LOOKING AHEAD by Elanny Soto

TEXTO PARA EL ESTUDIANTE

Jolanta P olk Reye s

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN AÑO 2011

Name:

School:

Teacher:

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Ediciones Cal y Canto ® © English 2º Medio 2010 Original text

Original illustrations Design

Jolanta Polk Teaching English as a Foreign Language, Dublin, Irlanda. Teacher training, translation and English Literature, University of Silesia, Poland. © Ediciones Cal y Canto ® © Ediciones Cal y Canto ®

Nº de Inscripción: 180.758 ISBN: 978-956-8623-65-4 General Publisher Publisher Assistant Publisher Designed by Cover designed by Layout by Proofreading Illustrations General Production Production Assistant Recording Producer Photos

Jorge Muñoz Rau. Alicia Manonellas Balladares. Gloria Caro Opazo. Ly-Sen Lam Díaz. María Jesús Moreno Guldman. María Jesús Moreno Guldman. Rodolfo Acosta Castillo. Juvenal SepúlvedaAravena. Thomas Connelly. Venus Astudillo. Cecilia Muñoz Rau. Lorena Briceño González. Rodrigo González Díaz. Banco de Fotos Ediciones Cal y Canto ® .

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. La materialidad y fabricación de este texto está certificado por el IDIEM - Universidad de Chile. Impreso RR Donnelley Se terminó de imprimir 255.124 ejemplares en el mes de enero de 2010.

TEXTO PARA EL ESTUDIANTE

Jolanta Polk Reyes Teaching English as a Foreign Language, Dublin, Ireland. Teacher training, translation and English Literature, University of Silesia, Poland.

SET UP Some interesting pictures to provide a setting and some simple exercises to activate your previous knowledge. You can also examine the objectives of the unit here.

READING The tasks will help you to develop strategies to improve your understanding of written texts. LISTENING The tasks will help you to develop strategies to improve your understanding of spoken messages.

TAKE A CLOSER LOOK Section designed to help you revise or discover a particular grammar structure. The activities are meant to promote independent learning. PLAY IT Section designed to motivate you with various entertaining games.

APPLY YOUR KNOWLEDGE These attractive and entertaining activities will motivate you to study and put into practice what you are learning.

FAST CHECK These short evaluation activities allow you to analyse your performance. You complete the tasks within a time limit and check your points.

Bear it in mind Interesting bits of information on the topics of the lesson.

Mi d n

CHECK AND CORRECT A formal test at the end of the unit to evaluate your progress and help you to discover what you need to revise.

a T e se r

In this section you will find interesting stories and funny illustrations, connected with the topic of the unit.

Danger This section will help you to be aware of the most common grammar errors.

FINAL CHECK Guided analysis of your strengths and weaknesses, to help you to check your progress and find ways to improve.

You can find additional information at the web site(s) suggested.

NAME COMMUNICATION AND

NAME

PAGES 8 - 39

HOW STRANGE! HOW WONDERFUL! PAGES 40 - 71

Reading We Are Happy To Announce . . 10 Decoding Writing . . . . . . . . . . 22 Two Announcements . . . . . . . 36

Reading Welcome To New Zealand . . . 42 Twister, Twister. . . . . . . . . . . . . . 54 San Pedro De Atacama . . . . . . 68

Listening Am I Getting Through To You?. . 16 Visible Body. . . . . . . . . . . . . . . . . 28 The Morse Code . . . . . . . . . . . . 37

Listening The Strange Things We Do . . 48 Eyewitness Reports . . . . . . . . . 60 The Weather Report . . . . . . . . 69

Reading Staying Healthy Keeping Fit . . . . . . . . . . . . . . . . . 74 Eating Out . . . . . . . . . . . . . . . . . 86 Eating Out The Japanese Way . . . . . . . . . . . . . 100

Speaking To participate in a guided oral text imitating a model . . . . . . 14 To consolidate key expressions . . . . . . . . . . . . . . . . . 19 To talk about topics expressing their own ideas . . . . . . . . . . . . . 26 To imitate a model conversation . . . . . . . . . . . . . . . . 32 To imitate a model conversation . . . . . . . . . . . . . . . . 38

Speaking To talk about celebrating an anniversary.. . . . . . . . . . . . . . 46 To express possibility. . . . . . . . 51 To complete a conversation and talk about it . . . . . . . . . . . . 59 To complete a conversation and talk about it . . . . . . . . . . . . 64 To express opinions about some pictures . . . . . . . . 71

Writing To rewrite a passage using linking words . . . . . . . . . . . . . . . 15 To write a short text consolidating language learnt . . . . . . . . . . . . . . . . . . . . . . . 21 To write a short report . . . . . . 27 To write a short paragraph . . 33 To rewrite a passage using linking words . . . . . . . . . 39

Writing To write suggestions to organise a party . . . . . . . . . . 47 To write a short paragraph to express opinions. . . . . . . . . . 51 To write about a natural phenomenon . . . . . . . . . . . . . . . 58 To write sentences about measure instruments. . . . . . . . 65 To write a short weather report. . . . . . . . . . . . . . 70

UNDERSTANDING

WE ARE WHAT WE EAT PAGES 72 - 103

Listening Edible Art . . . . . . . . . . . . . . . . . . 80 Let's Do It All Together . . . . . . 92 What A Chef Has To Say . . . 101 Speaking To talk about food preferences . . . . . . . . . . . . . . . . . 76 To participate in a dialogue with a food artist. . . . . . . . . . . . 83 To talk about a restaurant . . . 90 To complete a conversation using visual clues . . . . . . . . . . . 96 To complete and role-play a conversation about food . . . 103 Writing To complete a recipe . . . . . . . 78 To write a description of a picture . . . . . . . . . . . . . . . . . 84 To write a short restaurant review . . . . . . . . . . . . . . . . . . . . . 91 To write sentences using visual clues . . . . . . . . . . . . . . . . . 97 To write a set of questions about a recipe . . . . . . . . . . . . 102

NAME

WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL! PAGES 104 - 135

Reading Do It Well! Make It Big! . . . . . 106 Holding The World On Your Shoulders . . . . . . . . . . . . 118 Making Curanto . . . . . . . . . . . 132 Listening Follow The Instructions . . . . 112 I'd Like To Apply!. . . . . . . . . . . 124 How To Use It . . . . . . . . . . . . . 134 Speaking To express plans for the future. 110 To express plans for the future. 116 To talk about wishes and regrets . . . . . . . . . . . . . . . 122 To talk about wishes . . . . . . . 127 To express distances and duration of events. . . . . 135 Writing To write the end of a story using visual clues . . . . . . . . . . 111 To write a set of instructions for using a gadget . . . . . . . . . 117 To write sentences expressing wishes and desires. . . . . . . . . 123 To write a letter requesting information for a job . . . . . . . 129 To write a paragraph expressing hopes and desires . . . . . . . . . 135

NAME

LIFE AS WE KNOW IT PAGES 136 - 167

NAME

Reading Alternative Lifestyles. . . . . . . 138 Life As We Knew It . . . . . . . . . 150 Up For A Drive . . . . . . . . . . . . 164

Reading Let's Celebrate . . . . . . . . . . . . 170 Living With Traditions . . . . . 182 On The First Day Of Christmas . . . . . . . . . . . . . . . . . 196

Listening I Would Like To Dedicate This Song. . . . . . . . . . . . . . . . . . 144 Life As It Will Be . . . . . . . . . . . 156 Clouds . . . . . . . . . . . . . . . . . . . . 165 Speaking To participate in a conversation expressing opinions . . . . . . . 142 To participate in a conversation using visual clues . . . . . . . . . . 147 To express what people need, wish or want to . . . . . . . . . . . 155 To express ideas about protecting the planet . . . . . . 161 To participate in dialogues according to visual clues . . . 166 Writing To write a paragraph about someone's lifestyle . . . . . . . . 143 To write a note of apology . . 149 To write a set of suggestions to visit a place . . . . . . . . . . . . . 155 To write a list of everyday activities. . . . . . . . . . . . . . . . . . . 161 To write a paragraph expressing needs and obligations . . . . . 167

TRADITIONS, TRADITIONS PAGES 168 - 199

Listening Proud To Be . . . . . . . . . . . . . . . 176 Changing Language . . . . . . . 188 The Right Clothes. . . . . . . . . . 197 Speaking To talk about duration of events . . . . . . . . . . . . . . . . . . 175 To talk about life experiences . . . . . . . . . . . . . . . 180 To express feelings . . . . . . . . 185 To talk about predictions for the future . . . . . . . . . . . . . . 192 To express surprise, sympathy or joy . . . . . . . . . . . 198 Writing To write a paragraph about a familiar celebration . . . . . . 175 To write a short paragraph about a tradition. . . . . . . . . . . 181 To rewrite questions in direct speech. . . . . . . . . . . . 187 To write a list of predictions for Chile . . . . . . . . . . . . . . . . . . . 193 To write descriptions of pictures . . . . . . . . . . . . . . . . 199

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200

IN THIS UNIT YOU WILL LEARN TO:

YOU WILL USE THE FOLLOWING TEXT TYPES:

Reading: Find specific information through scanning / Discriminate between correct and incorrect information Listening: Identify types of text / Find specific information / Identify speaker Production: Express emotions such as interest, surprise, sympathy and pleasure / Say why things happen Functions: Express interest, surprise, sympathy and pleasure / Express feelings / Give reasons

Reading: Announcements / Reports Listening: A rap / A poem / A radio programme

YOU WILL ALSO LEARN: Grammar: The Present Continuous tense / Linking words Vocabulary: Words related to communication and understanding

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES: The importance of communication and respect for other people's opinions and reasons

SET UP

1 A communication channel is the means we use to send information from one person to another. What are the communication channels in the pictures?

2 Look at the illustration below with your partner and answer these questions. a. Why can they not understand each other? b. What languages are they speaking? c. What can they do to communicate?

Mi d n

What’s your name?

a T e se r

Why do we communicate? People communicate with each other for many reasons. These are some of them. - They want to spread news. - They want to warn of dangers. - They want to pass on information. - They want to ask for help. - They want to express feelings.

3 What do these symbols mean? When do we use symbols to communicate? a. @

b. &

c. $

d. €

e. %

f. ®

You can find more signs and symbols at http://www.guide-to-symbols.com

WE ARE HAPPY TO ANNOUNCE… READING

Lesson 1

THINK AHEAD

Why - Because Pay attention to these examples: Why do people need to eat? Because they need energy for their bodies. Why are you reading this book? Because it is interesting. Notice that we always use why to ask for the reason / purpose of an action and because to give the reason / purpose of an action. Why is the equivalent of Spanish por qué and because is the equivalent of Spanish porque.

1 What is the purpose of each of the texts below? a. The purpose of text ___________ is to announce a change of address. b. The purpose of text ___________ is to announce a job opening. c. The purpose of text ___________ is to offer a service. saves 9 1 Stitch in time Clothes repairs 24 hour service

Dear customer s

On 13 March, the company N moved from 13 , Gainsborough Road to 245 Trafalgar Trafalga Street. r We hope to see you there.

Katie Price

Gainsbo rough

Danger

o.uk 1stitch@yahoo.c

NEEDED SHORT ORDER CHEF FOR A BUSY MID-TOWN CHINESE RESTAURANT

Management ITCI Centre

CALL MR. WONG AT

0756 6789678

245

FOR MORE DETAILS

2 Which of these actions do you need to take to contact the person or company making the announcements above? a. I need to send an e-mail. b. I need to go to the place. c. I need to phone.

3 Which of the words in the box would you expect to find in a text announcing the winner of a competition?

· award · meet · place

UNIT 1

· contestant · introduce · judges · present · prize · result · runner up

GO AHEAD

Danger

4 Have a quick look at the text. Why are some parts of it highlighted in bold or written in a different colour? a. They are announcing the winners of the competition. b. They are the only important parts. c. They are more important than other parts.

5 Scan the text. What symbols can you find? List them in your notebook. What do they mean?

6 Copy this diagram in your notebook. Scan the text again and complete the diagram with the corresponding information. Title of Competition Runner up 1

Runner up 2

Winner

Judge 1

Judge 2

7 Read the announcement more in detail and write the corresponding

Cognates help you understand a text. But watch out for false cognates or false friends. They can make a text more confusing because they are pairs of words in two languages that look and / or sound similar, but have different meanings. Examples: Spanish arena = sand (not arena, which is a sort of stadium). English balloon = globo (not bal贸n) English introduce = presentar a alguien (not present a paper or a report). English competition = competencia (not competence = skills/abilities).

name, Roland, Imelda or Jo. a. ___________ is a bus driver. b. ___________ wrote The Wire Road. c. ___________ is a housewife. d. ___________ receives a laptop. e. ___________ likes jazz.

8 Choose the best option to complete each statement. a. When the text says that Roland is on call day or night it means that i. he can expect to be called to the hospital at any time. ii. he keeps calling the hospital all the time, day or night. b. Runner up prizes in this text are i. consolation prizes. ii. second and third prizes. c. The Last Dance was short-listed for an award, which means it was i. the winner of the award. ii. one of the best books.

9 Find sentences in the text that mean the same as the following. a. He lives in Edinburgh. b. Roland isn't interested in becoming a professional writer. c. The William Trevor is a competition organised every year. d. Roland is a doctor who looks after children. Find more false friends at: http://www.saberingles.com.ar/curious/falsefriends.html

TANDING COMMUNICATION AND UNDERS

ANNOUNCEMENT 2008 The organising committee of the Story Short Trevor William ce the Competition is pleased to announ And . test result of this year's con 1,000 although we received more than the as ee entries we chose just thr winning stories. Introducing The Winner s the The winner, Roland Brand, beside vices County Council Library & Arts Ser er put com prize of €1,000 gets a laptop of contributed by PC Factory. The title ad. Ro re the winning entry is The Wi About the Author ting, When not occupied with his wri in a g rkin Roland Brand is busy wo is a children's hospital. Roland call on be paediatrician and needs to rking day and night. Roland‘s wo nse inte is hours are long and the work to his but he still likes to dedicate time passion: writing. e a Roland doesn't want to becom with professional writer - he is happy He te? wri his career. But why does he The organising committee is also pleased to announce the next n International Short Story Competitio re to take place in 2012. If you need mo details access our new website m www.mitchelstownshortstoryprize.co to ries ent r from 1st May 2009. Send you shortstory@mitchelstown.com

king thinks that writing is a way of loo y. alit son after the creative side of his per ners Introducing Runner up Prize Win €50 Runner up prizes of €150 each and the to book vouchers are awarded following contestants: Jo Campbell, London. ool Although by profession Jo is a sch lude bus driver, her other interests inc g din rea painting, walking her dog and like romantic fiction. She doesn't ks thin watching television because she s she it is a waste of time. What doe time prefer? She prefers to spend her writing! Imelda Carroll, Bridgetown ides Imelda is a housewife who, bes ter short stories and poetry, loves win ies ntr sports, learning about exotic cou and jazz. is a The William Trevor Competition 0 1,00 n contest which attracts more tha yne entries each year. Judges Debby Ma the ct and J.A. Konrad helped to sele lished best stories. Ms Mayne is a pub ing lud author of five works of fiction inc d for The Last Dance - a book short-liste She . the National Children's Award band. lives in Cambridge with her hus ine gaz Mr Konrad is the editor of the ma s in True Stories and he reside of a Edinburgh. He is also the author ht. poetry collection entitled First Lig

and from the original Source: Adapted from Reader's Digest ion announcement, 2007. William Trevor Short Story Competit

UNIT 1

MAKE CONNECTIONS TAKE A CLOSER LOOK

Linking words 1. Read these sentences from the text and notice how we link sentences in English. a. Roland is a paediatrician and needs to be on call day and night. b. Although by profession Jo is a school bus driver, her other interests include painting, walking her dog and reading romantic fiction. c. She doesn't like watching television because she thinks it is a waste of time. d. Roland Brand, besides the County Council Library & Arts Services prize of €1,000 gets a laptop computer contributed by PC Factory. e. Roland's working hours are long and the work is intense, but he still likes to dedicate time to his passion: writing. 2. We usually use shorter sentences when speaking and longer sentences in writing. Linking words provide a text with cohesion and illustrate how the parts of the text relate to each other We use and to add extra information, but to contrast ideas, because to explain the reason, besides to say that there is something additional included and although to indicate a contradiction. 3. Go back to the text and copy all the sentences that contain these linking words into your notebook. Can you understand them better now?

10 Join the sentences using and, but, because, besides or although. a. Ronald's life is very busy. He finds time to write fiction. b. Brand gets €1,000. He also gets a laptop computer. c. Imelda is a housewife. She writes short stories and poetry. d. Roland doesn't want to become a professional writer. He is happy with his career. e. Jo Campbell is from London. She is a school bus driver. f. She drives a school bus. She also dedicates her time to other hobbies.

11 Study these additional linking words and their function. Which sentences from Exercise 10 can you rewrite using these options? In some cases you can / must switch the order of the sentences around (first sentence goes second). Function

Middle of sentence

At the beginning to a new sentence

To add a point

and …

In addition…, also…

To contrast two points

but …

However, although …

To note consequences

because …

So ...

TANDING COMMUNICATION AND UNDERS

HAVE A CHAT

Complete this dialogue about the text with a partner. Practise with the recording and then role play it in front of the class. A: B: A: B: A: B: A: B:

Now that you have some information about the competition, can you tell me why Roland Brand gets â&#x201A;Ź1,000 and a laptop computer? _________________________________________________________. And why does he not want to become a professional writer? _________________________________________________________. So, if he doesn't want to be a professional writer, why does he write? _________________________________________________________. And do you know why Jo Campbell doesn't like watching TV? _________________________________________________________.

13 Answer the questions and match your answers with the pictures.

a. Why do you need to put a stamp on the envelope? b. Why do you need to stop your car? c. Why do you need to use coins?

FAST CHECK

14 Choose the best linking word.

(10 points)

a. In order to communicate effectively, humans developed languages, signs and / but writing. b. Although / but sometimes people speak the same language they cannot communicate. c. You need to learn English and / because the world is becoming more and more globalised. d. It is easy to say I love you because / but more difficult to prove it. e. Although / besides a laptop the winner also gets a cash prize. Your result:

UNIT 1

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

15 Rewrite the passage below joining some of the sentences. Use linking words such as but, and, because, although, besides and others you know. $ , ,#' +,$&, (+", ,' ,#+ ,*(,&!(%*,&*(% , %$*$# ", , ( + %$*$# ", *,$&, +% ,%+ ' $# ", *,!+ &, +,*(,%+&*,' *+%, , ( + ' , %( ,& !(( ", ( +*$ +&, ,' ,%+' ,*$%+ ", , %$*+ &*(%$+&,'# ' ", ,( *+#,%+' , ,&*(%$+&,&+ +%' ,*$ +&", (%%+ *,*!+ ", *,*' +&,*$ +,*(, %$*+", ,*% ,*(, %$*+,', + &+#*+# +&,+ +% , ' ",

PLAY IT These are connectors tic-tac-toe. a. Play with a partner against another couple. b. Each pair must win three squares in a straight line to win the game, as in normal tic-tac-toe. c. Pairs win a square by saying a correct sentence with their chosen word, using a correct linking word. Example: I like watching documentaries and films on television. 1

watch

love

publish

want

announce

play

read

arrive

buy

arrive

call

drive

finish

spend

catch

give

have

make

need

open

push

bake

carry

pull

study

touch

file

eat

dance

take

visit

write

get

hate

identify

â&#x153;&#x201D;

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

TANDING COMMUNICATION AND UNDERS

AM I GETTING THROUGH TO YOU? LISTENING

Lesson 2

THINK AHEAD Mi d n

a T e se r

Hey, look over there. Smoke signals!

1 What do you think the expression get through in the title of the lesson means? a. Contact / communicate b. Finish / terminate c. Succeed / triumph

2 Match the pictures below with these expressions. a. Ah, now I understand! c. Hey, look at them! e. Congratulations! Well done

What do they say?

b. Oh dear, does it hurt? d. Wow, that's big! f. Oh, how interesting!

Help! My ... blanket â&#x20AC;Ś is ... on ... fire!

3 Two words in each line rhyme - which ones? a. destination b. call c. reach d. better e. code

destitution hall rich letter mode

information sell speech matter rod

For more rhymes you can visit the Rhyme Zone dictionary at www.rhymezone.com

UNIT 1

4 Answer the questions and write the words in the grids. Read each letter marked in blue. The answer gives you the subject of the listening text.

Mi d n

a T e se r

a. What do you use to send an e-mail? b. What do you use to call your friend in another city? c. What's another word for talk? d. What do you put in an envelope? e. What's another word for tell?

a. b. Why do we listen? We listen for different reasons: for pleasure (music, bird song), to understand explanations, for instructions so that we know how to carry out a task, for information in the case of the news or the weather forecast, and also to get the main idea of a story or a narration.

c. d. e.

GO AHEAD

Listen to the two recordings. Which one is a rap and which one is a poem?

Listen again. Which of the two mentions different ways of communicating?

Listen to the text you identified and in your notebook write at least four ways of communicating.

Which expressions from Exercise 2 are mentioned in the second recording? Write them down in your notebook. What feelings do they express?

