, but in this case, the gerund is used fornegative instructions. No parking.

The Present Participle

The Present Participle is used in a number of cases.You can copy this information on the board foryour students to profit from:

• Spelling rules: verb + -ing: text – texting; verb ending in -e drops it and adds -ing:come – coming;short verbs double last consonant: rip – ripping;verbs ending in -y add -ing: play – playing.

• After the following verbs: admit, avoid, consider,delay, deny, detest, dislike, enjoy, escape, fancy,finish, forget, hate, go on, imagine, involve, keep,mind, miss, prefer, postpone, practise, recall,regret, remember, risk, suggest. I avoided fixing the CD drive myself. I love listening to my MP3 songs!

• We use come and go + -ing to talk about sportsand outdoor free-time activities.He went shopping. Shall we go swimming?

• After prepositions in different positions in thesentence. She’s interested in texting messages. I feel like phoning my family. They accused him of hacking computers.

• With certain set phrases such as Do you mind…?, …can’t stand…, It’s no use…,There’s no point…, It’s not worth…, …can’t help… I can’t help laughing.It’s no use trying to repair it. There’s no point buying it.

• To reduce relative clauses: He is the boy who is living with me. He is the boy living with me.

• After when, while, after, before: When phoning Alice, I realised she was not at home.

• In adjectives describing feelings about somethingor someone: He is boring. This ripping program is interesting.

The Present Tenses

You can copy the following charts if you consider itnecessary:

Grammar Reference

117

Present Simple

Affirmative

I play tennis.

You play tennis.

plays tennis.

play tennis.We - You - They

He - She - It

Interrogative

Do I play tennis?

Do you play tennis?

Does play tennis?

Do play tennis?we - you - they

he - she - it

Negative

I do not / don’t play tennis.

You do not / don’t play tennis.

does not /doesn’t play tennis.

do not / don’t play tennis.We - You - They

He - She - It

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Articles

These are more uses of articles:

• We use the definite article (the):1. to refer to something which is known (the list);2. when there is only one of something (theteacher’s staff room); 3. in a superlative expression, before only and thefirst (the best).

• We use the indefinite article (a/an): 1. to refer to something for the first time (a nicecomment); 2. to refer to something unspecific (We visited amuseum.); 3. to talk about what something is or what jobsomebody does (a doctor).

• We use the zero article (Ø): 1. with plural countable nouns in general: (goodthings); 2. with uncountable nouns in general (water); 3. with languages and most place names(English/England).

Relative Clauses

There is some extra useful information related toRelative Clauses.

• When who, which and that are the subject of theRelative Clause, we can’t omit them: She is the woman who was the manager. (She wasthe manager.)

• When who, which and that are the object of theRelative Clause, we can omit them, usually ininformal spoken English: The people I know at school are friendly.(The people who/that I know at school…)

• We can use whom when the object is a person informal written English: The people whom I know at school are very friendly.

• When we use verbs followed by a preposition, itusually comes at the end of the relative: I’ll take you to the club I go to. (I go to a club. I’lltake you.)

• We can put the preposition before whom orwhich in very formal English: He is the man to whom I spoke to last night.They might have a job for which you can apply.

Grammar Reference

118

Present Continuous

Affirmative

I am / ’m playing…

You are / ’re playing…

is / ‘s playing…

are / ‘re playing…We - You - They

He - She - It

Interrogative

Am I playing…?

Are you playing…?

Is playing…?

Are playing…?we - you - they

he - she - it

Negative

I am not / ’m not playing…

You are not / aren’t playing…

is not / isn’t playing…

are not / aren’t playing…We - You - They

He - She - It

Present Perfect

Affirmative

I have / ’ve played...

You have / ’ve played...

has / ‘s played...

They have / ‘ve played...We - You - They

He - She - It

Interrogative

Have I played…?

Have you played..?

Has played…?