Listen again and choose the best adjective to describe each piece of poetry. a. The first piece is i. sad

ii. cheerful

b. The second piece is i. nostalgic ii. controversial

iii. critical

iii. descriptive

TANDING COMMUNICATION AND UNDERS

Listen again. Which of the two words is mentioned in each recording? Recording I a. i. rich b. i. feel

ii. reach ii. fill

Recording II a. i. will b. i. need

ii. wheel ii. knit

Listen once more and choose one of these titles for each piece. a. A Lesson in Communication c. How I Miss my Little Girl

b. Dance and Rap d. When I Grow up

MAKE CONNECTIONS TAKE A CLOSER LOOK

Beside v/s besides 1. Read these sentences from the listening text. Pay special attention to the preposition in bold. a. We can sign a sign or write a little rhyme besides making a call. b. We can type on our computer besides using a fax or sending a scooter. Bear it in mind We use expressions such as Well done! or Wow, what a surprise! to express feelings of pleasure, surprise, interest etc. They are called interjections. There are other interjections such as Oh!, Um or Ah! and we use them quite often, usually more in speaking than in writing. People also use them when they don't know what to say, or to indicate that they are thinking about what to say.

UNIT 1

2. Compare these sentences. a. We can sign a sign or write a little rhyme besides making a call to a friend down the hall. b. We can make a call to a friend who lives beside us down the hall. c. We can type on our computer besides using a fax or sending a scooter. d. We can use the fax that is beside the computer on the desk. 3. Besides is a preposition that means in addition to. Besides Paula she also invited Kate. 4. Besides is also an adverb that means also. The film was too long. Besides, it was very boring. 5. Beside is a preposition that means next to. Sit beside me, please! 6. Read the examples from the text again. How many actions can the speaker take in each case?

12 Beside or besides? a. You should sit beside / besides your brother. b. No one talked to her besides / beside her mother. c. The cinema is besides / beside the supermarket. d. She works all day. Besides / beside, she has to do the housework. e. When she is sad she doesn't like any company besides / beside her pet cat.

13 Form sentences putting these parts in the correct order. Change capitals to small letter where necessary. a. Is good at math - Although he - Before tests. - He likes to review b. Janis also likes - Cooking - Besides reading - And jogging. c. Much money - Because she doesn't have - An economy ticket Grace is buying d. But she doesn't know - To speak French - Juliet knows how Much German.

14 The teacher will give you the transcript of the first recording. Practise it with a partner. Then make a presentation to the whole class. The best presentation gets a good mark! HAVE A CHAT

Complete these dialogues expressing surprise, interest, sympathy or pleasure. Use the expressions in Exercise 2. Check with the recording and then practise the dialogues with your partner. Role play one in front of the class.

a. A: Look at this! My finger is bleeding. B: _______________________!

b. A: I scored 7 on my science test. B: _______________________!

c. A: Jenny is going to London to study English. B: _______________________!

d. A: 12,790,000 live in Tokyo. B: _______________________!

TANDING COMMUNICATION AND UNDERS

16 Fill in the gaps in this text about different ways of communicating with the expressions in the box.

· computer

· gestures

· photos

· speaking

· telephone

We use various ways of communicating with each other; the most effective are _________ and _________, but these types of communication require people to be present in front of each other. The problem arises when two people are at a distance. The invention of the _________ makes it possible to communicate even when people are far away from each other. Unfortunately, this channel only allows us to use our voice but not images. However, the invention of the _________ helps us share a huge amount of information through other types of data such as written messages, _________ and even videos.

FAST CHECK

17 Join the two parts of the dialogues. A Look mum, I can ride my bike. Karen has a really small dog.

(10 points) B

Oh dear, what a pity. Congratulations! You are very good at languages.

Danny can't go to the park with us. Oh, now I understand. You divide the number by two and Wow, that's really great, Annie. subtract 10. I can speak Spanish and English! Your result:

UNIT 1

0-5 Review the lesson

Wow, how tiny it is! 6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

Mi d n

a T e se r

18 Work in pairs. Your friend is telling you about the way people communicate. Write down what he / she tells you using sentences with linking words such as and, because, or, although, besides, and but. Example: Jorge says that sometimes people speak the same language BUT they don't communicate. We need to communicate BECAUSE we live in society. To communicate we can use different channels, for example the telephone, email OR letters.

We always talk like this, using our home telephone numbers.

Yes, but look at Standing Bear. He bought a mobile phone only yesterday!

PLAY IT Play “Getting nervous” in groups of four.

a. Prepare cards with these linking words: although, besides, but, and, because and or. b. Place them face up on the table. c. Player 1 reads the first sentence and all the players must try to tap the right linking word . d. The Player who first puts his / her hand on the linking word says the complete sentence. If the sentence is correct, he / she wins 10 points; if it isn't, Player 2 reads the first sentence again. e. The game continues until all the sentences have been correctly completed. f. The winner is the player who has the most points. Sentences 1. There is bread ___ butter for breakfast. 2. His mother won't be there, ___ his father might. 3. They are tired ___ they worked all night. 4. ___ the sun was shining it wasn't very warm. 5. Is your sister older ___ younger than you. 6. ___ working as a teacher, he also writes poems in his spare time.

✔

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Listening Speaking Writing

TANDING COMMUNICATION AND UNDERS

DECODING WRITING READING

Lesson 3

THINK AHEAD

1 Can you match the examples of alphabets (1 - 5) with their names (a. - e.)?

Bear it in mind When we give the reason for our actions, we use the word because. I am watching this film because I think it is interesting. We can also use since and as when the reason is known. Since I'm already in the cinema, I will watch the movie. As you already know, I like horror movies.

a. Arabic

b. Chinese

c. Cyrillic

d. Greek

e. Latin

2 Choose the best definition for the word alphabet. a. Set of symbols or characters that represent the sounds of a language in writing. b. Letters such as A, B, C that permit us to write messages and to communicate. c. Different drawings made by hand that represent the sounds in a spoken language.

3 Which culture do you think the pictures below represent? How do you know? Give reasons. a. Ancient Egyptian

b. Ancient Greek

c. Ancient Maya.

4 Considering the pictures above and the information you have discussed, what do you think the text you are going to read will be about?

UNIT 1

Ashmolean Museum Beaumont Street Oxford, UK OX1 2PH Tel: (01865) 278000 Fax: (01865) 278018 Report No. 23/ 2008 From: Prof, Geoff Harding To: Dr. Karen Rasmussen

on the brochure we are report to inform you of the progress As requested by you, I am writing this ing on the Mayan tablet and about the investigation on the writ eum mus our to tors visi the for g arin prep in the possession of our museum. need to write it in simple all ages, including school children, we Because the brochure is for tourists of k. We also need to and it and make the best use of our wor erst und can ers read all , way s Thi e. at. We need languag brochure user-friendly and nice to look the e mak to t wan we ause bec ures pict include lots of our own museum exhibits. sible and we need to include pictures of to get as many original pictures as pos are helping thought because two graduate students we than er fast and l wel very g goin Our work is the brochure under the the pictures. I think it is best to write me with the preparation of the text and following headings: ideograms • Composition - phonetic symbols and ing writ an • Origin of May • Recent discoveries • Material used for writing e my work? stions and requests so that I can continu Can you please also answer a few que help with the brochure? 1. Are we getting any new students to ures? with all the equipment to take good pict 2. Are you sending us a photographer, d to know because of nee I copies of the brochure or only 3,000? 3. Are we printing more than 5,000 the costs. sible on, but I need your reply as soon as pos ibiti exh n Coi an Rom the with y bus I'm sure you are very because we are short of time. city of Palenque origin of the tablet, I believe that it is the real the and rt repo my of t poin nd seco tablets found As to the et we have looks very similar to other tabl the ause bec ala tem Gua or s dura (1) and not Hon e soon because all the decode the message on the tablet quit at the location. And I think that we can s our theory. information we have so far corroborate eum. dinner to discuss new plans for the mus for ning eve sday Tue on ting mee are Please remember we Yours Prof. Geoff Harding

______________ ________________________________ ican state of Chiapas. Mex the (1) Near the Usumacinta River in

t of Mesoamerican Studies, Source: Foundation for the Advancemen eum, Oxford, UK on-line bulletin, and Ashmolean Mus

TANDING COMMUNICATION AND UNDERS

GO AHEAD

5 Read the text on page 23 and check your predictions in Exercise 4. 6 As you can see, the report on page 23 is presented in four different colours. Can you match each part with the corresponding topic? a. Progress report on the brochure b. Progress report on the investigation c. Introduction d. Questions and requests

7 Why are some parts in the text on page 23 marked with bullet points (â&#x20AC;˘)? Mi d n

a T e se r

a. Because the writer wants to make the text more interesting. b. Because the writer wants to enumerate several ideas in a short way. c. Because the writer wants to show that he knows how to write a report.

8 What do we call the note indicated by the number (1) in the last paragraph Why was the police officer under the blanket?

of the text on page 23? a. Footnote.

b. Title.

c. Heading.

9 Read the text on page 23 again and choose the best option to complete the sentences. a. Prof. Harding is working on the brochure i. alone. ii. with some students. b. The brochure will include i. text and pictures.

Because he was an under cover cop!

ii. drawings and photos.

c. Mayan writing is composed by i. hieroglyphics and letters. ii. phonetic and other symbols. d. Prof. Harding thinks the tablet he is investigating is from i. Mexico. ii. Honduras.

10 Read the text on page 23 again and find these reasons. Write sentences in your notebook using because. a. Reason(s) for writing the report. b. Reason(s) for using simple language in the brochure. c. Reason(s) for including lots of pictures in the brochure. d Reason(s) why Prof. Harding needs a fast reply.

11 Now match Prof. Harding's questions in the text on page 23 (1. - 3.) with Dr. Rasmussen's answers below (a. - c.). a. I think that we do not need too many copies of the brochure because it would be a waste of money. b. Gerald Standing is free to take photos next Thursday. c. I'm not sure if we can spare any extra people to help you any time soon.

UNIT 1

MAKE CONNECTIONS TAKE A CLOSER LOOK

The Present Continuous 1. Read these sentences from the report on page 23. a. As requested by you, I am writing this report to inform you of the progress on the brochure. b. Two graduate students are helping me with the preparation of the text and the pictures. c. Are we getting any new students to help with the brochure? d. Are we printing 5,000 copies of the brochure? 2. What do the sentences above refer to? a. Activities happening right now. b. Activities happening in the present but not necessarily this very moment. c. Activities happening in the near future, especially planned future events. 3. All three answers are correct. Sentence a. refers to an activity happening right now. Sentence b. refers to an activity happening in the present but not necessarily at this very moment and sentences c. and d. refer to activities happening (or not) in the near future, especially in planned future events. 4. Go back to the text and find three more sentences in the Present Continous. What do they refer to?

12 Which of these sentences refer to planned activities in the future? a. I'm now investigating the real origin of the tablet. b. I am meeting some friends after work. c. They are watching Batman and Robin on TV at the moment. d. Polly is coming to dinner tomorrow. e. John, are you sleeping? f. What are you doing at the weekend?

13 Complete these short dialogues with an appropriate question referring to the underlined part. a. A: ___________________________________________________? B: We are going to Arica next month. b. A: ___________________________________________________? B: No, she is not going to the party with us on Tuesday. c. A: ___________________________________________________? B: He is visiting his grandparents at the weekend. d. A: ___________________________________________________? B: We are playing football after school today.

TANDING COMMUNICATION AND UNDERS

14 Choose one option to complete each sentence. a. I am going to the cinema because / since I like the actors. b. As / Because you already know, we are changing the test to Monday. c. He is preparing the brochure because / since the museum needs it. d. Because / Since we are already here we can stay and enjoy it. HAVE A CHAT Mi d n

a T e se r

15 Jenna and Robert are preparing a report on their history project on Mayan writing. Prepare a short conversation saying what they need to do and why. Here are some points to help you. â&#x20AC;˘ Reasons for writing the report. â&#x20AC;˘ Reasons for putting lots of pictures. â&#x20AC;˘ Reasons for using a computer and not write it by hand. â&#x20AC;˘ Use the library or the Internet? â&#x20AC;˘ When to present it. Jenna: Why __________________? Robert: Because _______________ Jenna: Do you think ___________? Robert: Yes, because ___________ Jenna: Is it better to ____________? Robert: I think __________________. Do we need to ______________? Jenna: ___________. When do we need ________________? Robert: ______________________

Here are some examples of Mayan writing.

Now listen to the conversation. Check your answers, practise with your partner and role play the conversation in front of the class.

17 Fill in the gaps in the e-mail with the verb in the Present Continuous to refer to future plans.

))))),*(,*!+, ( *!, (%,*!+ ( ,'&, ( , #( , , '", ( ,)))) , )))),*((, '# , (*!+&, + ' &+ ++ +# ", , ",#(*,*' + ,))))) ))))) , + , ' &, *, , ",*' + ,)))) ", ( ,))))))))), (%,(# ,' '*,$#, '&+,$*,%'$#&", , +", '* ! ', '% ,& +'*+%,'# ,',%'$# ( ,*!+, +#*%' , *'*$(#", *, & ' ))))))))),*!+, , , &, %( *!+ , +*,*!+%+", !+#+ +%, , (,*(, *' +&,'%( # , ,*(, ,!( %&,*( *$ + , ' &+,*!+,*%$ ,$&,&(, (# ", !$&, &( *!, ,*% ,*(,%+' ,', (( , + #,*!+, + , , ' $# +%", ,' &(, ",*' + ,))))))))), '* !+%,$ $ !,

+'* ,& !,'&, %$& &,'# ,',&'# ", ,))))),&( +,&* ,*(, , & ' , +*,! # % ,(#,*!+, &"

UNIT 1

FAST CHECK

18 Change the sentences in the negative form into the affirmative form and the ones in the affirmative form into questions.

(10 points)

a. He is not going to the doctor's tomorrow. b. Conrad is travelling to Miami with his friends. c. Geraldine is not meeting us for dinner. d. Jim's flight is at 6 p.m. so they are leaving him at the airport. e. They aren't planning to get married until next year. Your result:

0-5 Review the lesson

6-8 Quite good

(+) (?) (+) (?) (+)

9 - 10 Excellent

WRITE IT DOWN

19 Write a short report on your progress in this lesson. Include an introduction, one or two sentences on the READING part, and one sentence on the MAKE CONNECTIONS part. PLAY IT Invent a code and write a message using it. a. Work in groups of four students and decide the message you would like to write. b. Write out what you would like to write and leave spaces in between the lines for creating your code. c. These are some examples of encoding, but you can invent your own code. i. Leave all consonants the same, but replace all vowels with the consonant that follows that vowel in the alphabet. ii. You can replace vowels using special symbols. Example: A = -E = -.I = .-. O = ..-U = .-.Wh--t .-.s th-.- m-.-ss- - g-.- s- - y.-.ng? d. Encode your message. If you want to make it easier, include the key to the code. If not, let the receivers work it out. e. Swap messages with another group and decode them.

â&#x153;&#x201D;

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

TANDING COMMUNICATION AND UNDERS

VISIBLE BODY LISTENING

Lesson 4

THINK AHEAD

1 How would you express the following in body language or gestures? a. Stop! c. Yes. e. My stomach is hurting. g. Hello.

b. Come here! d. No. f. Be quiet! h. Let me think.

2 What part of the body do people most frequently use to express nonverbal communication? Rate from 1 (least common) to 5 (most common). Compare with a partner and discuss giving examples of non-verbal communication.

Mi d n

a T e se r

Some theories claim that people can communicate through the transfer of thoughts or feelings by means other than the five classical senses of sight, hearing, taste, smell and touch. This way of communication is called telepathy.

face

fingers

hands

legs

UNIT 1

shoulder

3 Because body language is so important in communication we often use body parts in idiomatic expressions. Can you match the meanings? a. John has a really big mouth.

i. I love sweet things such as cakes and ice-cream.

b. We don't see eye to eye on almost anything.

ii. The things they sell there are really expensive.

c. My daughter Catalina is the apple of my eye.

iii. We can't agree or compromise on things.

d. Everything in that new boutique iv. I love her more than anything else in the world. costs an arm and a leg. v. He talks too much and e. Mmm, give me some more cannot keep secrets. chocolate. I have a sweet tooth.

4 How much of our communication does body language occupy? Choose a possible answer. a. 55%

b. 80%

c. 5%

GO AHEAD

Listen and check your prediction in Exercise 4.

What kind of programme is it? a. A radio talk show. b. A television talk show. c. A radio interview.

Listen again and write who expressed the feelings (speaker), and the expressions they used (expression). Feeling

Speaker

Expression

Surprise Pleasure / happiness Worry Interest

TANDING COMMUNICATION AND UNDERS

Listen again. Are these statements true or false? a. Andrew Remington is a well-known actor. b. Gina Radcliff is preparing a new play. c. Only 7% of our communication is in words. d. More than half of our communication takes place through body language.

Listen once more and choose the correct word. a. I'm a little worried about the word export / expert. b. I also find / found it surprising. c. We're preparing a new play / plan.

MAKE CONNECTIONS Bear it in mind Try to learn and use these expressions to express feelings, which are important in everyday language. It worries me a little. It's really interesting. What a surprise! It's such a pleasure. Let me tell you how happy I am. I'm also glad to be here. It's a pleasure. I'm a little worried about her. I also find it surprising. How interesting!

TAKE A CLOSER LOOK

The Present Continuous (Continued) 1. Read these sentences from the listening text. Pay special attention to the verb form in bold. a. On Wednesday all actors are meeting to discuss how to express anger. b. For example, we're interviewing people about their gestures and facial expressions. c. Others are meeting with psychologists to discuss communication through body language. 2. The Present Continuous is used to talk about arrangements for events at a time later than now. There is a suggestion that more than one person knows about the event, and that there is some preparation for the event. a. Jim is going to Miami tomorrow so I am taking him to the airport - both Jim and I know about it and we have made the arrangements. b. I am leaving town next Monday - I already have my ticket. c. We are staying with friends when we get to Boston - both they and I agree to that. 3. Listen to the last two exchanges of the conversation. Find and write two more example with the Present Continuous. Do they refer to future arrangements? BE CAREFUL! The Simple Present is used when a future event is part of a programme or time-table. Notice the difference between: a. We're having a staff meeting next Monday. b. We have a staff meeting next Monday as we always do.(It's on the time-table.)

UNIT 1

10 Complete these dialogues with the question corresponding to the information in bold. a. A: ____________________________________________? B: All actors are meeting on Wednesday. b. A: ____________________________________________? B: Some actors are interviewing people next week. c. A: ____________________________________________? B: Other actors are meeting with psychologists to discuss ways of communicating.

11 What arrangements have they made for the future? Write the complete sentences in your notebook.

a. Juliet: meet Peter / train station

b. Karin: go to concert / tomorrow

c. Ken and Lucy: get married / June

d. Mr and Mrs Livingston: buy a new house / next year

12 Connect these sentences using and, or, but, because, although, besides. a. He knows about body language. He is a drama teacher. b. They use different costumes in the play. They use make-up. c. Lisa likes playing the guitar. She doesn't have time to practise. d. You can use the telephone. You can use the fax machine if you prefer. e. They are doing interviews. They are also meeting with psychologists.

TANDING COMMUNICATION AND UNDERS

HAVE A CHAT

Copy and complete this conversation in your notebook, using the expressions in the box. Check with the recording.

· How interesting! · I'm glad · It's so nice · It worries me a little · What a surprise! Tricia: Nicola: Tricia: Nicola: Tricia: Nicola: Tricia: Nicola:

Hi, Nicola! ____________ to see you again. Yes, ____________ to see you too. Jennifer is here too. ____________ Isn't she going to France in three day's time? Yes, she is; but she's here today because her boyfriend has a little role in a new film. ____________. Yes, and she thinks he can get her into a film too. ____________. She has really high hopes and may get disappointed.

14 Practise the conversation with a partner and then role play it in front of the class.

15 Put the words in order and write the correct sentences in your notebook. a. going / They /are / to / after / school / the / cinema. b. My / meeting / boss / is / some / people / important / tomorrow. c. She / is / month / taking / her / exams / English / next. d. The / is / on / visiting / a / salesman / client / Monday / new. FAST CHECK

16 Match the questions with the answers.

(10 points)

a. What is Becky doing on Monday? i. Yes, in June or July I think. b. Is he flying to New York or Washington?

ii. My friends - Karen and Sharon.

c. Are they getting married soon? iii. I'm not sure. I think she is going to a party. d. Why is Dell meeting Tom at the iv. Because he doesn't want to take a taxi. station? e. Who are you meeting after school? Your result:

UNIT 1

0-3 Review the lesson

v. Neither - he's going to San Francisco. 4-6 Quite good

7 - 10 Excellent

WRITE IT DOWN

17 Observe your classmates and make notes of the body language they use. Write a short paragraph listing the gestures and expressions they use and what they communicate with them. Example: Camila uses her hands a lot when she talks. She often says “ how interesting!” when she listens to people.

18 This proverb about communication is “glued together”. Write it correctly in your notebook and discuss its meaning.

onol og ue s d Tw o m

o not ma kea d ia

l o g u e.

✔

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Listening Speaking Writing

TANDING COMMUNICATION AND UNDERS

1 Look at the picture carefully. It is Mr. Brook Winston's living room. What does the picture tell you about him? Use the correct linking words (and, or, but, although, besides, because, since, as) to connect the parts of the sentences. a. Mr. Winston lives in London ___________________ he works in Essex ___________________ usually travels to work by car. b. ________________ he is a well-known pizza chef, he doesn't like cooking at home ________________ he likes doing other things after work. c. Mr. Winston is married ___________________ he has two children. d. ___________________ playing the piano he also plays the violin, ___________________ he doesn't know how to play the trumpet. e. Mr. Winston paints beautiful pictures. He usually uses oil paints ___________________ water colours. f. ___________________ he speaks German very well he doesn't speak French ___________________ he is taking lessons ___________________ he has some friends in France. g. He plays tennis ___________________ he is not playing right now. h. Mr. Winston uses the computer to chat to his friends in France ___________________ Spain. i. ___________________ he is a chef ___________________ knows about nutrition, he likes to eat healthy food. He is eating a salad now ___________________ drinking a glass of milk.

UNIT 1

2 Read the letter below. With your partner fill in the gaps with the correct linking words and ask and answer questions about Ciara and her plans for the future.

12, Clondalkin Road Walkinstown Dublin 12 Ireland Dear Salvador, My name is Ciara ____ I'm from Irel and. Originally, I'm from Galway ____ I am moving to Dublin next month ____ I got a job there as a nurse. ____ speaking English I also speak Gaelic - that's the original language of Ireland. When I get to Dublin I am plan ning to take Spanish lessons. ____ I like the language very much I would like to have a pen pal from South America ____ practise my Spanish. ____ I can play the tin whistle I can 't play the Bodhrรกn, which is a typica l Irish drum. Apart from Spanish I am plan ning to take Bodhrรกn lessons when I have a little more time - probably when I am already in Dublin. Next week, I am taking my final nursing exams ____ I am a little worried ____ the exams are so important. I and other students are getting tog ether this weekend to prepare for the exa ms. Can you tell me something about you? Do you play the guitar ____ any oth er instrument? What other languages do you speak apart from English ____ Spanish? I hope you will write to me soon. Love, Ciara.

TANDING COMMUNICATION AND UNDERS

READING - TWO ANNOUNCEMENTS

Zak and Theresa Jacob, from here on known as the proud parents, are delighted to announce the birth of their twins, Sahara and Aisha. We can hardly express our joy at the arrival of our baby girls - Sahara with 49 cm and 3.5 kilos and her sister Aisha with 48 cm and 3.2 kilos who are now happily at home and waiting for your visit. You can bring gifts but if you can't, just bring lots of joy and smiles. Blessed with two babies sweet as can be We love this addition to our family! Four more little hands Four more little feet now we can say Our family is complete! Source: wwwhappygreetings.net

II. "Ladies and gentlemen, this is Jenny O'Connell, your Flight - Service Manager speaking. Please put away all your hand baggage in the overhead compartments or under your seats. The seat belt sign is on so you need to take your seat and fasten your seat belt. Also make sure the back of your seat is straight and trays are in their full upright position. If you are sitting next to an emergency exit, please read the special instructions card located by your seat. You can also ask the flight attendant to help you. You need to turn off all cellular phones, pagers, radios and remote controlled toys for the full duration of the flight because these items can interfere with the navigational and communication equipment on this aircraft. We remind you that this is a non-smoking flight. Smoking is prohibited on the entire aircraft, including the lavatories. If you have any questions about our flight today, please don't hesitate to ask one of our flight attendants. Thank you." Source: www.airodyssey.net

UNIT 1

1 Read the two announcements and identify which one (I or II) shows these characteristics. a. Formal language d. Serious

b. Informal language e. Spoken

6 pts.

c. Joyful f. Written

2 Read the announcements again and choose the best option to complete the sentences.

5 pts.

a. The twins were born with i. the same size and weight. ii. different size and weight. b. Visitors i. do not need to bring gifts. ii. need to bring gifts. c. The person speaking in the second announcement is i. the pilot. ii. The Flight Service Manager. d. The flight i. permits smoking. ii. does not permit smoking. e. Travellers i. can use their mobile phones. ii. can't use their mobile phones.

LISTENING - THE MORSE CODE 3 Listen to the recording. What kind of programme is it?

1 pts.

a. A TV programme b. A radio programme

Listen again and write down the following codes. a. Letter A: _______ c. Number 1: _______

4 pts.

b. Letter B: _______ d. SOS: _______

Listen once more and answer these questions.

4 pts.

a. Is John a pilot or a naval officer? b. What forms of communication can be used in modern times? c. When was the Morse Code invented? d. How fast can good Morse code operators write?

TANDING COMMUNICATION AND UNDERS

LANGUAGE 6 Choose the best linking word in each sentence.

5 pts.

a. Lisa is not going to the picnic and / because she is ill. b. Wilson can't play basketball because / but he is very good at tennis. c. I like orange juice because / but I don't like apple juice. d. Although / besides I like watching football I don't know how to play it. e. Although / Since we are here, let's have an ice-cream.

7 Match the sentences (a. - d.) with the corresponding pictures (1 - 4).

4 pts.

a. Jenna and Gloria are going to an ice-cream parlour after school. b. So what time are you meeting John at the train station? c. Are you coming to the party on Thursday? d. I am playing football with some friends in the evening.

SPEAKING 8 Complete the questions in these dialogues using the clues provided. Role play the completed dialogues with a partner. a. A: What colour / Marion / bedroom? B: She is painting it blue and red!

b. A: Where / Jordan and her friends / handball? B: They are playing in the school gym.

c. A: Why / Kate / eat only a small salad? B: Because she isn't hungry at the moment.

d. A: When / you and Lynn / plan to meet? B: We are planning to meet after school today.

UNIT 1

10 pts.

WRITING 9 Join the sentences in this text about communicating using linking words.

10 pts.

Communication is a process between at least two people. When you communicate you understand what other people want to tell you. You offer your own feelings and reactions. You are not born with communication skills. You learn communications skills. We learn communication skills observing other people. We use words and sounds to communicate. We also use other means such as gestures and facial expressions. Communication is important. It helps us understand each other.

Your result:

1 - 14 Not too good

15 - 34 Acceptable

35 - 49 Great!

Total 49 pts.

✔✔

Choose one alternative according to your performance. Speaking · I use English structures correctly. · I use varied and correct vocabulary. · Others can understand me. Writing · My writing is coherent and follows the central idea. · I use the correct sentence formation and sentence structure. · I use the correct spelling, punctuation, capitalisation and format. Reading · I am aware of the differences in tenses, gender and number. · I identify the main idea and understand the text as a whole. · I can locate details and look for specific information. Listening · I can get the general idea. · I understand the details and identify speakers. · I identify the source of listening texts and recognise the format. Group work · I share my ideas with the group. · I listen to and respect my partners' points of view. · I help solve problems and contribute with relevant information.

Always Nearly Always Sometimes Never

FINAL CHECK

Use this clue to work out your score Never = 0 Sometimes = 1 Nearly Always = 2 Always = 3 If you get: 0 - 10 = Watch out! You must look back and review the whole unit. Ask your teacher and / or a classmate for additional help and remedial work. 11 - 22 = Not too bad, but there are areas you still have problems with. Identify those areas and ask your teacher and / or a classmate for additional help and remedial work. 23 - 34 = You are doing fine, but you can certainly do better. Get together with a classmate and review your weak points. 35 - 45 = Congratulations! Great progress - you may look ahead to the new unit and help your classmates who need to review.

TANDING COMMUNICATION AND UNDERS

IN THIS UNIT YOU WILL LEARN TO:

YOU WILL USE THE FOLLOWING TEXT TYPES:

Reading: Find specific information / Identify the origin of texts Listening: Match information / Find specific information / Discriminate between correct and incorrect information Production: Express personal opinions and ideas / Refer to personal experiences Functions: Express opinions / Talk about duration of events / Refer to personal experience

Reading: A brochure / A film script Listening: An extract from a book / A report

YOU WILL ALSO LEARN: Grammar: Modal verbs may /might / The Past Continuous tense Vocabulary: Related to strange and wonderful events and phenomena

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES: Respect for different opinions and experiences

SET UP

1 Where near your house do you need to go if you want to do the following? Talk about your personal experiences. a. Get to a boat. c. Put up your tent. e. Have a picnic.

b. Find a place to sleep. d. Ask for information. f. Get some food.

2 Match the actions in exercise 1 with these symbols.

3 How good are you at spotting mistakes? Three of these headlines taken from newspapers have one mistake each, and one of them has no mistakes. Find the mistakes and correct them. a.

COSTA BRAVA - NEW PARADISE FOR TURISTS

HURICAN MOVING TOWARDS NEW ORLEANS

LOST CIVILISATION FOUND IN AMAZON FOREST

TOO MEN ARRESTED IN BANK ROBBERY

4 There are six pairs of antonyms in the box. Can you form the pairs? · clever · correct · persistent · sporadic

· familiar · strange

· heavy · stupid

· light · ordinary · wonderful · wrong

You can find the 10 most common typos (typing mistakes) at http://www.hongkiat.com/blog/10-most-common-typos-in-blogging/

WELCOME TO NEW ZEALAND READING

Lesson 1

THINK AHEAD

1 Classify the words in the box under the corresponding heading. Tourism

Places

Things we do

People

· ballroom · chef · dance · drive · golf course · guide · highway · hill · hotel · life-guard · manager · maid · receptionist · restaurant · sheep farm · skydive · stay · swimming pool · travel · use · village · visit

2 What films are these photos from?

3 Read the information in the chart. How long do the events last / take? Say / Write sentences in your notebook. Example:

A film lasts one and a half hours. A trip to Easter Island takes 5 hours. / It takes 5 hours to travel to Easter Island.

Event A film A class Our summer holiday A trip to Easter Island A pop concert Eating a pizza

Duration One and a half hours 45 minutes 2 months 5 hours 2 hours 10 minutes

4 Which of these do you think you can find in a tourism brochure? a. Attractions. b. Costs. c. FAQs (frequently asked questions). d. Maps / directions. e. Travel dates. f. How to get to the nearest hospital.

UNIT 2

T O UR M R FA RM & T SE IE V O M N O IT H O BB Lord r is a real must-do for every The Hobbiton Movie Set & Farm Tou ugh New Zealand. There are just of the Rings (LOTR) fan travelling thro on our real-life sheep farm. Your so many things to do in Hobbiton and ugh the ten-acre site full of hills experienced tour guides take you thro The guides are happy to explain all where the LOTR films were made. tell you stories about the filming about the little people's village and full tour in a horse-drawn process. Optionally, you may take the facility located 3 miles from carriage and visit the cheese making biton tour is one and a half hours. Hobbiton. The duration of the Hob additional 45 minutes to an hour. The cheese farm tour might take an

you stay for at least a few days in After the tour, we recommend that ingual receptionists say hello to you our luxury hotel where our multi-l take a warm bath in a beautifully in four different languages. You may erienced staff who know how to decorated room prepared by our exp , we invite you to our gourmet make a guest welcome. After you rest native of Thailand, only 25 restaurant where it takes our chef, a may choose from a menu from minutes to prepare any dish and you t to try our delicious “finger foods” five continents. Or, you might wan a variety of dips. such as chips, vegetable sticks and

video room or they may take use the playground facilities or the may s Kid n? dre chil ut abo how And course. Adults may a life-guard) and enjoy a mini-golf h (wit l poo ing mm swi oor ind the a swim in course. ballroom, or use the full-sized golf use the bar, dance in the 5 x 5 metre activities which include: Talk to our manager about other • Hot Air Ballooning • Tandem Skydives

• Paintball Shooting

S FREQUENTLY ASKED QUESTION lities? faci nce fere Q.1: Does Hobbiton have con tions. dings, seminars and other celebra A.1: Yes, it's a great venue for wed s? ion urs exc and es itional activiti Q.2: Is there an extra charge for add . vity acti the on A.2: The costs depend biton? Hob to get to take it s coach or three Q.3: How long doe it might take up to four hours by but d klan Auc from car by rs hou A.3: It takes two and a half hours by train. through a website? Q.4: Is it possible to book my visit phone, fax or letter. by or , A.4: Yes, bookings are on-line Room types: • Double • Single

up to 6 people) • Family can (might accommodate bay Hills. hway 27 and turn south after Bom Hig e Stat e Tak nd: kla Auc from e How to get her Bookings at Ph: +64 (0) 7 888 9913 Fax: +64 (0) 7 888 7498 Email: office@hobbitontours.co.nz Website www.hobbitontours.com

ID=11970 m/gallery/HobbitonFlashGallery.aspx? Source : http://www.hobbitontours.co

FUL! HOW STRANGE! HOW WONDER

Mi d n

a T e se r

The word holiday is a compound word made up of two other words - holy, meaning saintly, and day. So a holiday is originally a day on which people do not work to celebrate their religious beliefs.

GO AHEAD

5 Read the text and check your predictions in Exercise 4. 6 Read the text again and find the answers to these questions. a. How long is the Hobbiton tour? b. How long might the additional sheep farm tour take? c. How long does it take the chef to prepare any dish? d. How long is the car journey from Auckland to Hobbiton? e. Does it take more or less time to go to Hobitton by train than by car? f. How long is the trip from Auckland to Hobbiton by coach?

7 Read the text again and write the name of the person in charge. Person in charge

Activities a. Cooking the food. b. Extra activities. c. Looking after children in the swimming pool. d. Preparing the hotel rooms. e. Telling tourists about the farm and the film making process. f. Welcoming the guests.

8 Are these statements true or false? Correct the false statements. a. The cheese making facility is located 45 miles from Hobbiton. b. The chef is from Thailand. c. It takes 25 minutes to prepare the finger foods on the menu. d. It is possible to celebrate weddings and seminars at Hobbiton. e. Children may use the ballroom and the full-sized golf course. f. People may only book in person.

MAKE CONNECTIONS

9 Fill in the booking form for Hobbiton farm with your own personal details. You can use your imagination!

____________________ First Name: ________________________________ Surname: ____________ Number: ____________ one Teleph Full address: ___________________________________________ _____________________ Language spoken: ___________________________ E-mail address: ______ Form of payment (tick one): Credit card: ___ Cheque: ___ Cash: ___ ___ Telephone: ___ Booking form (tick one): Fax: ___ E-mail: ___ Website: ___ Letter: Type of room (tick one): Single: ___ Double: ___ Family room: ___ ________________________ Full tour or Hobbiton only? ____________________________________ ____________________ Extra attractions? ________________________________________________

UNIT 2

10 Write at least three other questions you could ask the Hobbiton Manager before you book a holiday. Ask your partner to answer them.

11 Choose the correct word, say or tell. a. I get really angry when you tell / say lies. b. When you see Sean, could you tell / say hello for me? c. Please, could you tell / say your sister that I can't meet her tonight? d. They tell / say Georgette is French, but she could also be Canadian. TAKE A CLOSER LOOK

May / might 1. Study these sentences from the text paying special attention to the words in bold. a. You may take the full tour in a horse-drawn carriage. b. Kids may use the playground facilities or the video room. c. The cheese farm tour might take an additional 45 minutes. d. It might take up to four hours by coach or three and a half hours by train.

Danger Say and tell mean decir, but they are used differently. You say something but you tell someone something. I said goodbye / I said goodbye to Mary, but I am telling Mary a story. Certain expressions are always used with tell: tell jokes, tell the truth, tell a lie, while others are always used with say: say prayers, say good bye, say hello.

2. What do the sentences express? a. Suggestion

b. Polite request.

c. Possibility.

3. The answer is c - we are expressing that something is possible (we are making a prediction) now or for the future. The only difference is the degree of possibility. a. It may rain tomorrow - it is quite possible it will rain tomorrow(+). b. It might rain tomorrow -it is less possible it will rain tomorrow(–). 4. Go back to the reading text. Find and copy all the sentences with may or might. Can you identify the degree of possibility?

12 Choose may or might. a. Where is he from? He ______ be from Cataluña because his name is Ignasi Barceló. b. What do you think you will do on your winter holiday? I'm not sure yet. We ______ go to Valdivia or Puerto Montt. c. Look at the clouds! They are heavy and black. Yes, it ______ rain really soon. d. Is she from Canada? She ______ be. Why do you ask? Because of her accent - she speaks French but with a different accent.

13 Make predictions using may / might and the prompts provided . Write the sentences in your notebook. a. class / organise / picnic or a party b. you / study / gastronomy or marketing c. your friend / go to Arica or Calama d. petrol prices / increase or decrease e. you / see the film "Benjamin Button" on Saturday or on Sunday

FUL! HOW STRANGE! HOW WONDER

HAVE A CHAT

14 In pairs, complete this conversation discussing different options to celebrate your school anniversary. Use the expressions in the box.

路 might also 路 might go to 路 might have a picnic 路 might organise A: B: A: B: A: B: A: B: A: B:

We have different options. For example, we _____ the seaside on a big school trip. We might, but it depends on the weather. Or we _____ Yes, but a picnic also depends on the weather. Or we _____ a music and dance show. Actually, that's a great idea. Alternatively, we _____ do a cooking competition. Not really, we need too many ingredients and they are expensive. So, what's the best option? The best idea is the music and dance show.

15 Match the expressions in the bubbles (a. - c.) with the pictures (1 - 3). a.

Oh dear, it may rain any moment now.

If he hurries up he may still catch it.

If you take your medicine you may feel better tomorrow.

16 Use the information in the chart to answer the questions in the dialogue on page 47.

UNIT 2

Event

Duration

Trip from home to airport

50 minutes

Flight Manchester - London

1 hour 10 minutes

Bus trip from airport to uncle's house

45 minutes

Whole trip

Gordon: Susan: Gordon: Susan: Gordon:

So, how long does it take to get to the airport from your house? _____________________________________________________ And what's the duration of the flight from Manchester to London? _____________________________________________________ And then how long is the bus ride from the airport to your uncle's house? Susan: _____________________________________________________ Gordon: And how long does the whole trip take? Susan: _____________________________________________________ Gordon: Wow! That's really long!

Listen to the recording, compare your answers and practise the dialogue in pairs.

FAST CHECK

18 Fill in the gaps in the sentences with may or might. (✔ = weak probability; (✔✔ = strong probability).

(10 points)

a. (✔✔) If it's sunny tomorrow we _____________ go to the beach. b. (✔) I´m not sure yet but I _____ study engineering or computer sciences. c. (✔✔ ) The economic situation is not very good and unemployment _____ increase. d. (✔) I tried phoning him but he doesn't answer. He _____ be out or taking a shower. e. (✔) Don't worry! It's not too late. Your friend _____ still come to the party. Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

19 Your friend Oliver is organising an activity to celebrate your school anniversary. What events can you recommend? How long might each event take?

✔

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

FUL! HOW STRANGE! HOW WONDER

THE STRANGE THINGS WE DO LISTENING

Lesson 2

THINK AHEAD Bear it in mind Why do we need to spell correctly? We need to spell correctly because: • Poor spelling creates a bad impression. • It is the first thing a reader notices. • Examiners, teachers, and prospective employers pay attention to the way we write. • Even in these days of word processors and spell checks there are times when we need to handwrite something.

1 Choose the best definition of the word TYPO. a. a grammar error b. a punctuation error c. a typing error

2 Can you detect one spelling mistake in each sentence? a. It is absolutely necesary to pay attention to the recording.

b. One of the most comon typos is to omit a letter in a word.

c. What a surprising stori!

d. If you want to get a good mark in the test you must spell corectly. Mi d n

a T e se r Plis us the dor at the bak this won is brouken!

3 Which of the expressions below do you think we use to express opinions and points of view? Complete them using your personal ideas and experiences. Example: I think that people should work less and rest more. a.

I think that … d.

From my point of view …

UNIT 2

I believe that ….

It seems to me …

What you want …

In my opinion ….

According to …

4 Read the words in the box. Look up those you do not know in a dictionary. Which ones would you expect to find in a listening text about strange things that we do?

· amazing · clever · incredible · positive · smart · typical

· ordinary · peculiar · unusual · weird

GO AHEAD

Listen to the recording and check your predictions in Exercise 4.

Choose the best title for each item of news. a. Eradicating Typos and Errors by All Means b. The Incredible Adventures of the Typo Man c. Teaching a Parrot to Speak d. Talking Parrot Finds his Way Home

Which of these places were not mentioned in the news?

· America

· Boston

· China

· Japan

· Santiago

· Massachusetts

· Washington

· Tokyo

Listen again and tick the correct column. Which news item mentions

Item 1

Item 2

an organisation? an address? the name of a policeman? one common mistake?

FUL! HOW STRANGE! HOW WONDER

Listen once more and complete these sentences from the news. a. You might want to _______ some unusual but positive _______. b. According to Mr. Deck it's _______ to speak and _______ correctly. c. We, on our part, think it's _______ that Mr. Deck might be _______! d. He recited his _______ and address to a man in the _______. e. In my ______ it's ________. f. It‘s possible smart _______ like Yosuke might help Mr. Deck in his typo _______ campaign!

MAKE CONNECTIONS

10 Which sentences from Exercise 9 express a point of view? 11 The words highlighted in these sentences appeared in the items of news you listened to, but they have been “scrambled”. Can you “unscramble” them? a. They travel around gnsiera typos and errors. b. The parrot followed the instructions of his msaert. c. The pomanlice took the bird to the owner. d. She is a very vepitios person. TAKE A CLOSER LOOK

Expressing possibility 1. We use may / might to express possible events in the present and the future. However, we can use other expressions. Read these examples from the recording paying special attention to the words in bold. a. Maybe you want to hear = You might want to hear, some unusual but positive news. b. Language is an important part that possibly makes the difference = language is an important part that might make the difference, between humans and animals. c. We think it's possible that Mr. Deck is right = Mr Deck might / may be right. 2. Look at other examples. Maybe they will visit us next year = They may visit us next year. The train is possibly late = The train might be late. It is possible that he is lost = He might be lost. 3. It is possible to use may / might in short answers. A: Is Gina coming to the party? A: Are they at home right now?

B: She might. B: They may be.

4. Listen to the second item of news again. Find three more sentences that express possibility and write them twice in your notebook, once using may / might, and once using maybe, possibly or it‘s possible that.