Have played…?we - you - they

he - she - it

Negative

I have not / haven’t played...

You have not / haven’t played...

has not / hasn’t played...

have not / haven’t played...We - You - They

He - She - It

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119

Going to

Basically, the use of going to is clearly expressed in theLanguage Spot in Unit 3. We have compared it to theuse of the Future Simple will. Now, let’s compare goingto with the use of the Present Continuous with a futuremeaning:

• We use going to to talk about future actions wehave already decided on: I’m going to have a holiday on the beach.(A decision made before talking to another person.)

• You can also use the Present Continuous with asimilar meaning: I’m having a holiday on the beach. (But thedifference remains in that going to keeps beingintentional more than an arrangement.)

• Another use is related to the Past. We use was /were going to… for intentions or plans we had inthe Past:I was going to phone you… (That was theintention but it isn’t any more.)

Passive voice

We can form the Passive Voice in any tense. This isquite simple as the main verb is always in PastParticiple form and the auxiliary verb is always be. E.g.:

Present Simple: It is broken. Present Continuous: It is being broken. Present Perfect: It has been broken.

Here is a list with examples with most of the possible tenses:

Ask students to copy their Active Voice counterparts.Provide the subject – Jimmy – and an example: For the Continuous Future form, we have Jimmy will bebreaking his finger.

The Past Tenses

You can copy the following charts if you consider itnecessary: Contractions

Infinitive to be broken

Simple

Present It is broken.Past It was broken.Future It will be broken.Conditional It would be broken.

Continuous

Present It is being broken.Past It was being broken.Future It will be being broken.Conditional It would be being broken.

PerfectSimple

Present It has been broken.Past It had been broken.Future It will have been broken.

ConditionalIt would have beenbroken.

PerfectContinuous

Present It has been being broken.Past It had been being broken.

FutureIt will have been beingbroken.

ConditionalIt would have been beingbroken.

Past Simple

Affirmative

I played tennis.

You played tennis.

played tennis.

played tennis.We - You - They

He - She - It

Interrogative

Did I play tennis?

Did you play tennis?

Did play tennis?

Did play tennis?we - you - they

he - she - it

Negative

I did not / didn’t play tennis.

You did not / didn’t play tennis.

did not / didn’t play tennis.

did not / didn’t play tennis.We - You - They

He - She - It

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Sequencers / Connectors

Words that are used to connect ideas are called connectors(or linking devices). Here are some extra basic ones:

• Coordinating linking words show relationshipsbetween one sentence, word, or phrase andanother: and, but, or, nor, so, yet (meaning but),not only…but also, etc.

• Subordinating linking words show relationshipsrelated to time: after, before, when, while, as, assoon as, whenever, since, until, once, as long as(meaning if); they also show contrast oropposition: although, though, even though, despite(the fact that), in spite of ( the fact that).

For further development of connectors, refer to page126, Bibliography – For the student.

The Past Participle As it has already been mentioned in the Language Spot,this is a brief description of the Past Participle form.

It is formed by adding –ed to the infinitive form of verbsunless it is an irregular verb, in which case it changes itsform – see the Student’s Book page 112. It is used:

• As an adjective: A tired horse. A broken heart.

• After the auxiliary verbs have/has/had to form thePresent and Past Perfect Forms: They havediscovered a new metal. She has seen the new film.We had travelled to India before.

• With the verb to be to form the Passive Forms:The invention was manufactured in Chile.

Adjective Order

Two important aspects of the use of adjectives to focuson is the use of Present and Past Participle Forms andComparative Forms.

The former has already been explained in thecorresponding sections above but they are part oflonger lists of usages so it would be wise to revise thiswith a couple of examples such as: associated syndrome and eating disorders.

The use of comparative forms must not be forgotten eventhough they will be seen in Unit 7 below in detail. There isan example in the text: greater self-awareness. Just mentionthat –er stands for comparison of adjectives and, alongwith the use of adverbs, it also modifies adjectives.