UNIT 2

12 Re-write these sentences using might or may. a. Maybe Tina and Leo are getting married soon. b. It's possibly John's book. c. Maybe Laura will not come to school today. d. It's possible they will not like this kind of food. e. Someone is knocking on the door. It's possible that it is Stewart.

13 Now re-write the sentences using maybe, possibly or it is possible. a. Geraldine might be in the library. b. His telephone may be disconnected. c. My boss might be in another office. d. We may travel to Greece next year. e. I may get a haircut tomorrow.

14 Give short answers using may / might. a. A: B: b. A: B: c. A: B: d. A: B: e. A: B:

Is that your bag in the corner? It _______________________________________________________ Are they coming tomorrow? They _____________________________________________________ Do they have time to help us? They ________________________________________________ have. It's so cold! Do you think it's going to snow? It _______________________________________________________ Are you going to see Jane tomorrow? I _______________________________________________________

WRITE IT DOWN

15 Choose one of the two stories you listened to and write a short paragraph expressing your personal opinion about the situation described. Use the expressions in Exercise 3.

FUL! HOW STRANGE! HOW WONDER

HAVE A CHAT

16 Take turns to say the statements below with your partner, expressing your opinion. You can use the openings in the bubbles.

I think that…

According to …

In my opinion ….

It seems to me …

I believe that ….

From my point of view …

a. This unit is really easy!

b. Ice-cream is better than chocolate.

c. Everybody loves Maroon Five.

d. English is the most important language in the world.

e. People shouldn't smoke in public places.

f. Everybody looks thin in black clothes.

UNIT 2

Listen to the recording and compare your sentences. Then practise with the recording, paying special attention to accentuation and intonation.

FAST CHECK

18 Choose the best option to complete the sentences. a. A: B: b. A: B: c. A: B: d. A: B: e. A: B:

(10 points)

Are your friends coming to visit you next weekend? I'm not sure. They might / It possibly is. Is the Italian restaurant open on Sundays? It's possible. / Might open. Do we have any sugar? We might have. / It is possibly. Do you think the children are hungry? Maybe not. / Might not. Are these Susan's glasses? May be. / They might be.

Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

PLAY IT Find letters on the computer screen to complete these words from the lesson. Each letter can be used only once. A ___ A ___ I ___ G U ___ ___ S ___ ___ L P ___ ___ U L ___ A R W ___ I ___ D

I Z

D U

O R ___ I N ___ R ___

S M ___ ___ T

R A

I L

E A E N

â&#x153;&#x201D;

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Listening Speaking Writing

FUL! HOW STRANGE! HOW WONDER

TWISTER, TWISTER READING

Lesson 3

THINK AHEAD

1 See if you can guess the jumbled weather words. eic

mcliate

mihud

nwid

ogf

2 Match the descriptions (a. - d.) with the words below (i. - iv.) and the Mi d n

a T e se r

pictures of the natural phenomena (1 - 4). a. Visible and very fine water drops or ice particles suspended in the atmosphere at high altitudes. b. A visible flash of light happening when there is an abrupt natural electric discharge in the atmosphere. c. Frozen precipitation in the form of white hexagonal ice crystals falling down in soft, white flakes. d. Water condensed from atmospheric vapour and falling in drops. i. cloud

ii. lightning

iii. rain

iv. snow

So it' s true. It IS raining cats and dogs. 1

Danger Not all plurals in English are formed by adding -s or -es. One irregular plural is the word phenomenon, whose plural is phenomena. Other words (mainly of Latin origin) that form their plural in the same way are: bacterium - bacteria criterion - criteria curriculum - curricula medium - media memorandum - memoranda symposium - symposia

3 What do we use these instruments for?

Anemometer Barometer Thermometer Weather vane a. We use it to measure air pressure. b. We use it to measure the temperature of the air. c. We use it to measure wind speed. d. We use it to show which direction the wind is blowing from. You can find lots of words related to the weather, the climate and natural phenomena at www.weatherwizkids.com

UNIT 2

4 Which of the words in the box would you expect to find in texts about natural phenomena?

· break · instrument

· cyclone · measure

· disaster · erosion · noise · roar · storm

GO AHEAD

5 Read the texts quickly and check your predictions in Exercise 4. 6 Read the texts again and identify the origin of each. a. Text ___ is a part of a book. c. Text ___ is a part of a report.

b. Text ___ is a part of a film script.

7 Read the texts again and match each text with a place. Text I

Text II

Text III

Kansas

Kentucky

Oklahoma

Mi d n

a T e se r

We measure the intensity of tornadoes according to the Fujita Scale. Tornados can range from F0 - a mild tornado called the gale tornado with little damage to people and property through to F5, known as the incredible tornado, which can destroy strong houses, move cars into the air and uproot very big trees. There is also an F6 tornado called the Inconceivable tornado - it has not happened as yet in the world. You can see the full Fujita scale at http://www.tornadoproject.com/

8 Read the texts again and tick where appropriate. In which of the texts can you find references to

III

a. a description of a family? b. a place where people can hide? c. a scared pet? d. the exact shape of the described natural phenomenon? e. the sound this natural phenomenon makes?

9 Read the text once more and find at least three words to replace the word twister. twister

FUL! HOW STRANGE! HOW WONDER

II.

UNIT 2

III.

FUL! HOW STRANGE! HOW WONDER

MAKE CONNECTIONS

10 Look back at the texts and decide who might have said the following sentences, Dorothy, Professor Jones or Jo's father. a. ________: “If we hurry up we might make it to the cellar!” b. ________: “I wonder if I may ever get back home!” c. ________: “I saw big pieces of debris under the twister.”

TAKE A CLOSER LOOK

The Past Continuous tense. 1. Compare these sentences from the texts. a. In the far North the wind was whistling. b. Uncle Harry stood up. c. Dorothy was going up and up. d. The house whirled around two or three times.

2. All the sentences show actions in the past, but they use different tenses. We use the Simple Past tense (sentences b. and d.) when the action started and finished in the past. In sentences a. and c. we use the Past Continuous tense to indicate that the action was continuous.

3. Here are more examples of the Past Continuous tense. a. Uncle Henry was sitting on the doorstep. b. She was looking at the sky too. c. Prof. Jones and I were getting close to the National Weather Service. 4. Go back to the texts and find all the sentences in the Past tense or the Past Continuous tense. Which actions finished and which were continuous?

11 Complete these sentences using the verb in brackets in the Past Continuous tense. a. Dorothy __________ Toto in her arms. b. Aunt Em __________ the trap door. c. The professors __________ to the National Weather Station.

(hold) (open) (go)

12 Use the prompts to write sentences in the Past Continuous tense. a. Belinda / sit / armchair / watch / TV b. Glenn / eat / sandwich / drink / milk c. The scouts / packing /their backpacks WRITE IT DOWN

13 Write about a natural phenomenon you witnessed - a snow storm, a thunder storm, very heavy rain, a flood, etc. Use the weather vocabulary from Exercise 1.

UNIT 2

HAVE A CHAT

Complete the conversation about Prof. Jones's personal experience. Use words from the box and then check with the recording.

· funnel Reporter: Prof. Jones: Reporter: Prof. Jones: Reporter: Prof. Jones: Reporter: Prof. Jones: Reporter: Prof. Jones:

Mi d n

· personally witnessed · some two minutes · roar and rumble · terrified

I understand it was your personal experience, Professor Jones. Yes, I _________ the tornado. So, were you scared, Professor Jones? I was _________. What did the tornado look like? It looked like a _________. What was the noise like? It sounded like a loud _________. How long did the twister last? It lasted _________.

a T e se r

Heve are some proverbs and saying about the weather: • If birds fly low wind is going to blow. • A sunshing shower won‘t last half an hour. • The sharper the blast the sooner it‘s past. • When a cow tries to scratch her ear it means a shower is very near.

Practise and role play the conversation with a partner.

FAST CHECK

16 Choose the correct alternative.

(10 points)

a. So what was she doing? i. She cooked dinner. ii. She was cooking dinner b. Were they standing or sitting? i. They were sitting. ii. They stood. c. Did she tell you about it? i. No, she didn't. ii. No, she wasn't telling me about it. d. Where were you going? i. I was going to the shop. ii. I went to the shop. e. What was she painting the picture with? i. She was using oil paints. ii. She painted the kitchen. Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

✔

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

FUL! HOW STRANGE! HOW WONDER

EYEWITNESS REPORTS LISTENING

Lesson 4

THINK AHEAD

1 Look at these pictures. Which creatures do you think are real and which ones are not? Why?

1. Hairless guinea pig

2. Owl cat

3. Sasquatch

4. Smiley fish

2 Look at the pictures below. Choose one and in pairs answer the questions about the story they illustrate. As you are only guessing, express your opinion using the beginnings in the box. a. What time do you think it is? b. What is the weather like? c. Where are the people? d. What is happening? e. What is the end of the story?

· From my point of view … · I believe that …. · In my opinion …. · I think that… · It seems to me …

UNIT 2

3 Find the words below in the Word Search Puzzle. Words can be placed horizontally, vertically or diagonally, up or down.

aircraft

amazing

excited

creature

shocked

scared

frightened

単

4 You will hear two people talking about things they saw with their own eyes. a. What kind of things do you think they saw? b. How do you think they felt? i. Excited.

ii. Shocked.

iii. Scared.

iv. Happy.

GO AHEAD

5 6

Listen to the two recordings and check your predictions in Exercise 4. How do we know that the two people in the recordings were the eyewitnesses of the events? Choose two best options. a. Because their account is in the first person. b. Because the account is in the Past tense. c. Because they use expressions such as: "with my own eyes", "personally". d. Because they use questions and answers.

FUL! HOW STRANGE! HOW WONDER

Mi d n

Listen again and choose the best answer. Justify your choice. Conversation I a. Where does the conversation take place? i. In a school. ii. In someone's house. b. Who are the protagonists? i. A husband and wife. ii. Two friends. c. Where was the woman? i. In a park. ii. In the forest. d. What did the woman see? i. A farmer's dog. ii. A strange creature.

a T e se r

Conversation II a. Where does the conversation take place? i. In a Military Academy. ii. At a police station. b. Who are the protagonists? i. A plane pilot and his boss. ii. Two police officers c. Where was the man? i. In an office. ii. On a plane. d. What did the man see? i. A hot air balloon. ii. A UFO.

Why are black cats such good singers? Because they‘re very mewsical!

Listen to Conversation I again and choose the word you hear. a. You saw a ghost / goat. b. I was walking down the path / patch. c. We had nothing for desert / dessert. d. Let me guess / check. e. The creature looked human / horrid.

Listen to Conversation II again. Which of these expressions does the speaker use to state his personal opinion? a. I believe I saw … b. I think they were … c. From my point of view … d. But I personally think …. e. If you ask me … f. According to me….

UNIT 2

MAKE CONNECTIONS TAKE A CLOSER LOOK

The Past Continuous (continued) 1. Read these examples from the recording. a. It wasn't walking on all fours like a dog. b. What were you doing in a forest? c. It wasn't moving or advancing. 2. Pay attention to the form. Like all verb tenses that use the verb to be we form the negative form adding not to the verb to be, and we form the interrogative form inverting the order. We were not paying attention. Subject + to be + not + -ing Were they playing football or rugby? To be + subject + ing ? 3. Listen to the recording again and find two more examples of negative Past Continuous. 4. Check all the exercises you have done in the lesson and write two questions using the Past Continuous.

10 Complete this chart with examples of the different forms. Affirmative

Negative

Interrogative

I was walking down the street. Was she speaking to me? They were not having dinner.

11 Complete these short dialogues with a question referring to the part in bold. a. A: ______________________________________? B: I was walking down the path in the forest. b. A: ______________________________________? B: The strange creature was standing. c. A: ______________________________________? B: Clark was cooking lunch in the camp.

FUL! HOW STRANGE! HOW WONDER

12 Match the words in A with their synonym in B. A

· aircraft

· aeroplane

· creature · beast

· huge

· observe

· frightened

· scared

· immense

· watch

HAVE A CHAT

Jill is telling her friend Anne about her strange experience in the forest. Complete the conversation and then check with the recording. Anne: Jill: Anne: Jill: Anne: Jill:

____________________________________? I think it was more than two metres tall. ____________________________________? No, I believe it wasn't human. ____________________________________? In my opinion, it was the Sasquatch.

Listen and practise the conversation with your partner, taking turns to be Anne and Jill. Role play it in front of the class.

15 Match the sentences that have the same or similar meanings. a. I saw it with my own eyes b. They are more technically advanced than we are. c. It accelerated and disappeared. d. Their intentions were peaceful.

i. Their technology is more modern than ours. ii. It sped up and left. iii. Their mission was pacific. iv. I was an eye-witness.

FAST CHECK

16 Put the words in the correct order to write sentences in your notebook. The first word in the sentences is highlighted

(10 points)

a. were to get They out of the trying plane. b. author was The signing for autographs her fans. c. was his Brendan brother with helping homework, his. d. you talking moment on the Were phone a ago? e. the parents were Sarah's getting for trip ready. Your result:

UNIT 2

0-3 Review the lesson

4-6 Quite good

7 - 10 Excellent

WRITE IT DOWN

17 Below there are four different instruments we use for measuring things. Write sentences to indicate what we measure with them. Example:

A thermometer is an instrument for measuring temperatures.

Scales

A calendar

A clock

A ruler

â&#x153;&#x201D;

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Listening Speaking Writing

FUL! HOW STRANGE! HOW WONDER

1 Luciana is preparing a programme for an important Australian visitor coming to Chile next month. She wants the programme to be a mixture of business and pleasure. Look at the list of possible activities and how long they might take. Write sentences about them in your notebook. Use may, might, maybe, it is possible, and possibly. Example: First, our guest might meet Chilean politicians in Valparaíso. The meeting might last 2 hours / The duration of the meeting might be 2 hours. Activity

Duration

Meeting with members of congress in Valparaíso

2 hours

Seafood lunch in the port

1 hour

Go up the hills in a cable car

30 minutes

Stay one night in Viña del Mar

1 night

Short swim in the Pacific Ocean

20 minutes

Meet Minister of Education at La Moneda Palace

40 minutes

Visit Mercado Central and have lunch there

1.5 hours

Afternoon meeting at a municipal school

45 minutes

Visit Bellavista area

30 minutes

2 Now match the sentences you wrote with the pictures below.

UNIT 2

3 You are Luciana's boss and you are evaluating the programme she is proposing. Offer your personal point of view / opinion about it. Use the expressions in the box.

· From my point of view … · I believe that …. · In my opinion…. · I think that… · According to ….

4 Read the final version of the guest's programme and answer the questions below.

Day 1

Day 2

10.00

Meeting with Chilean politicians

9.00

Meeting with Minister of Education

13.00

Lunch at "Donde Pancho" in Valparaíso

10.00

Visit Mercado Central

12.00

Lunch in Bellavista

15.00

Cable car ride to Cerro Placeres

16.00

Talk to secondary school students about education in Chile

a. What was the guest doing at 11 o'clock on the first day of the programme? b. Was he having lunch or swimming in the ocean at 13.00? c. What was he doing at 15.00 on the first day? d. What was he doing in the morning of the second day? e. Was he having lunch or talking to students at 12.30 on the second day?

5 Invent two more questions about the programme. Ask and answer them in your group.

FUL! HOW STRANGE! HOW WONDER

READING - SAN PEDRO DE ATACAMA

San Pedro de Atacama

AN ABSOLUTE MUST

Accommodation Whatever you might need - we have it! Maybe you want to stay in a hotel or you might prefer a hostel. Or maybe you'd love to get one of the cabins.

Comments from previous visitors

Hotels Right in the centre of San Pedro de Atacama. This is the best choice for a tourist who visits alone or in small groups. The rooms are single, double and twin and besides, we also have triple rooms for small families. All rooms have a private bath and we also include buffet breakfast. Our staff who speak several languages can take you on a tour of the nearby geysers.

John, Washington I stayed in San Pedro for two days. I had a wonderful time! The people we met during our stay were friendly and helpful.

Hostels Quite near the centre of the town. This is the best choice for group tourism and people on a budget. You may choose one of the several options we have on offer, starting from single rooms to rooms that accommodate up to six people. Single rooms have a private bath but the multiple guest rooms share a bathroom located in the corridor. Cabins Located 7 km from San Pedro de Atacama and 2 km from Tulor Village, the cabins are in the beautiful Ayllu de Coyo oasis, surrounded by native trees. The owners, native to San Pedro, offer a selection of cabins each with a double room, a private bath, a fully equipped kitchen and a barbecue.

Stella, Marseille, My mother stayed in one of the cabins for seven days. According to her they were clean and comfortable. Besides, she loved the people who worked there.

Source. www.sanpedrochile.com

UNIT 2

1 Read the brochure and choose the best icon for each type of accommodation.

a. _____________

b. _____________

3 pts.

c. _____________

2 Tick the correct column.

6 pts. Hotel

Hostel

Cabin

a. Located outside San Pedro b. Best for small groups or individual tourists c. Breakfast service included d. With a barbecue e. Great for bigger groups f. Located right in the middle of town

3 Which tourist, John, Stella or both?

4 pts.

a. ________ is / are speaking about their personal experience. b. ________ is / are from France? c. ________ think / thinks the people of San Pedro are great. d. ________ had a wonderful time.

LISTENING - THE WEATHER REPORT 4 Listen to the recording and choose the best option.

4 pts.

a. The recording is a radio / TV programme b. The report is from the local government / National Weather Service. c. The people in the affected areas can go back to / need to leave their homes. d. The storm changed intensity from F0 to F2 / F2 to F0.

FUL! HOW STRANGE! HOW WONDER

4 pts.

Match the times in column A with the events in column B. A 5.30 to 6.00 p.m. 8.30 p.m. 9 p.m. 9.30 p.m.

B Data on rainfall was collected. People can tune in to another programme. The broadcast is transmitted to the public. The storm changed direction.

LANGUAGE

6 Say or tell? Watch out for the correct form of the verb.

3 pts.

a. So, do you want to come or not? What do you ________? b. John, it's necessary to ________ the truth. c. They ________ me to wait.

7 Complete these short dialogues with a question corresponding to the information in bold. a. A: B: b. A: B: c. A: B: d. A: B:

4 pts.

__________________________________? Miss Jefferson was correcting our English tests. __________________________________? Dennis was sitting in the living room. __________________________________? The boy was carrying a heavy bag. __________________________________? She was crying because she felt lonely.

8 Complete the following sentences using the Past Continuous tense of the verb in brackets. a. She looked up at the sky to see if a storm _____________________. b. I tried to phone you all day yesterday. What _____________________? c. The twister _____________________ in the direction of Claire County. d. Amy________a nice dress when we saw her.

4 pts.

(come) (do) (move) (wear)

9 Re-write the sentences using might or may.

4 pts.

a. Maybe they will come to our party. b. It's possible the twister will change direction. c. Maybe it is Peter - at least he looks very similar. d. Itâ&#x20AC;&#x2DC;s possible that you will pass the exam.

WRITING 10 Write a short weather report for your area. Use words such as wind, temperature, rain, humidity, etc.

UNIT 2

6 pts.

SPEAKING 11 Look at the pictures and express your opinion / point of view.

Your result:

6 pts.

0 - 15 Not too good

16 - 32 Acceptable

33 - 48 Great!

Total 48 pts.

✔✔

Choose one alternative according to your performance. Speaking · I use English structures correctly. · I use varied and correct vocabulary. · Others can understand me. Writing · My writing is coherent and follows the central idea. · I use the correct sentence formation and sentence structure · I use the correct spelling, punctuation, capitalisation and format. Reading · I am aware of the differences in tenses, gender and number. · I identify the main idea and understand the text as a whole. · I can locate details and look for specific information. Listening · I can get the general idea. · I understand the details and identify speakers. · I identify the source of listening and recognise the format Group work · I share my ideas with the group · I listen to and respect my partners' points of view · I help solve problems and contribute with relevant information

Always Nearly Always Sometimes Never

FINAL CHECK

FUL! HOW STRANGE! HOW WONDER

IN THIS UNIT YOU WILL LEARN TO:

YOU WILL USE THE FOLLOWING TEXT TYPES:

Reading: Match written and visual clues / Summarise texts / Find specific information Listening: Match visual and spoken information / Find specific information / Discriminate between similar sounds Production: Talk about food preferences / Express opinions and ideas about eating out / Talk about actions in the past using the Past Continuous tense Functions: Expressing quantities / Expressing preferences / Expressing thanks and complaints

Reading: A brochure / An interview Listening: Restaurant reviews / A tale

YOU WILL ALSO LEARN: Grammar: The Past Continuous tense / some / any / much /many / a little / a few / Relative pronouns that, which, who, where, when Vocabulary: Words related to healthy eating habits, ingredients and eating out

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES: The importance of a healthy diet

SET UP

1 Can you guess the fruit and vegetables? Which ones do you like/prefer?

2 Copy the pyramid into your notebook and place the foods we should eat little of at the top and the foods we should eat a lot of at the bottom. Compare your answers with the food pyramid on page 97.

· apples · bread · butter · cake · carrots · cereal · cheese · cherries · chicken · chocolate · crisps · eggs · fish · ice-cream · lettuce · milk · oil · pasta · peppers · plums · potatoes · red meat · rice · sweets · yoghurt

STAYING HEALTHY - KEEPING FIT READING

Lesson 1

THINK AHEAD And? Who was the winner?

The Fruit Federation organised a competition for the most romantic fruit ever.

The Passion fruit!

1 Put the words in the box under these headings. Which words sound or look similar in Spanish? Fruit

Mi d n

Meat, fish and seafood

Others

a T e se r

Vitamins and minerals are substances that are found in foods we eat. Our bodies need them to work properly, so that we grow and develop just like we should. When it comes to vitamins, each one has a special role to play. For example: • Vitamin D in milk helps our bones. • Vitamin A in carrots helps us see at night. • Vitamin C in oranges helps our body heal if we get a cut. • B vitamins in leafy green vegetables help our body make protein and energy.

Vegetable

UNIT 3

· protein · vitamin · banana · lettuce · garlic · sweets · chicken · salmon · cereal · celery · peanut butter · biscuits · chips · meat · carbohydrates · sugar · salt · melon · prawn · strawberry · iron · raisin

2 Answer the questions and compare your answers with another student. a. Do you prefer bananas or strawberries? b. Would you rather have chicken or meat? c. Which do you like better: cookies or candy? d. Which is your favourite vegetable? e. Would you rather eat something sweet or salty?

3 Which words from Exercise 1 would you expect to find in a brochure about healthy eating?

HOW TO GROW HEALTHY Do you want to stay healthy? I'm sure you do. This brochure offers you tips on how to stay healthy and keep fit.

Tip 1 First of all, you should get enough sleep for a young person who needs lots of energy in the morning. Next, get some good breakfast. Breakfast is a meal that fills your "empty tank" after a long night without food and it can help you do better in school. You can eat easy-to prepare breakfasts that include cold cereal with fruit and low-fat milk, whole-wheat toast, yoghurt with fruit, or an egg sandwich. Tip 2 Would you rather take a bus or ask your parents to drive you to school? But if your school is not too far why don't you invite a group of friends who can all walk with you when you go to school? It can be fun talking along the way. Tip 3 What's your favourite snack: chocolate or cookies? If you snack all the time on salty crisps or sugary cookies it's not the right kind of food in the middle of the morning. Choose snacks that come from different food groups which may be a glass of low-fat milk, an apple or celery sticks with peanut butter and raisins, or some dry cereal. If you eat smart at most meals then cookies, chips and candy are OK for occasional snacking.

Source: The Internacional Food Information Council Washington D.C., U.S.A.

Tip 4 Do you prefer exercising or sitting in front of a TV? Would you rather go for a bike ride or read a book? Vigorous work-out is good for you because when you breathe hard your heart works better, you have more energy and you look and feel your best. Start with warm-up exercises that stretch your muscles and include 20 minutes of aerobic activity, such as running or dancing. Do it in a gym or in the park, where you can also meet your friends. Tip 5 You don't have to give up foods like hamburgers, and ice cream to eat healthy. But choose the ones you like the best and be smart about how often and how much you healthily. Your body needs nutrients, which are products such as protein, carbohydrates, fat and many different vitamins and minerals such as vitamins C and A, iron and calcium from a variety of foods. You can talk to a nutritionist who can tell you about different types of food. Tip 6 Your dad is probably sitting in front of the TV and maybe your mum is reading a paper. Come on, mum and dad! Let's get going because being active is much more fun with friends or family. People who are active live longer and happier lives. Tip 7 A healthy eating style is like a puzzle with many parts. Each part is different. There are foods that have more fat, sugar or salt while others have more vitamins or fibre. Eat a little of all these foods because what makes a diet good or bad is how the foods fit together. Balancing your choices is important.

WE ARE WHAT WE EAT

GO AHEAD

4 Read the brochure and check your predictions in Exercise 3. 5 Read the brochure again and give each tip a title. a. Get Moving! c. Balance your food choices. e. Snack Smart. g. Foods aren't good or bad.

b. Start your day with breakfast. d. Get fit with friends or family. f. Work up a sweat.

6 Match the pictures with the tips.

7 Read the brochure again and summarise each tip in one or two sentences. Example:

Tip 1 tells us about the importance of breakfast and how it helps us prepare for the day.

8 Answer the questions. a. Why is it important to eat breakfast? b. Who can you invite to walk to school with you? c. What kind of nutrients does your body need?

MAKE CONNECTIONS HAVE A CHAT

UNIT 3

Your friend Gloria is asking you about your food preferences. Answer her questions. Gloria: Which do you prefer, fish or chicken? You: ______________________________________________________ Gloria: So do I. But do you like fried or roast chicken more? You: ______________________________________________________ Gloria: And would you rather eat pizza or a salad? You: ______________________________________________________ Gloria: Me too but it's not very healthy. And which do you like better: fizzy drinks or juice? You: ______________________________________________________

Listen to the recording and practise the dialogue with a partner. Role play the dialogue in front of the class.

TAKE A CLOSER LOOK Relative pronouns which / that / who / when / where 1. Read the sentences from the text: a. People who are active live longer and happier lives. b. Invite a group of friends who can all walk with you when you go to school. c. There are foods that have more fat, sugar or salt while others have more vitamins or fibre. d. Do it in a gym or in the park, where you can also meet your friends. e. Your body needs nutrients which are products such as protein, carbohydrates, fat and many different vitamins. 2. What do you notice about the sentences above? When referring to a place, thing, animal or idea mentioned before as a subject of a sentence, we use relative pronouns that or which. 3. When referring to people mentioned before as a subject of a sentence, we use the relative pronouns that or who. We CANNOT use which when referring to people in similar sentences. 4. When referring to time we use when and when referring to a place we use where. 5. Go back to the text and copy all the sentences that contain relative pronouns. Can you understand them better now?

11 Look at the advice a nutritionist gave a teenager and complete using that, which, who, when, where. You're a typical teenager with parents _____________ always talk to you about what you eat, how you eat and when you eat. Try to understand them - they are worried about your diet, _____________ may not be too healthy. Your body is growing and it needs certain nutrients ____________ can be found in some foods. One of the most important ingredients in your diet is protein, _____________ is a primary component of our muscles, hair, skin, eyes, and internal organs, especially the heart and brain. You need to feed your brain _____________ helps you think and solve problems so try to include some protein in what you eat. Then come the carbohydrates _____________ are our main source of energy. The people _____________ can tell you what and how much to eat are your doctor and maybe your school nurse. They can also tell you _____________ you can find more information.

WE ARE WHAT WE EAT

12 Look at the pictures and finish the captions under each one.

Sushi is a type of food I prefer snacks that A bakery is a place where A chef is a person who ____________________ ____________________ which _______________ ____________________ FAST CHECK

13 Read the information on the left and match it with that on the right. (10 points) A doctor is a person you see when Your body needs nutrients that

can be found in certain foods. you are not feeling very well

Francisca is a school bus driver who

gives you energy for the day.

Catalina is a computer engineer who

drives a big yellow bus.

Breakfast is a meal that

is preparing a new software for schools.

Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

14 Today Chef Paolo Bolognese is preparing a special pasta dish. Complete this paragraph using the words and expressions in the box.

· be boiling · drain · hot water · in olive oil · metal pot · mushrooms · Parmesan cheese · pasta · sauce First, you need a ___________ which you fill with ___________. Put the ___________ into the water, which must ___________. Prepare the ___________: slice some fresh ___________, fry them for two minutes in ___________ and add cream. When the pasta is 'al dente' __________ it and mix it with the sauce. Sprinkle ___________ on top.

UNIT 3

PLAY IT Five teens are shopping and each one is choosing one product. Use the clues to guess which person is buying which product. Copy the chart into your notebook, write the name of the product and tick the right column. Who can do this the fastest in your group? a. Jenny is a strict vegetarian and she does not eat any meat, fish or poultry. Additionally, her favourite colour is red so she's getting this vegetable which is an intense red and is often used in salads. b. Jeremy has a sweet tooth and although his mum says he should eat more fruit, Jeremy ignores her advice and is buying a product made of flour, sugar, cream and jam. c. Charlene is an athlete and she has just come back from a cross-country race. She is very thirsty. She doesn't like soft drinks so she's buying this product that is generally made from fruit. d. Gemma's mother is organising a barbecue for Gemma's dad. Lots of guests are coming and they will eat salads and this grilled product. e. Mike is going for a picnic tomorrow and he wants to take something that he can pack easily and eat without using a plate. He is planning to put some cheese and ham on it.

Jenny Jeremy Charlene Gemma Mike

CHECK IT OVER!

â&#x153;&#x201D;

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

WE ARE WHAT WE EAT

EDIBLE ART LISTENING

Lesson 2

THINK AHEAD

1 Look at the food art pictures. What types of food can you identify in each? Check with another student.

2 Read the list of ingredients to prepare Greek salad and answer the questions. Bear it in mind

Ingredients

We use many food words in everyday expressions. Here are a few. Can you guess their meaning from the context? a. This baby is so sweet and beautiful. She's such a cutie pie! b. If I can't solve this maths problem I think I will go bananas! c. I will tell you a secret but you must promise not to spill the beans. d. Do you think that kayaking is hard? On the contrary, I think it's a piece of cake. e. Do you like salsa? No, it's not really my cup of tea. b. c. d. e.

a. The baby is nice and sweet. I think I will go crazy. Not to tell anyone. It is vary easy. I do not like it.

UNIT 3

• • • • •

Green pepper (1) Red onion (1) Tomatoes (2) Olives (60 grs.) Feta cheese (200 grs.)

• Lemon juice (1/4 cup) • Virgin olive oil (1 tbs.) • Fresh oregano, salt and pepper (to taste)

a. How much lemon juice do you need? b. How many tomatoes are necessary? c. How much olive oil is required? d. How many peppers do you need? e. What quantity of fresh oregano is necessary?

3 You will hear an interview with Carl Brown, a food artist. Why do you think he only works with food? Choose one alternative. a. Because he likes to eat his creations. b. Because his parents are chefs. c. Because food is an important part of our lives. d. Because food is more versatile than paints.

GO AHEAD

Listen and check your prediction in exercise 3.

Listen again and tick the foods mentioned by Carl.

________________

________________ ________________

________________

________________ ________________

· broccoli · butter · fish · lettuce · mushrooms · olives · pasta · pizza · spaghetti · tomatoes

Listen again and check which art forms listed below Carl has used during his career. a. collage c. landscape e. portrait g. seascape

Bear it in mind

b. d. f. h.

graffiti mosaic sculpture still life

Listen once more and choose the best option. a. When Carl was a child his father i. had an Italian restaurant.

ii. worked in an Italian restaurant.

b. Food is as important as i. air and water.

ii. work and water.

c. When creating his food art Carl can take i. a few days. ii. seven to ten days. d. Carl started working with food because he got i. food art as a Christmas present. ii. a commission from a supermarket.

Artists use many different art forms including: A portrait - A likeness of a person that shows the face. A landscape - A picture that shows a place such as mountains, a city or fields. A collage - a composition of materials and objects that include paper, fabric, wood, glass, etc. pasted over a surface. A still life - a painting or a photograph of inanimate objects such as fruit or flowers. A mosaic - a picture or decorative design made by placing small coloured pieces such as stone or tile, onto a surface. Graffiti - Drawings or words written or sprayed on walls. A seascape - A picture that shows the sea or the ocean.

WE ARE WHAT WE EAT

MAKE CONNECTIONS TAKE A CLOSER LOOK

Countable / uncountable nouns + quantifiers 1. Pay attention to the following sentences from the recording. a. Use a little cheese. b. We eat so much food during our lives. c. A lot of images that I make can take many days to complete. d. I have a few plans. 2. What kind of word follows the words in bold? Can you count the items? 3. Nouns are divided into countable - which you can count - and uncountable - which you cannot count. Countable nouns are things you can count, for example tomatoes, pizzas, olives, days, etc. They can be used in plural and singular. Uncountable nouns cannot be counted as units. They are used only in singular, for example pasta, butter, bread, spaghetti, cheese. (Careful with the word fish. It is usually used in singular. For example: I bought some fish for dinner. But when we refer to different species of fish we can say: The fishes in the lake were salmon, eel, trout and carp.) 4. To indicate quantities related to these items we use many and a few with countable nouns. I don't need many tomatoes. How many olives did you eat? Give me a few ideas. We use much and a little with uncountable nouns. How much food did you buy? The pizza didn't have much cheese. I need to drink a little water. 5. We use a lot of for both countable and uncountable nouns. Add a lot of cheese. Use a lot of tomatoes. 6. Classify all the food you can find on pages 80 and 81 into countable and

8 Countable or uncountable? Identify the foods in the fridge as countable or uncountable.

UNIT 3

9 Complete these sentences using much, many, a few, a little and a lot of. a. Holland is a country with only __________ mountains. b. I don't like __________ salt in my soup. c. It's very sad but in Africa children have __________ food to eat. d. How much sugar do you want in your tea? Only __________, please

10 Ask questions about the parts in bold using how much or how many. The big day is finally here. We are going on a trip to the lake. We are going for 5 days. The tickets cost 2,500 pesos each. Two of our classmates are not going because they have the flu. We are not taking a lot of luggage - just one backpack each - because the weather is nice so we don't need many clothes. People say that the level of water in the lake is very low because it is so hot. We must protect ourselves from the sun and use a lot of sun block.

11 Re-write these sentences in your notebook using a little / a few Example:

I don't need much money = I need a little money.

a. I don't have many friends. b. This exercise doesn't take much time. c. There wasn't much rain in Chile last year. d. You don't need to use much meat for the recipe.

HAVE A CHAT

12 Complete the second part of the conversation between the reporter and food artist Carl Brown. Choose expressions and words from the box. Check with the recording.

· a few · a lot of · how much · landscape · many · picture · portrait · spill the beans Reporter: Carl: Reporter: Carl: Reporter: Carl: Reporter: Carl:

Reporter: Carl:

So, what kind of _________ is the Mona Lisa? It's a _________ because it shows the face of a person. _________ pasta do you need to make it? It's big so I need _________ pasta shapes. Do you have any other plans apart from the Mona Lisa? It's still a secret. If I tell you, you can't _________. I promise. I am planning to make a huge _________ of New York with lentils, peas, nuts and _________ other seeds for a very important client. Will you be working alone? No, I will need _________ helpers to complete it.

Listen to the completed conversation. Practise it with a partner and then role play it in front of the class.

WE ARE WHAT WE EAT

FAST CHECK

14 Look at the ingredients for a lasagne and ask questions about the quantities.

(10 points) • 200 grams of dry lasagne • 1 tablespoon of olive oil • 250 grams mozzarella cheese • 1/2 cup chopped onion • 2 cloves garlic, minced • 1/2 kilo of meat • 2 large tomatoes • 1 basil leaf • 1 cup of tomato sauce • 1/2 cup of cream

a. _____________ dry lasagne do you need? b. _____________ spoonfuls of oil do you need? c. _____________ cheese is needed? d. _____________ cups of chopped onion will you use? e. _____________ garlic cloves are needed? f. _____________ meat do you need? g. _____________ tomatoes will you put in the lasagne? h. _____________ basil leaves are required? i. _____________ tomato sauce is needed? j. _____________ cups of cream will you use? Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

15 Here is another picture by food artist Carl Brown. Describe it and name all the types of food he used.

UNIT 3

PLAY IT Find the names of these foods in the Word Search Puzzle. The words may go in any direction.

A P E S E E V G H S I F S

F U C R L E C A T C E T T

B S I R S I E H E T Y E E

R N R N A M O R E R T G E

E P A S T A E L T E E G W

V E G E T A B L E S S S S

CHECK IT OVER!

B S G R L I U G M T E E A

N T B S N O U T R U G O Y

M V R R P U R R U H I E T

A S E E I L T E F I F A L

F E A R A F S S Y A E T F

U S D M I L K R T M U F I

L L S E E S E S S S E S R

â&#x153;&#x201D;

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

WE ARE WHAT WE EAT

EATING OUT READING

Lesson 3

THINK AHEAD

1 Match the titles (a. - d.) with the cookery books (1 - 4). a. “Fast Food - Good Food” b. “Healthy Food for your Dog” c. “Making Faces …Edible” d. “One Hundred and Fifty Ways to Cook Fish”

2 Where can you find restaurant reviews? a. In cookery books. c. In magazines.

b. In newspapers. d. In television programmes.

3 Read this conversation and guess what the two people are planning. Colleen: Larry: Colleen: Larry: Colleen: Larry: Colleen: Larry:

So, is 8 p.m. OK? Let's make it 8.30. How about the booking? I'll phone and check if they have any tables. How far is it? Shall we take a taxi? It's near my house; we can walk. Do you think they have any food I'm going to like? Relax! They have local and international cuisine.

4 You are going to read a review of three new restaurants in Toronto, Canada. Which of these points do you think are included? Atmosphere - Is the restaurant clean and well-decorated? Food - Does the writer like the food? Guests - What's the writer's opinion of other guests? Menu Selection - Is the menu varied? Price - How much is the meal? Service - Are the waiters and waitresses attentive and fast?

UNIT 3

THREE NEW RESTAURANTS

The Crazy Cows

ome people say that being a restaurant reviewer is the best job in the world but sometimes it's not. Visiting The Crazy Cows was a disappointing experience. And the decoration was crazy too - metal seats in repulsive black and white leather and pictures of cows on the walls. Although I had a booking for a table for two it took the staff 20 minutes to accommodate me and my partner. "We have too many guests and not enough waiters," the manager explained. The appetiser arrived half an hour later a cold tomato soup with some old bread. When the steak came (well- done, please, I asked) it was still red and looked uncooked. I asked for some garlic sauce for the meat but they didn't have any! The experience was too bad to wait for dessert. "Do you have any fresh coffee?" I asked. And guess what? They didn't have any. But I was really shocked when I received the bill. It was too expensive. I didn't leave tip and left the restaurant very angry. It was a wasted evening. Take my suggestion and don't visit The Crazy Cows!

he second restaurant was El Mariscal. It has some potential because of its great location and an exceptional selection of ingredients. The food is excellent and the service impeccable, the staff are friendly, well-presented and very polite. The decoration is cheerful with lovely photos of the ocean and some green transparent fish on the wall; the place has a great atmosphere. In general, it was the best meal I've had for a long time. It was well-cooked and it came very quickly. First of all, I had mussels with some parmesan cheese. They were delicious and really fresh. And, for the second course, I chose salmon which came with butter and pepper sauce and some spicy potato purĂŠe and asparagus. Last, I had some lovely dessert - passion fruit mousse and, to top it off, I drank a cup of strong black coffee. Only one thing was not quite right - they didn't have any artificial sweetener for coffee - just sugar. The meal was not too expensive either. I would definitely recommend El Mariscal for a delicious meal.

afĂŠ Dolce Vita is a lively and authentic Italian restaurant with a typical decoration of simple tables covered with cheerful red tablecloths and pictures of Italian landmarks such as Rome and Venice. The best thing about the restaurant is the price! If you order before 7 p.m. you get two dishes for the price of one - a really good offer if you consider their size. I had some Pasta Alfredo and my partner had cannelloni with spinach and a little cheese. We had some tiramisu for dessert - really delicious. The restaurant didn't get full marks because the service was not very good - the waiter was too slow. But overall, I would recommend the place mainly because when we finished the food I felt really good and I thought that this is what restaurants are all about - a good meal. Sources: adapted from the New Yorker, The Guardian and Time Out

WE ARE WHAT WE EAT

GO AHEAD Bear it in mind Too and enough are adverbs used to modify adjectives and indicate degree. Too means more than necessary and it precedes the adjective. Enough means sufficient and it usually follows the adjective. He is too old to play this children's game. He is old enough to buy a car. Enough can also be used with nouns. In such cases, enough usually precedes the word. I have enough money for the CD player. There aren't enough people for the football team. In some cases, enough can stand alone. I have had enough of this nonsense

Danger Too is also an adverb that means also. It is used in positive sentences to indicate a coincidence. We place it at the end of a sentence. â&#x20AC;˘ Jane speaks French. Sam speaks French too. â&#x20AC;˘ I love chocolate and I love pizza too.

5 Read the restaurant reviews and check your predictions in Exercise 4. List all the elements mentioned. Which ones were not mentioned?

6 Read the reviews again and complete this chart.

The Crazy Cows Appetiser Main course Dessert Other

7 Read the text again and identify which restaurant each pictures illustrates.

8 Read the reviews again and write the name of the restaurant(s). a. The writer would recommend _________________________________. b. He would not recommend ____________________________________. c. He loved the decoration in ____________________________________. d. He hated the decoration in ____________________________________. e. The food was too expensive in _________________________________. f. The food was good value in ___________________________________. g. The service was excellent in ___________________________________. h. The service was not too good in ________________________________.

9 Overall, which was the best restaurant in the writer's opinion?

UNIT 3

MAKE CONNECTIONS

10 Would you take the writer's recommendations? Which restaurant would you visit? TAKE A CLOSER LOOK

some / any 1. Read the examples from the texts. a. I asked for some garlic sauce for the meat but they didn't have any! b. Do you have any fresh coffee? c. I had mussels with some parmesan cheese. d. They didn't have any artificial sweetener. 2. What do you notice about the sentences above and the words in bold? When do we use some? When do we use any? We use some in affirmative sentences and any in interrogative and negative sentences to express a certain amount / an unspecified quantity of something. 3. Here are more examples: I have some friends but not many. You don't need any sugar to make pancakes. Do you have any ideas for your project? 4. Go back to the text and find four more examples with some and any. How do they illustrate the explanation in Point 2. above?

11 Look at the picture and answer the questions. a. Is there any cheese on the table? b. Are there any lemons? c. Can you see any bread? d. Are there any biscuits or sweets? e. Is there any sugar on the table? f. Can you see any juice?

12 Complete the sentences using some or any. a. We have _______ coffee but we don't have _______ milk. b. You can have _______ chocolate or _______ biscuits but not both. c. A: Do we have _______ lemon juice or vinegar? B: Yes, we have _______ vinegar but we don't have _______ lemon juice.