Grammar Reference

Interrogative

Had I played…?

Had you played..?

Had played…?

Had played…?we - you - they

he - she - it

Negative

I had not / hadn’t played…

You had not / hadn’t played…

had not / hadn’t played…

had not / hadn’t played…We - You - They

He - She - It

Past Continuous

Affirmative

I was playing…

You were playing…

was playing…

were playing…We - You - They

He - She - It

Interrogative

Was I playing…?

Were you playing…?

Was playing…?

Were playing…?we - you - they

he - she - it

NegativeI was not / wasn’t playing…

You were not / weren’t playing…

was not / wasn’t playing…

were not / weren’t playing…We - You - They

He - She - It

Past Perfect

Affirmative

I had / ‘d played…

You had / ‘d played…

had / ‘d played…

had / ‘d played…We - You - They

He - She - It

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Phrasal Verbs

There are three basic types of Phrasal Verbs:

• Type 1: Phrasal Verbs without object (They areintransitive verbs.): The sun goes up.

• Type 2: Phrasal Verbs with object in two positions(These are transitive verbs.): Turn on the TV. Turnthe TV on. (You can replace the Noun with anObject Pronoun only in the middle.) Turn it on.

• Type 3: Phrasal Verbs with an object only afterthe verb. He’s looking for a book. He’s looking forit. Never: He is looking a book for.

Some other common phrasal verbs are: be up to, breakdown, calm down, come up with, cut off, cut down on, drinkup, eat up, fall off, fall for, give up, go down, jot down, logon, look after, make up, pick up, put up, run away, sort out,speak up, switch on/off, take after, take off, etc.

Modal Verbs

Two other verbs used with a double meaning aremight and could. Both can be used for very formal,polite questions as well as probability sentences: Could/ Might I close that door? University could / might be adifficult challenge for many teenagers.

Some other Modal Verbs are Must / Have to (used forobligation) and Should / Ought to (used for strong advice).

Comparative and Superlative Forms

Copy this full explanation on the board for students towrite in their notebooks.

• One Syllable Adjectives add –er/est to the end ofthe adjective (Note: double the final consonant ifpreceded by a vowel) remove the -y from theadjective and add –ier/iest.Example: cheap – cheaper/est / hot – hotter/test /high – higher/estExample Sentences: South Africa is hotter thanCanada. South Africa is the hottest country in Africa.

• Two Syllable Adjectives ending in –y change it to -i.Example: happy – happier/iest funny – funnier/iest.Example Sentences: I am funnier than you. I am thefunniest.

• Two, Three or More Syllable Adjectives place morebefore the adjective. Example: interesting – more/most interesting /

difficult - more/most difficultExample Sentences: Chile is more expensive than Bolivia.Japan is the most expensive country in the world.Comparatives take than after the adjective whileSuperlatives take the before adjectives.

Conditional Forms

You can include the following forms of Conditional:

• Conditional 0: If + Present Simple, + PresentSimple (It is used for general truths.)Example sentence: If you heat water, it boils.

• Conditional 3: If + Past Perfect, + would + have +Past Participle (It is used for regrets.)Example sentence: If I had studied harder, I wouldhave got a better mark in the exam.

Reported Speech

If the reported sentence contains an expression oftime, you must change it to fit in with the time ofreporting. For example we need to change words likehere and yesterday if they have different meanings atthe time and place of reporting.

Example: Today – Today’s task is cleaning the pond.(Direct Speech)+ 24 hours later – He said yesterday’s task was cleaningthe pond. (Reported Speech)

In addition, if you report something that someone saidin a different place to where you heard it you mustchange the place (here) to the place (there).

For example: At school – How long have you studied here?At home – She asked me how long I had worked there.

Direct and Reported Expressions of Time

this (afternoon) that (afternoon)

today yesterday

these (numbers) those (numbers)

now then

(a month) ago (a month) before

last weekend the previous week

here there

next (week) the following (week)

tomorrow the next/following day

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Comments Comments Comments

Date: Date: Date:

Reading - understanding main

ideas

Reading - understanding specific

information

Listening - understanding the gist

Listening - getting key ideas

Speaking - controlled practice

Writing - controlled practice

Use of English in class

Attitude in class

Collaboration with others

Homework

Name: ____________________________ Class: ____________________________

Key: A = good B = quite good C = some problems D = needs improvement

Continuous Assessment Record

Progress Tests

Units Reading Section Listening Section Score

1

2

3

4

5

6

7

8

Test Results

Mid-Term Test

UnitsReadingSection

ListeningSection

Score

1 - 4

End-Term Test

UnitsReadingSection

ListeningSection

Score

1 - 8

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Teacher’s Diary - Evaluation of learning and teaching

Before the classPlanning

1. What do I want students to achieve?

...............................................................................

...............................................................................

...............................................................................

............................................................................ .

2. Do I anticipate any problems? What are they?

...............................................................................

...............................................................................

...............................................................................

............................................................................ .

3. Have I thought about solutions?

...............................................................................

...............................................................................

...............................................................................

............................................................................ .

4. Have I planned for diversity?

...............................................................................

...............................................................................

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............................................................................ .

5. Have I thought about classroom English?

...............................................................................

...............................................................................

...............................................................................

...............................................................................

............................................................................ .

After the classReflecting and setting new objectives

1. Have I achieved my objectives?

Yes No Partially

If not, what are the problems?

...............................................................................

...............................................................................

What are the possible solutions?

...............................................................................

...............................................................................

2. Have I involved every student?

Yes No Partially

If not, what are the difficulties?

...............................................................................

...............................................................................

What are the possible solutions?

...............................................................................

...............................................................................

3. Were the materials and activities motivating?

...............................................................................

...............................................................................

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4. Where am I going next?

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Useful information

Websites Chile

www.buscabiografias.com

www.cide.cl

www.dibam.cl

www.educarchile.cl

www.icarito.cl

www.memoriachilena.cl

www.ort.cl

www.redenlaces.cl

Dictionaries

www.dictionary.cambridge.org

www.dictionary.com

www.voycabulary.com

Teachers’ resources

www.exchanges.state.gov/forum

www.bbc.co.uk

www.eduplace.com/main

www.efl4u.com

www.eleaston.com

www.elsnotes.com

www.englisch-hilfen.de

www.english-at-home.com

www.englishclub.com

www.englishlearner.com/tests/test

www.englishlistening.com

www.englishpage.com

www.englishraven.com

www.english-test.net

www.esl.about.com/homework/esl/mbody

www.eslgold.com/index

www.focusenglish.com

www.funbrain.com

www.iatefl.org

www.isabelperez.com

www.learningenglish.org.uk

www.learningonline.com

www.lingolex.com

www.nonstpenglish.com

www.preschoolrainbow.org

www.teachingenglish.org.uk

www.tesol.org

www.tolearnenglish.com

www.topenglishteaching.com

www.tqjunior.advanced.org.uk

www.usingenglish.com

www.welltown.gov.uk

www.world-english.org

• UNESCO-United Nation Educational, Scientific andCultural Organizationwww.unesco.org

• Educational Portal of the Americaswww.educoea.org

• UNICEF-United Nation Children’s Fundwww.unicef.org

• WHO-World Health Organizationwww.who.int

• UN-United Nationswww.un.org

• The British Museumwww.britishmuseum.org

• TATE On linewww.tate.org.uk

• The Natural History Museum (London)www.nature.org.uk

• The Geography Networkwww.geographynetwork.com

• National Geographic Magazinewww.nationalgeographic.com

• Britannia Internet Magazinewww.britania.com

• NASA Educationwww.education.nasa.gov/home

Websites

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Online newspapers• London Daily