WE ARE WHAT WE EAT

HAVE A CHAT

Michael is telling Sandra about his visit to a Chinese restaurant. Complete the conversation using the sentences provided (a. - e.). Check with the recording.

a. How many dishes did you have? b. How long does it take to get there? c. How about dessert? Did you have any? d. Did you get any fortune cookies? e. How much was the bill? Sandra: Michael: Sandra: Michael: Sandra: Michael: Sandra: Michael: Sandra: Michael:

____________________________________________________ It depends, it takes about ten minutes by car or underground and around 25 minutes if you walk. ____________________________________________________ We had a starter and the main course. ____________________________________________________ Yes, and mine said: good luck in your professional life. ____________________________________________________ No, the meal was so big that we didn't want any dessert. ____________________________________________________ Not really expensive. We paid ten pounds each, including the tip.

Listen to the recording and practise the conversation with a partner. Role play it in front of the class.

FAST CHECK

15 Complete this conversation with some or any.

(10 points)

a. A: Do we have _____________ lemons? B: No, we don't have _____________. What do you need them for? b. A: I want to make _____________ lemon pie. B: There are _____________ bananas. How about making _____________ banana pie instead? Your result:

UNIT 3

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

16 Have you ever been to a restaurant? Write a short real or imaginary restaurant review using the points suggested in Exercise 3. • Atmosphere • Guests • Price

• Food • Menu selection • Service

PLAY IT Some or any? a. Read all the sentences and decide whether you would use some or any to fill in the blanks. b. Play with your partner and take turns to make a bet (10, 20 or 50 points) and say a sentence. If your sentence is correct, you win the points (+); if it isn't, you lose the points (-) c. Keep a record of your score as you play. d. The winner is the player who collects the most points

1. Have you got_____posters on your bedroom walls? 2. There are ______ interesting new books in the library. 3. There aren't _____ oranges in the fruit bowl. 4. There is ______ fresh fruit in the fridge. 5. I have _____ new CDs of my favourite band. 6. My brothers and I don't drink ____ alcohol. 7. My best friend doesn't eat ____ meat. 8. There are ____ people at the front door.

CHECK IT OVER!

✔

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

WE ARE WHAT WE EAT

LET'S DO IT ALL TOGETHER LISTENING

Lesson 4

THINK AHEAD Danger Countable versus uncountable Remember that uncountable nouns (such as some foods) are always in singular. To use them in plural you must use words such as slice, piece, bit, spoonful,etc. For example a slice of bread, a piece of meat, a spoonful of vinegar.

1 Look at the pictures and say what can be divided into slices, pieces, spoonfuls, grains, a pinch, a handful. Ask your teacher to help out with the vocabulary or use a dictionary.

2 Put the sentences in order to create a dialogue with two end results following the diagram provided. Mi d n

a T e se r

Read these expressions related to food. a. Just a spoonful of sugar makes the medicine go down. - song from the film “Mary Poppins”. b. Take it with a pinch of salt - an idiom meaning “it might not be quite true” c. There is a grain of truth in it - an idiom meaning “part of it might be true”. d. This child is quite a handful - meaning that the child is difficult to manage. e. The best thing since sliced bread - meaning a very good thing.

UNIT 3

a. Yes, why not. We could ask people for some money. b. Then why don't we make a collection and ask everyone to contribute? c. OK, then you invent something interesting. d. How about organising a picnic for the whole class? e. A collection? That's another silly idea. f. Thanks - you are a good sport. Let's start working then. g. You always try to impose your ideas on me! And besides we don't have any money to buy the ingredients. X asks Z Z refuses giving a reason X tries to persuade Z Z agrees

Z doesn't agree

X thanks Z

X gives up

3 Role play the dialogue with the two different endings. 4 Which words from the box would you expect to find in a text about cooking a soup?

· carrot · delicious · fire · hot · hungry · nutritious · onion · pot · stone · taste

· meat · tasty

· money · village

GO AHEAD

Listen and check your predictions in Exercise 4.

What is the moral of the story? a. When people are really hungry they will eat anything. b. When we work together we can accomplish many things. c. When someone is smart he or she can cheat people.

How do people express their thanks in the story? List at least three expressions.

Put the pictures in the order the events happened in the story.

WE ARE WHAT WE EAT

Listen again and choose the correct option. a. Can you give me something to eat / some meat? b. I'm poor / I've poured it myself. c. Why is there a spoon / a stone in the pot? d. I'm preparing a delicious stone soup which I'll be happy to show to you / to share with you. e. There is / isn't enough for everybody.

MAKE CONNECTIONS Bear it in mind Clauses are groups of words which have meaning, but are often not complete sentences. Some clauses begin with the word when. Examples: when she was a girl / when I saw him. Other clauses begin with while. Examples: while I was walking / while she was sleeping. When we talk about things that happened in the past, we usually use the Simple Past tense after when; while, which expresses the idea of "during that time" is usually followed by the Past Continuous. I was cooking when she came in. She came in while I was cooking.

TAKE A CLOSER LOOK

The Past Continuous 1. Read these sentences from the text. a. While she was walking through the centre of the village she saw an even bigger house. b. While she was doing this the villagers came out of their houses. 2. Can you notice that one action was interrupted by another action in the past? 3. We use the Past Continuous to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the Simple Past. Remember this can be a real interruption or just an interruption in time.

X Past

Present

Future

4. Read some other examples. a. I was not doing anything when you phoned. b. What were you doing when the postman came? c. It started to rain while we were walking on the beach. 5. We can also express parallel actions happening in the past.

Past Present a. I was studying while he was making dinner. b. Were you listening while he was talking?

Future

6. Look at the pictures illustrating the story on page 93 again. Can you write two more sentences about them using the Past Continuous? Can you identify the two actions in each?

UNIT 3

10 Match the two parts of the sentences. While he was lighting the fire under the pot,

the villagers were closing doors and windows.

When he walked into the village,

the old man was telling them a story.

While the soup was cooking,

the villagers brought different vegetables.

While he was talking,

they were all standing in line with plates and bowls.

When he finished cooking,

they were all listening attentively.

11 Complete these sentences using the Past Continuous tense. a. A: What _____________________ when the cars crashed? B: I ____________________________ out of the window.

(do) (look)

b. A: ___________________ the doctor ________________ when the lights went out? (operate) B: No, he __________________________ the instruments. (put away) c. A: Did she find her glasses? B: No, she________________still___________when I left.

(look)

d. A: What happened to the Titanic? B: It struck an iceberg when it ____________ the Atlantic.

(cross)

12 Choose one word to complete the sentences. a. For the recipe you need some flour, milk, eggs and a ____________ of salt. i. piece ii. slice iii. pinch b. How do you take your tea? One ____________ of sugar, please. i. piece ii. spoonful iii. pinch c. The farmer took a bag of rice and pulled out a few ____________. i. grains ii. pieces iii. bits d. There is a ____________ of cheese and a ____________ of ham in the sandwich. i. handful ii. slice iii. grain

WE ARE WHAT WE EAT

HAVE A CHAT

Use the visual clues to complete the conversation. Check with the recording.

So what were you doing yesterday when I called?

But I called later on and you were still not in.

Were you buying stuff for your birthday party?

Oh, I see. And why was your little brother crying when I arrived?

UNIT 3

Listen to the recording and practise the dialogue with a partner. Role play it in front of the class.

FAST CHECK

15 Complete the sentences using when or while.

(10 points)

a. She was living in Barcelona __________ her younger sister was born. b. I was having a shower __________ the phone rang. c. __________ I was travelling in China I learned a few words in Chinese. d. I fell asleep __________ I was watching the film. e. Jonathan was parking his car __________ he heard a crash at the back. Your result:

0-3 Review the lesson

4-6 Quite good

7 - 10 Excellent

WRITE IT DOWN

16 Copy and answer these questions in your notebook.

What were you doing when Barack Obama became the 44th US President?

What were you doing when Madonna came to Chile to give some concerts?

What were you doing when the latest Chilean Telethon announced they had reached their goal?

What were you doing when the clock struck 12 on New Year's Eve last year?

17 Ask two more questions like those in Exercise 16 in your group. CHECK IT OVER!

â&#x153;&#x201D;

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

WE ARE WHAT WE EAT

1 There were ten people at this party. Look at the picture and identify the guests. What were they doing when Tony took the photo? Follow the example and write sentences in your notebook. Stella was eating a sandwich while George was holding a drink .

a. Stella was eating a sandwich. b. George was holding a drink in his left hand. c. Edna and Robert were dancing. d. Jimmy was sitting in an armchair. e. Deborah was standing next to the window. f. Greg and Isabel were talking. g. Duncan was opening presents.

2 Answer these questions about the picture with your partner. a. What was Stella wearing? b. What do you think George was drinking? c. Who do you think was enjoying the party? d. Who do you think was getting bored? e. Whose birthday was it? How do you know?

UNIT 3

Ingredients: • 2 cups sifted flour • 2 tsp. baking powder • 4 tablespoons butter • 1/2 tsp. salt • 3/4 cup milk (approx.) • Jam and / or cream to serve

3 Complete the instructions in this recipe using a few, a little, a lot of, any, some.

Mix flour, __________ baking powder and __________ salt. Add the butter (this is where I use my hands by rubbing the butter into the flour). Add milk gradually, stirring until soft dough is formed. Turn out on slightly floured board and lightly "knead" for __________ seconds, enough to shape. Roll 1/2 inch thick and cut with a biscuit cutter. Bake on ungreased sheet in a hot oven for 12-15 minutes. Makes 12 big biscuits or __________ tiny tea biscuits. Notice that we do not put __________ sugar into the dough, but we add __________ jam and / or cream at the table. These are great served with tea.

4 Inspector Dell is investigating a robbery at Mr. Rich's house. A diamond ring worth 30,000 Euros was stolen! Look at the pictures, and ask and answer the questions. Can you guess what happened to the ring? Example: Inspector Dell: Miss Rich, what were you doing at eight o'clock last night when the ring was stolen? Miss Rich: I was listening to music.

Miss Ruby Rich

Mr. Rich

Mrs. Rich

Johnny Rich

Judy Hill

Greg Jones

WE ARE WHAT WE EAT

READING - EATING OUT THE JAPANESE WAY I. ______________________ Tomoe Sushi is one of New York's high quality sushi restaurants, if you don't mind waiting in a line for a seat. I really enjoyed my visit there - the sushi served is delicious and a great value. We had some great rolls with salmon you could really feel they were fresh! Then we ordered a portion of Trout Roses - 6 pieces. They were fantastic and the rice was great - it was the right texture and not too soft. I'm not a great expert at eating with chopsticks so it took me a while to get the hang of it but once I tried it was not too difficult. Finally, we had some Japanese green tea and a few sweet rice cookies. II. ______________________ Sushi has a very interesting origin and it continues to be a popular food today. It is made with a combination of shellfish, cooked or raw fish, vegetables, and rice. Although sushi is most commonly linked to Japan, it actually began in China during the 7th Century. When people caught fish they had to preserve it and the only method was by fermentation. People cleaned, filleted, and pressed raw fish between some sea salt and usually put a very heavy stone on top of it. The fish stayed this way for weeks until the cook removed the stone and then put on some type of light cover. The fish remained in the salt layers for a couple of months until the fermentation process was complete.

III. _____________________ Tomoe is the kind of place where decoration doesn't really matter. It is simple enough, with a few Japanese prints; the waiters are Japanese - all really quick and polite. And the price was also right, considering that the meal was good and abundant enough.

Adapted from http://www.asianartmall.com/originsofsushi.htm and www.menupages.com

100

UNIT 3

1 Read the text and give one of these headings to each paragraph.

1 pt.

a. The origin of sushi b. General impressions of decoration and price c. Arriving at the restaurant

2 Are these statements true or false? Correct two of the false statements.

8 pts.

a. Tomoe Sushi is in Tokyo, Japan. b. The reviewer ate six pieces of Trout Roses. c. The reviewer is an expert at eating with chopsticks. d. Sushi is originally from Japan. e. At first, people made sushi to preserve fresh fish. f. The waiters at Tomoe were slow and rude.

LISTENING - WHAT A CHEF HAS TO SAY 3 Listen to the recording once. What type of text is it? 1 pts.

a. A telephone conversation. b. An interview. c. A monologue.

5 pts.

Listen again and complete these sentences. a. ________________________________________ when you were growing up? b. _____________________________________________, my parents always told me I should be passionate about making a living. c. While she was upstairs, _____________________________________________ d. When you feed people, _____________________________________________

Listen again and number these sentences in the order you hear them.

5 pts.

a. Cooking was natural for me. b. Can you tell us a funny kitchen incident? c. The most important thing you give them is love. d. Finally, after giving me some bread with a little ham and cheese she told about the dog! e. A few simple points.

WE ARE WHAT WE EAT

101

LANGUAGE 6 Complete the sentences using a relative pronoun.

3 pts.

a. A baker is a professional____________________________________________________ b. An umbrella is an object ___________________________________________________ c. I loved the sandwich ______________________________________________________

7 Ask questions about the sentences using the words in the box.

4 pts.

路 How much 路 How many 路 How long 路 How far a. The village where Zajac grew up is 150 kilometres from the capital. b. It takes 4 hours to get from my town to Santiago. c. We need 2 litres of milk to make this big cake. d. We only have a little time to do this exercise.

8 Match the two parts of the sentences. Several options are possible. While she was driving the car

her husband was sleeping in his seat.

When she stopped the car

her husband was looking at the map and giving her directions.

While they were looking for the place

a policeman came to ask her for her documents.

When she finally found the place

it started to rain.

9 Fill in the spaces with some, any, a few, a little, much or many.

2 pts.

3 pts.

So, how _______ tomatoes do you need to make this salad? The number is not specified but use _______ red tomatoes and _______ green tomatoes. Then cut _______ onions into pieces and add _______ to the tomatoes. Keep the rest of the onions for the onion soup we are going to make later. Finally, add a _______ olive oil and a pinch of salt and the salad is ready.

WRITING

10 Write 4 questions you would ask a professional chef about your favourite recipe.

102

UNIT 3

8 pts.

SPEAKING

11 Complete the conversation between two chefs using the questions provided. Then role

8 pts.

play it with a partner. a. How much time do we have to cook? b. How far is the hotel from here? c. How long is the party going to last? d. How many people are coming? Chef A: ___________________________________________________________________ Chef B: About two hours. The guests are coming at around 9 p.m. Chef A: ___________________________________________________________________ Chef B: Ten, five men and five women. Chef A: ___________________________________________________________________ Chef B: I'm not sure but I think until midnight. Chef A: So we will need to book a cab to take us back to the hotel. Chef B: ___________________________________________________________________ Chef A: Only about 20 blocks. Your result:

0 - 16 Not too good

17 - 33 Acceptable

34 - 48 Great!

FINAL CHECK

Speaking · I use English structures correctly. · I use varied and correct vocabulary. · Others can understand me. Writing · My writing is coherent and follows the central idea. · I use the correct sentence formation and sentence structure · I use the correct spelling, punctuation, capitalisation and format. Reading · I am aware of the differences in tenses, gender and number. · I identify the main idea and understand the text as a whole. · I can locate details and look for specific information. Listening · I can get the general idea. · I understand the details and identify speakers. · I identify the source of listening texts and recognise the format Group work · I share my ideas with the group · I listen to and respect my partners' points of view · I help solve problems and contribute with relevant information

✔✔ Always Nearly Always Sometimes Never

Choose one alternative according to your performance.

Total 48 pts.

Use this clue to work out your score Never = 0 Sometimes = 1 Nearly Always = 2 Always = 3 If you get: 0 - 10 = Watch out! You must look

back and review the whole unit. Ask your teacher and / or a classmate for additional help and remedial work. 11 - 22 = Not too bad, but there are areas you still have problems with. Identify those areas and ask your teacher and / or a classmate for additional help and remedial work. 23 - 34 = You are doing fine, but you can certainly do better. Get together with a classmate and review your weak points. 35 - 45 = Congratulations! Great progress - you may look ahead to the new unit and help your classmates

WE ARE WHAT WE EAT

103

104

IN THIS UNIT YOU WILL LEARN TO:

YOU WILL USE THE FOLLOWING TEXT TYPES:

Reading: Summarise a text using questions and / or headings / Identify type and source of text / Find specific information through scanning Listening: Identify the order of events / Match oral and visual information / Identify specific information Production: Make and respond to suggestions / Express plans for the future /Talk about wishes and regrets / Make complaints Functions: Refer to personal experiences / Express hopes and disillusion / Express wishes and regrets

Reading: News-based anecdotes / Instructions Listening: A myth / An interview / An advertisement

YOU WILL ALSO LEARN: Grammar: Going to to express the future / Wish to express hopes and desires / The use of would like to Vocabulary: Make vs. do /Vocabulary related to professions and work / Words related to giving and following instructions for different machines

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES: The importance of doing a job well

SET UP

1 Match the professionals (1 - 5) with the situations (6 - 10).

2 In pairs, complete the chart following the example. Baker Driver

A person who bakes cakes and bread

Electrician Farmer Hairdresser Reporter Translator

105

DO IT WELL! MAKE IT BIG! READING

Mi d n

Lesson 1

THINK AHEAD

a T e se r

1 Read the adjectives in the box. Can you place them along the line according to size, starting with the smallest on the left to the biggest on the right?

Guinness World Records is an annual reference book which contains an international collection of world records, including human successes and the extremes of the natural world.

· big · diminutive · huge · small · substantial · tiny · microscopic

Smallest Danger We use the verb do a. when someone performs an action, activity or task: do a crossword; do the washing. b. when referring to work of any kind: do your work; do homework. c. when speaking about things in general. I am not doing anything today. We use the verb make for constructing, building or creating: make a dress; make food, make breakfast. These activities usually create something that you can touch.

Biggest

2 Which sentences below indicate personal experiences? How do you know? a. I want to thank all our friends and neighbours who helped us create this scone. b. All their neighbours and friends were grateful for the experience. c. I've calculated that if I shoot some 50 balloons I can land on the field quite safely. d. Scientists have calculated that if he shoots some 50 balloons he can land on the field quite calculated safely.

3 You are going to read two texts related to these pictures. What do you think they are going to be about?

4 Make or do? Put the verb in the correct form. a. So, what are you going to _________, a cake or pancakes? b. Do you know what Sheila is _________ right now? c. Have you _________ your homework? d. While Greg is _________ the dishes Susan can _________ breakfast. You can find all kinds of records online accessing the home page of the book http://www.guinnessworldrecords.com

106

UNIT 4

GO AHEAD

I. RECORD BREAKING SCONE A family of bakers is today the holder of a new record, creating a colossal scone which is 700 times bigger than a typical scone you can buy in any bakery. The Hallet family's creation is going to become the most important part of the world's largest tea party organised for the Torquay Food Festival. Mrs. Hallet, a baker by profession and, together with her family, the creator of the huge scone, told us today: “If you want to make a giant scone you start by collecting the ingredients; you'll need a lot! To make a scone similar to ours you need 13kg of flour, 2.5kg of butter, 9kg of milk, 2kg of sugar, 600g of baking powder, 120g of salt, 12.5 litres of cream and 20kg of strawberry jam.” This is the first time Mrs. Hallet is making a scone this size but she says she is going to keep making enormous scones in the future. “As a baker I usually make bread and cakes. But they are normal bread and cakes that you can buy from my shop in Torquay every day. Our massive scone is made according to a 100-year-old recipe I inherited from my

grandmother who was a farmer and which I've always wanted to make. One day, as I was talking to my family they said: You've got to make something really big and unusual. So I said - I'm going to make a really enormous scone. And this year, our town of Torquay is

organising a Food Festival so we're going to donate this gigantic scone to the event. This is an unforgettable experience for all of us” Mrs. Hallet also said: “I want to thank all our friends and neighbours who helped us create this scone.”

II. AN UNUSUAL JOURNEY This is a report from our USA correspondent, Jenny Rush, who in two days’ time is going to witness an unusual and spectacular event. Ken Crouch, a garage owner, will make his childhood dream come true. Ever since Ken read “The Wizard of Oz” he has wanted to fly. And this Monday, he is going to fly across the blue Oregon sky … in a chair tied to 150 huge multi-coloured party balloons. The chair is going to fly over the mountains on its 318-km journey across the desert. If the weather conditions are stable Ken will land on a field where reporters from various national and international media are going to interview him about his personal experience.

Something that everybody is asking about and which seems to be the most difficult part of the journey is the landing. Ken explains: “Yes, it's complicated but someone said: why don't you take your air gun with you? So I'm going to shoot the balloons to let the air out. I've calculated that if I shoot 50 balloons I can land on the field quite safely. I have to shoot them one by one to get a soft landing.” The whole trip across Oregon is going to take 9 hours to complete. Ken's wife and his two teenage sons are going to follow his adventures overland in a jeep. We are not sure how safe Ken's adventure is but we have to say it looks like one colourful journey. Source: Daily Mail, various editions 2008

- DO IT AND MAKE IT WELL! WHATEVER YOU DO OR MAKE

107

Bear it in mind Compare these sentences. You've got to do it right. ~ You have to do it right. Both sentences express an obligation, something that is needed or necessary. They can be used interchangeably. Here are some more examples. We've got to hurry up. ~ We have to hurry up. She's got to study more. ~ She has to study more.

5 Read the two texts and check your predictions in Exercise 3. 6 What is the source of the two stories? a. An encyclopaedia. c. A scientific magazine.

b. A newspaper. d. A website.

7 Why did the protagonists of the two stories decide to do something big? a. They want to help other people. b. They are following their dreams. c. It is a family tradition. d. They want to break a world record.

8 Read the text again and write down what the numbers in this chart refer to. 9 13 100 150 318 700

9 Which of the ingredients in the pictures are not needed for the giant scone?

10 Read the stories again. Use the question words below as clues to summarise them. Story I Who? When? What? Where? Why?

108

UNIT 4

Story II

MAKE CONNECTIONS TAKE A CLOSER LOOK

Going to + infinitive 1. Read these sentences from the text. a. We are going to donate this gigantic scone to the event. b. I'm going to make a really enormous scone. c. In two daysâ&#x20AC;&#x2122; time Jenny Rush is going to witness an unusual and spectacular event. 2. What kind of actions do they refer to? a. Planned actions for the future b. Unplanned actions in the future. Going to + infinitive is used to refer to planned actions in the future. 3. Go back to the text. Find and copy all the sentences that refer to planned actions in the future.

11 Put the verbs in brackets in the correct form to indicate planned future actions. a. It _______________ a sunny day tomorrow. b. They _______________ lunch quite soon. c. Sue says she _______________ her snack with me. d. The school _______________ in the competition this year.

(be) (eat) (share) (take part)

12 Answer these questions about yourself and your personal experiences. a. What are you going to do after you finish school? b. Are you going to see your friends this weekend? c. When are you going to have your birthday party? d. Where are you going to go on holiday next year?

13 Go back to the text and find all the words denoting professions or peopleâ&#x20AC;&#x2DC;s activities. Copy them into your notebook using have got and have to.

Bear it in mind One of the most common suffixes (particles we add to the end of words to make new words) is the suffix -er. It means the doer or maker of something and is frequently used with professions: baker, farmer, teacher, waiter, writer. Other common suffixes to indicate professions are -or, -ist, -ant, and -man/woman: creator, director, supervisor; dentist, journalist, scientist; accountant, assistant, attendant; barman, fireman, policewoman.

14 Re-write the sentences in your notebook using have got to and have to. Example: It's necessary to use some butter and milk. You've got to use some butter and milk. You have to use some butter and milk. a. Our car is so dirty. It's necessary to wash it. b. We are late. It's necessary to hurry up. c. Don't lie. It's necessary to tell the truth. d. Ken wants to land safely. It's necessary to shoot 50 balloons one by one.

- DO IT AND MAKE IT WELL! WHATEVER YOU DO OR MAKE

109

FAST CHECK

Complete this conversation about plans for the future using the verbs in brackets. (10 points) Jack: Bella: Jack: Bella: Jack: Bella: Jack: Bella: Jack: Bella:

Have you made up your mind yet? (organise) Yes, we _________ a picnic. Good idea. How about the food? We _________ some simple finger food: sandwiches, veggie sticks and soft drinks. (buy) And the guest list? We _________ the whole class and a few teachers. (invite) The only problem is transport. Greg's mother has a minibus and she _________ us all. (take) Well, everything's solved then! Oh, no! Look at the clouds, Jack! It looks as if it _________ ! (rain)

Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

HAVE A CHAT

Listen to the conversation in Exercise 15 and check your answers. Then listen, practise and role play the dialogue in front of the class.

17 Complete these summaries of the two stories. Notice that they are in the first person singular. Mrs Hallet: I'm a ____________ and I have a little bakery in ____________. I usually make normal ______________ and ______________, but this year I want to make a giant ______________ which ______________ going to donate to the Torquay Food Festival. This ______________ going to be the _____________ scone in the world and I'm ______________ to be in the Guinness ______________ of Records. Ken Crouch: I'm a garage ______________, but I've always wanted to _____________. So I'm going to fly across the _____________ in a chair tied up to lots of huge party ______________. I'm going to ______________ softly on a field by ______________ the balloons one by one. My ______________ and son are ______________ to follow my journey overland in a ______________. After I land I'm going to be interviewed by national and ______________ journalists.

110

UNIT 4

WRITE IT DOWN

18 Use the pictures below to write the ending to Story II you read in this lesson.

PLAY IT a. The table has 10 words related to making the biggest scone in the world. b. Hop from space to space but only to spaces immediately adjacent to each other to discover all the words. c. List them in your notebook. oven chair

travel baker

fly scone

desert milk

butter

balloon

dream

sugar

bake

jam

cream

air

flour

mountains

child

shoot

â&#x153;&#x201D;

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

- DO IT AND MAKE IT WELL! WHATEVER YOU DO OR MAKE

111

FOLLOW THE INSTRUCTIONS LISTENING

Lesson 2

THINK AHEAD

1 Put the instructions in the correct order. Use the pictures to help you.

a. i. Insert the pendrive into the USB drive. ii. Get your pendrive ready for use. iii. Locate the USB drive on the computer or laptop.

b. i. Open the microwave. ii. Prepare the plate with food. iii. Programme the microwave and close the door. iv. Do not use any metal objects.

2 A cause is something that makes something else happen. An effect is what happens as a result of a cause. Match the cause and the effect sentences in the table.

112

UNIT 4

Cause She presses a button on the microwave. I dial a number.

John answers the telephone.

Susie turns the taps on.

Money comes out.

I put a card into the slot.

The room gets brighter.

George turns the light on.

The machine starts working.

Effect

Water comes out.

3 Read the mini-dialogues below. Which ones, in your opinion, express expectations and which ones regret? a. A: B: b. A: B: c. A: B: d. A: B:

The man says the bus should be here soon. I hope so. They don't have any more tickets for the Coldplay concert. Oh, what a pity! Hopefully, we can get home before it starts raining. I'm sure we can. I'm afraid the plane to Madrid is delayed 5 hours. Oh dear, that's terrible.

4 Considering the exercises on page 112 and the title of the lesson, what do you think the listening text will be about? a. How to use a microwave. b. How to follow instructions. c. How to make a phone call.

GO AHEAD

Listen and check your predictions in Exercise 4.

Put the pictures in the order you hear the instructions.

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Listen again and put the instructions (a. - f.) in order; then match them with the pictures in Exercise 6 (1 - 6). a. Fold the top and bottom of the head away from you. b. Put the coloured side face down on the table. c. Fold the corners together and unfold. d. Draw eyes, a nose and a mouth. e. Fold the dog's ears down. f. Fold the paper along the diagonal line.

Listen again. Which of the words in the box does the instructor use to indicate a sequence of events? Write them in your notebook.

· after that · finally · first · last · next · second · then · to begin with

· now

What's the effect? Listen again and complete this chart.

Cause If you put the coloured side face down on the table We're going to fold the paper along the diagonal line Fold the corners together and unfold

Effect

You can draw eyes, a nose and a mouth.

Listen again and complete these sentences. a. I hope that you are all ________________________________________. b. Can you tell us about ________________________________________? c. I'm going to show ___________________________________________.

Listen again and answer the questions. a. What is the name of the art of paper folding? b. Where is it originally from? c. Who took this art to Japan? d. What is the plan for the first class?

Listen once more and check which expressions from Exercise 3 were used in the listening text.

You can find thousands of How-to instructions on http://www.ehow.com

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MAKE CONNECTIONS TAKE A CLOSER LOOK

Going to + infinitive (continued) 1. Read these sentences that express plans or intentions. We're going to travel to Europe. We're going to see lots of old buildings and museums. (a plan for the future). I'm going to be a famous scientist when I finish school. (this is my intention for the future). 2. Read these sentences that express certainty for the future. Watch out! That tree is going to fall! Don't worry. I know you are going to pass the exam. The sky is very dark; it's going to rain tonight.

Danger You have probably heard the expression: I'm gonna â&#x20AC;Ś.. I'm gonna do it. Or I'm gonna come. It means: I am going to â&#x20AC;Ś. This is a slang expression some English speakers use. You should be aware that it exists but try not to use it, especially in formal situations.

3. Read these sentences from the recording. Which one expresses a plan or intention and which one certainty for the future? a. We are not going to do anything complicated. b. Careful with the scissors! They are going to fall from the desk!

13 Complete these sentences expressing plans, intentions or certainty. Use the correct form of the verbs in brackets. a. A: So, what's the plan for today's lesson? B: We __________ a landscape using water colours. b. Look! The car on your right __________ an accident. c. A: What __________ in that empty lot? B: They __________ a big shopping centre. d. Look at the clouds. I'm sure it __________. e. A: __________ your friends at the weekend? B: I think I __________ at home. f. A: Where __________ Kelly __________? B: She __________ for a scholarship at a British university

(paint) (have) (do) (build) (rain) (visit) (stay) (study) (apply)

14 Fill in the blanks in this story with last, first, next, second. Susan's going to make a peanut butter and jelly sandwich. __________, she's going to put peanut butter on one slice of bread. __________, she's going to spread jelly on another slice of bread. __________, she's going to put the two slices of bread together. __________, she's going to eat her sandwich. I'm sure it is going to be delicious.

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HAVE A CHAT

Billy and Joel are talking about Billy's plans for next Saturday. a. Put the pictures in the order the actions are mentioned in the conversation.

b. Complete Billy and Joelâ&#x20AC;&#x2DC;s conversation and then check with the recording. Joel: ______________________________________________? Billy: Well, first of all I'm going to sleep a lot. Joel: ______________________________________________? Billy: Second, I'm going to have a big breakfast! Joel: ______________________________________________? Billy: After that, I'm going to watch some TV, read the morning papers, go for a long walk and then I'm going to have a nice lunch. Joel: ______________________________________________? Billy: Next, I'm going to get together with some friends to play cards and video games. Joel: ______________________________________________? Billy: Finally, I'm going to go to a party or a disco and I'm going to dance all night long. Joel: I see that your weekend is going to be very busy. Billy: I hope so!

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Listen to the recording and practise the conversation with a partner. Take turns to be Billy and Joel. Role play the conversation in front of the class, including as much true information about yourself as possible.

FAST CHECK

17 Complete these dialogues with an appropriate question for the (10 points)

underlined part .

a. A: Where _________________________________________________? B: She is going to travel to Spain. b. A: What _________________________________________________? B: She is going to buy a new apartment. c. A: When _________________________________________________? B: It's going to snow on Monday. d. A: Who _________________________________________________? B: The students are going to ask the teacher to postpone the test. e. A: Why _________________________________________________? B: I'm going to organise a party to celebrate my birthday. Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

18 Choose one of the following objects and write the instructions to use it.

a. A DVD.

b. A webcam.

c. A food mixer.

d. A video recorder.

â&#x153;&#x201D;

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Listening Speaking Writing

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HOLDING THE WORLD ON YOUR SHOULDERS READING

Lesson 3

THINK AHEAD

1 Match the pictures (1 - 3) with the titles (a. - c.). Do you know any other Greek myths? Which ones? Tell your classmates. Mi d n

a T e se r

Greek is an Indo-European language spoken in Greece, Cyprus and the Middle East. English has borrowed a large number of words from Greek. They can be grouped into several categories: Educational and sporting: gymnasium, mathematics. Mythology: amazon, Pegasus. Social and political: democracy, demographic. Terms from Christianity: Eucharist, catholic. Theatrical: drama, chorus. Animals: buffalo, crocodile. Place names: Egypt, Ethiopia. The vast majority of Greek borrowings are scientific terms: astronomy, geography, biology, anthropology, and many, many others. Can you add more words to this list?

a. "Part-human and part-horse" b. "Zeus and the gods of Mount Olympus" c. "The Trojan Horse"

2 Which Chilean myths do you know? Describe one in your group. 3 Read the words in the box. Which ones do you think have a positive connotation, which ones a negative and which ones a neutral connotation? Use a dictionary if necessary.

· apple · basket · chief · favour · fine · naive · quiet · smart · terrible · vengeful

· lie · weight

Positive Negative Neutral

4 Which words from Exercise 3 would you expect to find in a myth about a Greek giant? You can check the origin of a word (its etymology, also Greek origin!) at the following site: http://www.etymonline.com

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UNIT 4

ATLAS AND HERCULES I. _________________________ Atlas, a Greek giant, and one of the firstborn sons of Earth, did not like the way Zeus and his friends ruled the world. So one day he decided to lead a revolt against the Mount Olympus gods and take the throne by force for himself. Zeus, who was quite vengeful, got very angry with him. ______. (1) “I wish I knew what kind of punishment to give you,” he thought. “I know! As of now, you're going to hold the weight of the world upon your shoulders.” And from that day on Atlas had to stand in the middle of the universe, all alone, holding the earth on his shoulders.

Hesperides golden apples. (2) _____________.” The Hesperides were spectacular nymphs who lived in an orchard guarded by the terrible hundred-headed dragon Ladon. “And?” Atlas asked. “Well, if you get the apples I'll hold the earth for you. It's that simple. So - what do you say? Do we have a deal?” Atlas, who was rather naïve, thought for a while about making an excuse. “Hmm, he'll hold the earth for me if I get him the apples. Fine and good - but I'm not going to take the earth back from him! (3) _____________!”

II. _________________________ One day, the hero Hercules approached him with an unusual request. “Good morning. How are you doing today?” Atlas's nose started to itch very badly. “I wish I could scratch my nose,” he thought but he couldn't drop the weight. “The same as every day. I wish I were somewhere else but I'm here. What can I do for you?” he said aloud to Hercules. “Can you do me a favour?” Hercules asked. “And what would it be? I wish I could move, but as you can see I'm stuck here for ever and ever,” Atlas answered. “I have some very urgent work to do as I've got to get the

III. ________________________ So Atlas passed the Earth to Hercules and set off to get the golden apples. (4) _____________ “Got the apples but I'm not going to take back the earth,” he laughed. ”You think I'm stupid? All the time I stood here wishing I could be somewhere else and now is my only chance.” Hercules, who was much smarter than Atlas, said: “That's OK; I'll do my best and keep holding this weight. But why don't we do something before I'm stuck here till the end of times? Could you hold it for a while so that I can scratch my nose?” Atlas remembered how he often wished he could scratch his nose and couldn't.

“But will you take it back from me after you scratch your nose?” “Of course I will. You have my word of honour,” lied Hercules. Atlas put down the basket with apples and took the earth from Hercules's shoulders. “In a moment I'm going to be free like the wind. All the things I'm going to do! And stupid Hercules will stay here for ever,” Atlas thought to himself. But Hercules picked up the basket with the apples and started to walk away. “Hey, what do you think you're doing? Aren't you coming back?” Atlas yelled. “I wish I could, but I'm terribly busy right now,” Hercules answered and kept walking. “Cheerio!” he shouted and quietly kept walking and never looked back.

Source: The Complete World of Greek Mythology by Richard Buxton (Hardcover - Jun 28, 2004), published by Thames and Hudson.

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Bear it in mind Do you know what a heading is and what role it has in a text? How is it different from a title? While a title is an identifying name given to a book, play, film, musical composition, or other work or part of work (for example a chapter) a heading is usually a line of text serving to indicate what the passage below is about. A title can be a longer line of text or just one word, for example "Jaws" or "The Wonderful Adventures of Alice in Wonderland", but a heading is a summary of what a given text or a piece of text is about.

GO AHEAD

5 Read the text and check your predictions in Exercise 4. 6 Read the text again and choose one heading (a. - d.) for each paragraph (I - III). There is an extra heading you do not need to use. a. How Atlas defeated the dragon. b. Smart Hercules - silly Atlas. c. Hercules asks for a favour. d. Atlas's crime and punishment.

7 Some sentences (a. - d.) have been removed from the paragraphs. Can you put them back into the corresponding spaces (1) - (4)? a. In two days he returned with a full basket. b. Itâ&#x20AC;&#x2DC;s an ideal job for a giant like you. c. For a long time he was not sure how to punish Atlas. d. Let him hold it for ever.

8 Look at the expressions in bold in the text. Who do they refer to? Paragraph I a. with him i. Atlas Paragraph II b. who lived i. the nymphs c. from him i. Atlas Paragraph III d. his nose i. Atlasâ&#x20AC;&#x2122;s

ii. Zeus

ii. the dragon ii. Hercules

ii. Hercules

9 What is the author's opinion of the following protagonists? a. Zeus is i. unforgiving. b. Atlas is i. not very clever. c. Hercules is i. smart. d. Hesperides are i. ugly.

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UNIT 4

ii. kind. ii. very strong. ii. lazy. ii. pretty.

MAKE CONNECTIONS TAKE A CLOSER LOOK

wish 1. Read these sentences from the text. a. I wish I knew what kind of punishment to give you. b. I wish I were somewhere else, but I'm here. c. I wish I could scratch my nose. 2. What do the sentences express? We use this structure when we would like things to be different from what they actually are. We use the verb wish to refer to how we'd like things to be in the present or to talk about how we would like things to be in the future. 3. The general concept is sometimes known as 'wishful thinking' and often coincides with the use of ojalá in Spanish. Here are more examples: I wish you were here. It's so hot today. I wish we had a cold drink. 4. Notice that we use the Past Tense after the verb wish.

10 Read these extracts from the text and write how Atlas would express his wishes. a. So one day he decided to lead a revolt against the Mount Olympus gods and take the throne by force for himself. “_________________________________________________________”. b. And from that day on Atlas had to stand in the middle of the universe, all alone. “_________________________________________________________”. c. He couldn't drop the weight. “_________________________________________________________”.

11 According to the text, who do you think could ask these questions: Zeus, Hercules or Atlas? a. _____________: What are you going to do with the apples? b. _____________: How am I going to punish you? c. _____________: So, are you going to help me?

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12 Complete these sentences expressing “wishful thinking”. a. It's so cold! I __________ a coat and gloves. b. This town is so boring. I __________ in Paris. c. English is difficult for me. I __________ it better. d. I can't reach the top shelf. I __________ taller. e. I can't help you. I __________ the answer myself.

(have) (live) (understand) (be) (know)

13 Read the myth quickly again and find all the expressions with do or make. Danger Examine more expressions with make and do. • • • • •

List them in your notebook.

14 Fill in the blanks in this conversation with make or do. Juliet: Steve: Juliet: Steve:

do one's best • make plans • make an do good exception do harm do a favour • make arrangements do business • make a telephone call • make a decision • make a mistake • make noise • make money • make an excuse • make an effort

Juliet: Steve: Juliet: Steve: Steve: Steve:

I have to ________ a telephone call. Who are you going to call? Sarah, she has not ________ a decision about the party yet. Don't worry. You know that whatever she ________ she always ________ her best. Yes, but time's running out and I can't ________ exceptions for anybody. She has to ________ up her mind. It's going to be OK. You ________ the plans for the party a long time ago and everything else is going fine. I'm sure you're right. Hey, can you ________ me a favour? Sure. Can you ________ the arrangements for the party balloons and the flowers? Don't worry. I will do all the work!

Complete this interview with young athlete, Jenna. What are her wishes / regrets? Use the verbs in the box. Check with the recording.

· can Reporter: Jenna: Reporter: Jenna: Reporter: Jenna: Reporter: Jenna:

· have

· know

· speak

So Jenna, do you speak any foreign languages? Only English, but I _____________ French and Spanish. Why Spanish? Because I _____________ travel around South America, but in fact I can't. What's stopping you? As an athlete I spend most of my time practising. I _____________ more time for a few hobbies. When do you think you'll have more time? I _____________ ! I'm really busy now with the London Olympics coming.

HAVE A CHAT

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UNIT 4

Listen to the recording and practise the interview. Role play it in front of the class.

FAST CHECK

17 What are Stephen's wishes?

(10 points)

a. I don't have a dog, but I _____________________________________. b. Today is Thursday, but I ______________________________________. c. I can't speak German but I ___________________________________. d. It is cold and rainy outside; I __________________________________. e. I'm really hungry! I _________________________________________. Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

18 Write five of your own wishes. Remember to include an introductory sentence. PLAY IT Play this noughts and crosses game with a partner. a. Choose a third student as a referee. b. Copy the table in your notebook and then choose either noughts ( O ) or crosses ( X ). c. You get the field if you make a correct sentence using the words provided. d. The person who gets three noughts or three crosses in a line wins the game. Do homework

Make money

Make a cake

Make an exception

Do a favour

Do my best

Make a decision

Do harm

Make a bed

â&#x153;&#x201D;

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

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IʻD LIKE TO APPLY! LISTENING

Lesson 4

THINK AHEAD

1 Match the words in the box with the definitions (a. - d.) · applicant

· apply for

· interview

· interviewer

a. To request or look for assistance, employment, or admission. b. A formal meeting in person, especially one arranged to asses the professional competences of a person. c. A person who wants to get a job and asks for it. d. A person conducting an interview.

2 What do these people want? Match the pictures (1 - 4) with what the people say (a. - d.).

I don't want to see you again!

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UNIT 4

I want to see the manager!

I wish you a Merry Christmas.

I'd like to apply for the job.

3 Read the list of duties below. Which ones do you think are the duties of a receptionist? a. Answering calls and taking messages. b. Cooking the boss's lunch and dinner. c. Dealing with phone enquiries. d. Driving the company car. e. Greeting visitors and directing them to the correct person or department. f. Issuing security passes. g. Keeping the reception area tidy. h. Keeping the visitors' book. i. Providing information to visitors.

GO AHEAD

Listen to the two interviews and check your predictions in Exercise 3.

Listen again and fill in this file for each person interviewed.

Interview I

Interview II

Name Surname Age Current workplace Languages Skills / Duties

Listen to the interviews again. One person uses quite informal language. Which one? Make a list of the informal terms he / she uses. Listen again. Which word is being used? Choose the best alternative. a. I wish to apply for the job I saw in the art / ad. b. I have been a receptionist for a law / lawn firm c. How are your computer skills / skips? d. I'm quite useless / useful at languages.