www.london-daily.co.uk

• The Guardianwww.guardian.co.uk

• The Observerwww.observer.guardian.co.uk

• The Telegraphwww.telegraph.co.uk

• The Timeswww.timesonline.co.uk/tol/global

Unit 1

www.gadgets-reviews.com

www.alltop10intheworld.blogspot.com/2006/12/10-gadgets-that-changed-world

www.wantingitbad.com/gadget

Unit 2

www.newstarget.com

Fundación Rigoberta Menchú Tum: www.frmt.org

www.discriminacion.cl

Unit 3

www.tripchile.com

www.villarricaparklakehotel.cl

Unit 4

www.telegraph.co.uk

www.mirror.co.uk

www.mtvla.com

www.thesun.co.uk

www.timesonline.co.uk

www.hellomagazine.com

Unit 5

www.windupradio.com

www.ounae.com

www.TripChile.com

www.edwdebono.com

Unit 6

www.yale.edu

www.unaids.org

www.who.int

Unit 7

www.revisioncentre.co.uk

www.juniordebate.gov.bm

www.wikipedia.org

www.w-o-w.com

Unit 8

www.oitchile.cl

www.oecd.org

www.newsreview.info

www.britishcouncil.org/learnenglish-central-cartoons-homepage.htm

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For the teacherAnderson, A. & Lynch, E. Listening. Cambridge University Press, 1998.

Alderson, J.C. Reading in a foreign language: A reading problem or a language problem. In J.C. Alderons & A.H.Urquhart (Eds.), Reading in a foreign language (pp. 122-135). New York, NY: Oxford University Press, 1984.

Cant, Amanda & Superfine, W. Developing Resources for Primary. Richmond Publishing, London, 1997.

Campbell, Colin & Kryszewska Hanna. Learner-Based Teaching, Oxford University Press, 1992.

Grellet, Francoise, Developing Reading Skills, Cambridge University Press, 1995.

House, S. An Introduction to Teaching English to Children. Richmond Publishing, London, 1997.

Lewis, Michael. The Lexical Approach: The State of ELT and a Way Forward. Boston, MA: Thomson, 2002.

Lewis, Michael. Teaching Collocation: Further Developments in the Lexical Approach. UK: Thomson, 2000.

Lowes, R. & Target, Francisca. Helping Students to Learn. Richmond Publishing, London, 1998.

Murphy, R., English Grammar in Use, Cambridge University Press, 1996.

Nunan, D., The Learner-Centered Curriculum, Cambridge University Press, 1989.

Pineda, A., Helping Learners to Develop Reading and Listening Skills in English, Santiago, 1999.

Rost, M., Listening in Action: Activities for Developing Listening in Language Teaching, Prentice Hall, New Jersey, 1991.

Tanner, R., Green C., Task for Teacher Education, Longman, 1998.

Ur, Penny, Teaching Listening Comprehension, Cambridge University Press, 1984.

Ur, Penny, A Course in Language Teaching, Cambridge University Press, 1996.

Willis, D., The Lexical Syllabus, Collins Cobuild, London, 1994

Willis, J., A Framework for Task-Based Learning, Logman London, 1996.

Woodward, T. Planing Lesson and Courses. Cambridge University Press, 2001.

Schinke-Llano, L. Vocabulary Games for Intermediate English Language Learners. McGraw-Hill Contemporary, 1996.

For the studentDooley, J. & Evans, V. Grammar Way. Volumes 1 and 2. Express Publishing, United Kingdom, 1999.

Murphy, R. Essential Grammar in Use. Cambridge University Press, United Kingdom, 1994.

DictionariesRichmond Student’s Dictionary. Richmond Publishing, Spain, 1996.

Richmond Pocket Dictionary. Richmond Publishing, Spain, 1996.

Richmond’s Electronic Dictionary. Richmond Publishing, Spain, 2000.

Bibliography

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Mapas de Progreso:algunas ideas para su uso como apoyo al mejoramiento continuo del aprendizaje

Los textos escolares son una importante herramienta para la implementación delcurrículum en la sala de clases. En conjunto con los Programas de Estudio y los Mapas deProgreso, buscan apoyar el trabajo que se realiza en los establecimientos educacionalespara que los estudiantes logren mayores aprendizajes, en base a las definiciones queestablece el Marco Curricular nacional.

En el siguiente esquema se presenta la pregunta orientadora que busca responder cadauno de los instrumentos curriculares:

Los Mapas de Progreso describen resumidamente los conocimientos, habilidades y comprensiones que caracterizan cada uno de los 7 niveles en que se desarrolla el aprendizaje de una determinada competencia o dominio clave. Son una herramienta curricular no obligatoria, que complementa a los Programas de Estudio y los Textos escolares, y pueden ser utilizados de diversas formas.

A continuación, se describen dos de ellas, que pueden ser de utilidad para apoyar eldesarrollo del aprendizaje que promueve este texto de estudio:

1. Reflexión conjunta sobre la progresión de los aprendizajes que promueve el currículum para mejorar la articulación entre profesores del sector.

Si se hace una lectura de los siete niveles de los Mapas ya pueden ser un interesanteaporte, debido a que muestran una visión sintética de lo que se espera se logre comoaprendizaje en los 12 años de escolaridad. Su estructura concisa describe una panorámica de todo el trayecto escolar, aportando una mirada longitudinal, quefavorece la reflexión pedagógica entre profesores de distintos cursos.

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Por ejemplo, a partir de la revisión de un Mapa de Progreso, puede hacerse unareflexión conjunta respecto de la manera en que progresa el aprendizaje, estableciendoun análisis general, entre profesores del sector y la jefatura técnica, en relación a ¿cómo estamos entendiendo la progresión del aprendizaje respecto de este referente?Los profesores y profesoras pueden revisar y analizar en conjunto los aprendizajes constitutivos de una determinada competencia, y definir acciones a seguir que seancoherentes con el logro de dichos aprendizajes, en base a preguntas como: ¿de quéforma estamos ordenando el trabajo y organizándonos en conjunto para ir progresandoen el logro de estos aprendizajes de nuestros alumnos y alumnas?

Los Mapas favorecen la articulación dentro y entre los ciclos de enseñanza de unestablecimiento educacional, promoviendo una comprensión común respecto al aprendizaje y aportando claves para observar su progresión. Ello propicia la responsabilidad compartida en entre docentes y el trabajo en equipo dentro delestablecimiento.

2. Reflexión conjunta sobre los trabajos de alumnos y alumnas, para monitorear elprogreso de su aprendizaje en relación a la expectativa que describe el Mapa.

Los Mapas de Progreso definen el crecimiento del aprendizaje de los estudiantes, através de descripciones de sus distintas etapas, y de trabajos de alumnos en cada una deestas. Con el fin de apoyar la observación del aprendizaje, los Mapas presentan tareas,estímulos o motivaciones que se utilizaron para recoger evidencias del aprendizaje, buscando observar el desempeño de los alumnos y alumnas en la competencia descritaen el Mapa.

El docente puede aplicar estas tareas, las que puede encontrar en los anexos de cadauno de los Mapas (www.curriculum-mineduc.cl ) u otras que el equipo docente puededesarrollar, para luego analizar la evidencia del desempeño de sus estudiantes e inferirel nivel de aprendizaje en relación a las descripciones realizadas por el Mapa.

Es importante que esta observación y análisis de los trabajos de alumnos y alumnas seadesarrollado en conjunto por los profesores del sector, de modo de reflexionar entrepares y desarrollar una visión compartida respecto a cómo progresa el aprendizaje desus alumnos en las distintas competencias claves.

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4 Medio - Ingles - a - Profesor

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