MAKE CONNECTIONS

8 In pairs discuss both interviews. Who do you think should get the job? Give reasons. Compare with other pairs.

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TAKE A CLOSER LOOK

Expressing what we want 1. We can express what we want using two expressions: want to and would like to. Examples: I want to be a fire fighter when I grow up. I would like to be a pop singer when I'm older. 2. The only difference between the two is that would like to is more polite or tentative than want to. 3. We sometimes use wish + infinitive as a formal alternative to want to or would like to with reference to present and future wish situations. Examples: I wish to make a complaint and I would like to see the manager. I do not wish to renew my subscription; I want to cancel it right now. I wish to remove my name from your database. I want a solution now. I don't ever wish to see you again! 4. We can also use wish to express good wishes. Examples: We wish you a merry Christmas. We wish you a speedy recovery. I wish you all the best on your birthday. 5. Read these examples from the recording. Which of them can you rewrite using would like to and want? I wish to apply for the job. We wish you lots of luck. Why do you wish to change jobs?

9 Complete these sentences using wish, would like to or want to. a. I ____________________________________________ a glass of water. b. She _____________________________________ meet us after school. c. I __________________________________________ make a complaint. d. When __________________ you __________________ your breakfast? e. A: How can I help you? B: I _________________________________________ cash this cheque. f. What _________________ you ________________ drink: coffee or tea? g. A: _______________________ you _________________ some dessert? B: Yes, I ___________________________________________ some cake.

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UNIT 4

10 Ask and answer these questions with your partner, providing true information about yourself. a. What would you like to drink? b. Where do you want to go after school? c. What do you wish to change about yourself? d. What would you like to study? e. Where do you wish to live in the future? f. Why do people want to be popular? HAVE A CHAT

Listen to the recording and practise the dialogues with your partner. Replace the parts underlined with your own ideas. Role play one in front of the class. I Glen: Do you ever wish you were someone else? Ross: Yes, sometimes. Glen: Who would you like to be? Ross: Sometimes I want to be a football player and sometimes I want to be a rock star. Glen: Yeah, I wish I could be a famous guitar player or a drummer in Cold Play. Ross: There is a Cold Play concert next week. I would like to go. Glen: If you want we can try to get tickets. II Mr. Drake: I would like to see the shop manager. Assistant: What is it about, Sir? Mr. Drake: I wish to make a complaint about the refrigerator I bought from the shop. Assistant: What seems to be the problem? Mr. Drake: I want to change it because it isnâ&#x20AC;&#x2DC;t working properly. Assistant: Would you like to take a seat, please? The manager will see you in a moment.

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12 Work with a partner and choose one of the jobs advertised here. Follow the prompts to role play the interview. Take turns to be the interviewer and the candidate. Interviewer: Greet and invite candidate to sit. You: Respond. Interviewer: Ask candidate which position he / she is applying for. You: Reply Interviewer: Ask candidate's name and age. You: Reply Interviewer: Ask candidate about his / her experience. You: Mention your past and present jobs and the languages you speak. Interviewer: Ask candidate about his / her duties You: Answer. Interviewer: Ask candidate about his / her computer skills. You: Answer. Interviewer: Ask candidate any other relevant question(s). You: Answer. Interviewer: End the interview. Date posted: Monday 16th February | Location: London

We are seeking new faces for catalogue, magazine shoots, TV adverts, movies, Billboards, and posters.. You could earn £100 to £600 per day working as a fashion model...Urgently seeking extras for movies and commercials. For an appointment pls call 0207 736 9768 and 0207 736 1661 or email us with your picture (doesn‘t have to be professional) You can email us as well (due to high volume of applicants only successful candidate will be contacted) Age 16+ no height or race restriction, all nationalities welcome, no experience necessary. Thanks We are the first building on your left called HURLINGHAM STUDIOS

Location: Kensington, West London (W10) Map - Salary: £9.80p/h Company: Brampton Training & Consultancy Ltd - Job type: Contract -

Description: To work closely with library/information managers in the day-to-day running of a library or information service.This involves assisting service users to locate information and resources, often requesting items held in other libraries; there is considerable contact with people in other departments, as well as the public. Hours as follows: Tuesdays 1-3; Thursdays 1-3 Fridays 9-2; Saturdays 9-1=13 hours per week. Applicants to have library and customer service experience

128

UNIT 4

Date posted: Monday 16th February | Location: West London (Kensington) Please reply to this add ONLY if you comply with all requirements: We are looking for a responsible and confident nanny to look after our 9-month old baby on a PART-TIME basis. We are located in Kensington (W8). MUST HAVE: • British Nationality (English as a native language) • Non-smoker • Excellent references • Previous experience with babies Look forward to hearing from you. 2

FAST CHECK

13 Complete these sentences with the correct structure after wish (past simple or infinitive)

(10 points)

a. Winter is beautiful in this city, but I wish we _________ some snow! (have) b. If you wish _________ to the director send him a letter first. (talk) (be) c. I'm quite short; I wish I _________ taller. d. On their next trip to Asia they wish _________ the Great Wall in China. (visit) e. I can't understand Françoise! I wish _________ some French. (know) Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

14 Read this advertisement for the position of waiter / waitress. Write a list of questions you would ask a candidate for the job. Compare with another student.

Waiter/waitress needed Your duties will be: • Provide excellent customer service. • Assist customers with special needs. • Inform customers of daily specials and prices. • Suggest menu selections to customers. • Operate a cash register. • Promptly remove dishes and glasses from the tables.

Pizza e pasta - Restaurant

Must be over 18 as alcoholic drinks are served on the premises. Our restaurant, which opens between 5 p.m. and 2 a.m., has a large number of Italian customers.

✔

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Listening Speaking Writing

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129

1 Carol and Greg are planning their wedding party. They are preparing a list of things they are or are not going to do. Use their notes to write full sentences. Use going to + infinitive to write the sentences.

Yes ✔ Make a guest list ✔ Rent a salon for the wedding ✔ Get a music band ✔ Buy flowers ✔ Order food and drink ✔ Buy dress for Carole ✔ Buy suit for Greg ✔ Buy wedding rings ✔ Write invitations No ✘ Rent a limousine ✘ Go on a honeymoon ✘ Invite people we don't like ✘ Worry about problems!

130

UNIT 4

2 Carol and her friend Gina are discussing the wedding. Using the list in Exercise 1 and your sentences prepare a conversation between the two friends with Gina asking questions and Carol answering them. Example: Gina: Are you going to rent a limousine? Carol: No, we aren't. We are going to use my car.

3 Match the two parts and write the complete sentences in your notebook. If you are going to do something If you are going to drive If you are going to travel abroad If he is going to keep shouting at me If John is going to come to the party If she is going to study languages

I am definitely not coming; I can't stand him! I will just leave the room. she should watch foreign films. make sure that you do it well! make sure you don't drink any alcohol. don't forget to take your passport.

4 What is Davina's life like and what would she like it to be? Fill in the blanks in her story.

My name is Davina but I really don't like my name. I wish _________. I am really very tall and I wish ____________________ ____________________. My parents and I live on a farm in the country, but I wish __________. On the farm I spend a lot of time looking after the animals; I wish ____________________. All my best friends live very far away and I wish ______________. Next week there is a rock concert in Colchester but I can't go. I wish ____________.

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READING - MAKING CURANTO During our journey in Chile we saw and experienced many interesting sights and adventures. We visited Santiago with its beautiful Plaza de Armas and we ate fish in the Central Market. We went to Valparaíso where (1) ____________ and we bathed in the Pacific Ocean in Viña del Mar. We also went to a beautiful skiing resort - Valle Nevado - (2) ____________ and where the view is really spectacular. But one of the most interesting experiences was our visit to Calbuco, in the south, where we learned the tradition of curanto. “The dish comes from the nearby island of Chiloe, where I was born,” explains Roberto, our tourist guide who (3) ____________. “It's still cooked the original way, in underground ovens, heated with hot stones and covered with leaves. It is really delicious and especially good on a cold day - we get lots of cold days in the south of Chile!" Many cultures of the world used to cook their food by burying it all in the earth and the Araucanians, native from Chile, also followed this tradition. With the arrival of spring, and thankful for the end of winter, they organised (4) ____________. They

made big holes in the ground and put lots of different food inside: food they collected from the ocean, some food from the animals they caught and all kinds of vegetables they planted. In their language, curanto means hot stones. Calbuco, located some 56 kilometres from Puerto Montt became famous when it entered the Guinness Book of Records for the world's largest curanto. Roberto says: "We expected 2,000 people for dinner, but 5,000 showed up!" (5) ____________ was 160 metres long and used 5 tons of shellfish. National press and other sources

1 Read the text and these sentences that were removed from it. Put them back in their corresponding places (1) - (5). a. is taking us around Calbuco b. parties to thank mother nature for good weather c. The biggest curanto in the world d. we took a boat tour e. where people do winter sports

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UNIT 4

5 pts.

2 Read the text again and tick the correct picture.

5 pts.

a. In Santiago, the tourists visited

Santa Lucía hill. b. They ate fish at

The Plaza de Armas.

San Cristóbal hill.

The Central Market.

c. In Valparaíso they took a

boat tour. d. They went swimming in

city tour.

Concón. Viña del Mar. e. They saw the spectacular view from

Farellones.

Valle Nevado.

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133

3 Read the text once more and answer these questions.

4 pts.

a. How far is Calbuco from from Puerto Montt? b. How big was the biggest curanto? c. How many people came to eat it? d. How much shellfish was used?

LISTENING - HOW TO USE IT 4 Listen to the recording and choose the best option.

4 pts.

a. The first recording provides instruction for the use of a cash machine / video recorder. b. The second recording provides the instructions for the use of a microwave oven / a payphone. c. The first set of instructions is recorded by a restaurant / a bank. d. The second set of instructions is recorded by a shop customer service / phone company.

Listen to the second set of instructions again and complete them.

6 pts.

a. First, you __________________________________________________________________. b. Then, you _________________________________________________________________. c. After that you ______________________________________________________________. d. Later, you __________________________________________________________________. e. Then, you _________________________________________________________________. f. Finally, you ________________________________________________________________.

LANGUAGE 6 Write questions for the underlined parts using the question words in brackets.

6 pts.

a. Jackie is going to visit her grandparents in Torquay (who). b. Torquay is a nice little town on the coast. (where). c. She is going to drive (how). d. Before she goes, she is going to buy them a box of chocolates (what). e. She is going to buy the present because it is her grandmother's birthday. (why). f. She and her grandparents are going to have lunch at a restaurant by the sea (where).

7 Choose the correct verb, make or do.

4 pts.

a. If you want to do / make business you need some money first. b. Do / make me a favour and open the window, please. c. After doing / making the beds she did / made lunch. d. The vacuum cleaner is doing / making a funny noise.

8 Complete the sentences with wish + Simple past tense or wish + infinitive. a. She wishes __________ the first woman to stand on the Moon. b. I'm so busy. I wish I __________ more time to myself. c. She is a good athlete but she wishes she __________ much better. d. Dear sir, the reason I'm writing this letter is because I wish __________ a reservation.

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UNIT 4

4 pts. (be) (have) (be). (make)

SPEAKING 9 Complete this conversation with the corresponding questions. Then role play it with a partner. A: B: A: B: A: B: A: B:

10 pts.

________________________________________________________________________? I think the hotel is 3 kilometres from the city centre. ________________________________________________________________________? It takes 10 minutes by car and 45 minutes walking. ________________________________________________________________________? The taxi fare is around 2,000 pesos. ________________________________________________________________________? We are going to stay in the city for 5 days.

WRITING 10 Imagine that you have found a magic lamp and you can ask the genie for five wishes. What

10 pts.

would they be? Write them down using wish + Simple Past tense.

Your result:

1 - 19 Not too good

20 - 39 Acceptable

40 - 58 Great!

Total 58 pts.

✔✔

Choose one alternative according to your performance. Speaking · I use English structures correctly. · I use varied and correct vocabulary. · Others can understand me. Writing · My writing is coherent and follows the central idea. · I use the correct sentence formation and sentence structure. · I use correct spelling, punctuation, capitalisation and format. Reading · I am aware of the differences in tenses, gender and number. · I identify the main idea and understand the text as a whole. · I can locate details and look for specific information. Listening · I can get the general idea. · I understand the details and identify speakers. · I identify the source of the listening text and recognise the format. Group work · I share my ideas with the group. · I listen to and respect my partners' points of view. · I help solve problems and contribute relevant information.

Always Nearly Always Sometimes Never

FINAL CHECK

- DO IT AND MAKE IT WELL! WHATEVER YOU DO OR MAKE

135

136

IN THIS UNIT YOU WILL LEARN TO:

YOU WILL USE THE FOLLOWING TEXT TYPES:

Reading: Identify and establish mood of a text / Differentiate between fact and opinion / Match written and visual clues / Discriminate between correct and incorrect information Listening: Identify the tone of spoken messages / Identify speakers / Find specific information Production: Express opinions and personal points of view / Talk about wishes and regrets / Tell people what you want and need / Talk about how to protect our planet Functions: Express opinions and personal points of view / Express necessity, needs and wishes / Express obligation

Reading: Anecdotes / A song Listening: A newsletter / An article with predictions

YOU WILL ALSO LEARN: Grammar: The Passive Voice / Want to, need to, have to, would like to / Modal verbs should, ought to, must / Similarities and differences between must and have to Vocabulary: Words related to life styles and making a living / Words related to life in the future

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES: Different lifestyles and why we should respect them.

SET UP

1 Look at the pictures. Which of these are living organisms?

2 Match the words in the box with the definitions (a. – e.). · life

· lifestyle

· live (adj.)

· living

· still-life

a. a means of maintaining life, for example earning an income. b. a state that distinguishes organisms from non-living objects, such as non-living, and dead organisms. Organisms in this state are capable of growth and reproduction. c. a way of life or style of living that reflects the attitudes and values of a person or group. d. a work of art depicting mostly inanimate objects such as food, flowers, plants, etc . e. show, programme, news, etc. made or done at the time something is actually happening.

3 Fill in the blanks in these sentences with the words in Exercise 2. a. That artist never paints portraits or landscapes but he usually dedicates his time to painting _____________ b. I don’t really care what you think. I like my _____________ even if people say it is alternative. c. What does she do for a _____________? d. _____________ can be easy or difficult but it is worth living. e. The singer’s new album was recorded _____________ at the concert.

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ALTERNATIVE LIFESTYLES READING

Lesson 1

THINK AHEAD

1 Which words in the bubbles are synonyms? alternative out of the ordinary

typical common

irregular unusual

traditional

extraordinary

different

2 Which pictures below show an alternative lifestyle? Express your point of view. Use the expressions below: In my view / in my opinion/ from my point of view/ I feel /I believe

Bear it in mind To narrate personal experiences we usually speak in the first person, singular (I) or plural (we). We also use possessive adjectives such as my or our, and possessive pronouns such as mine and ours. Some expressions we can use are: I know…We saw…. I experienced…, etc.

3 What kind of family is your family? Talk to the people in your group. 4 Considering the pictures, the title of the lesson and the exercises above, what do you think the texts will be about?

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UNIT 5

I know this guy whose name is Gregory Pike. He is famous because a video about him and his pets Mousey, Kitty and Booger - is posted on YouTube and it is visited by many people every day. In the video you can see the animals standing one on top of the other and they all look happy and friendly! You can see that Greg loves his pets because they are well looked after. Pike seems to be a strange guy, but who cares? It doesnâ&#x20AC;&#x2122;t matter if you or I approve of his lifestyle or not because as I see it, we are free to live our lives the way we want to. In Santa Barbara where he lives as a homeless person he is treated with respect and admiration and wherever he goes he is greeted and offered small presents, and restaurants keep leftover food for him. He keeps some of it for himself, gives a little to the animals and offers the rest to other homeless guys he knows from the streets of Santa Barbara, which proves once again that humanity is the message.

ppy d his wife Sandra, lived a ha an ge Jor nd frie my e tim g II. For a lon and raising were busy doing their jobs life in Santiago, Chile. They city the blue, they decided that of t ou y, da e on t bu r, hte ug their da ir decision t they were not sure about the life was not for them. At firs y made ra got sick with asthma so the but then their daughter Isido ns. tai un ir bags and moved to the mo up their minds, packed the nking t is built of adobe and the dri They now live in a house tha nearby a m and washing is pumped fro water they use for cooking f of the ted by solar panels on the roo stream. Electricity is genera rest for the ables they eat and exchange house. They plant the veget who is a e. From time to time Jorge, things such as beans and ric puters. to fix or programme a few com computer engineer, is asked is a some money; Sandra, who He goes into town and earns d so they an -made jams and preserves fantastic cook, sells her home and ts were annoyed with Jorge ren pa ir the t, firs At ls. bil the can pay Jorge and vinced it is a good lifestyle. Sandra, but now they are con ole family. sitive experience for the wh Sandra say this is a very po le helped healthy and stress-free lifesty They also believe that their a. cure their daughterâ&#x20AC;&#x2122;s asthm

III. This girl I know, Tony a Kay is a professional da ncer and she has worked in film and theatr e since she was 15. She be lieves that we are what we eat and she says that she prefers to be an apple and not a steak! Tonya says tha t it was difficult for her be cause she grew up on a farm and ha d to watch the workers kil l animals that were then sold to local su permarkets. Her parents were really annoyed with her for her radical views but when sh e was 8 she decided to become a vege tarian and for the last 11 years she has been a vegan - a strict vege tarian who eats no animal food or dairy products and does not us e products such as leathe r. It is very important for her to follow her ideals. She says that an imals are killed by humans for foo d but in fact we could all just eat vegetables and fruit and still live happy and healt hy lives. She says that she is the best example of a healthy person who never eats animal products. She insist s that she hasnâ&#x20AC;&#x2122;t been sick since becoming a vegan and, as an athlete, her body recov ers in half the time it used to. Sources: YouTube, La Tercer a, http://www.rawfoodplane t.com

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GO AHEAD

5 Read the text and check your predictions in Exercise 3. 6 Match the pictures with the stories and choose a title for each.

a. Friends for ever b. Living a simple life c. Staying healthy and athletic

7 Read the text again and choose the best answer to these questions. a. What is the general mood of the three articles? i. pessimistic ii. critical iii. positive iv.indifferent b. Why did the people in the three articles decide on an alternative lifestyle? i. They had the obligation to do it. ii. It was their choice. iii. It was a family tradition. iv.They were bored.

8 Read the texts again and answer these questions. a. Where can you see a video of Greg with his animal friends? b. What does Greg do with the food he gets from restaurant owners? c. What were the lives of Jorge and Sandra like before moving to the mountains? d. Why was Tonya’s life difficult on the farm where she grew up?

9 Read the text again and indicate which of these sentences express a fact and which ones an opinion. a. In Santa Barbara, where he lives as a homeless person, he is treated with respect and admiration. b. As I see it, we are free to live our lives as we want to. c. They now live in a house that is built of adobe. d. They also believe that their healthy and stress-free lifestyle helped cure their daughter’s asthma. e. She believes that we are what we eat. f. Tonya Kay is a professional dancer.

10 Which of these expressions from the text refer to personal experience? How do you know? a. This girl I know … b. Her parents were really annoyed … c. My friends Jorge and Sandra … d. I know this guy …. e. They eat the vegetables they plant … f. My friend, who is a computer engineer …. g. At first, their parents were annoyed ….

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UNIT 5

MAKE CONNECTIONS TAKE A CLOSER LOOK

The Passive Voice 1. Read these sentences from the text paying special attention to the verb form in bold. a. The pets are well looked after. b. The drinking water they use for cooking and washing is pumped from a nearby stream. c. A video about him and his pets is posted on YouTube. d. It is visited by many people every day. 2. Notice that in sentences a., b. and c. we do not know who carried out the actions, although in some cases we can guess. a. The pets are well looked after by their owner / by Gregory. b. Water is pumped from the stream by Jorge and Sandra. 3. Notice that in sentence c. we know who carries out the action, but what is important is the action itself and not the people who do it. 4. Study the form of the Passive Voice. The animals are abandoned in the streets of Santa Barbara. Object + is/are + past participle. 5. Go back to the text and find three more sentences in the Passive Voice. Is the performer of the action stated explicitly? If not, can you guess? Copy the sentences in your notebook; underline the elements in Point 4. in different colours.

Danger Compare the sentences in A and B. A The pets are abandoned. The boy is punished. The girls are invited to a party. B The pets are frightened. The boy is bored. The girls are interested in that film. The structures of the two groups of sentences look identical but they express different ideas. The sentences in A are in the Passive Voice, while the sentences in B use the verb to be and an adjective.

11 Which of these sentences are in the Passive Voice and which ones use adjectives? a. We are pleased to know that you can come. b. I am shocked by your action. c. Two million bikes are produced each year by that company. d. She is worried she cannot get there on time. e. Hundreds of people are offered new houses. f. Copper is exported from Chile to all parts of the world.

12 The following chart shows quantities of juice that are produced in a factory. Say / write how much is produced each month. Example: 10,000 litres of apple juice are produced in the factory in January. January

February

March

Apple juice

10,000 litres

15,000 litres

12,000 litres

Apricot juice

6,000 litres

7,000 litres

8,000 litres

Orange juice

8,000 litres

10,000 litres

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13 These books are commonly read by people all over the word. Who are they written by? Say / write the sentences. Example: “Harry Potter and the Philosopher’s Stone” is written by J.K. Rowling.

a. J.K. Rowling – “ Harry Potter and the Philosopher’s Stone” b. J. R.R. Tolkien – “The Fellowship of the Ring” c. C.S Lewis - “The Chronicles of Narnia” d. Isabel Allende “The House of the Spirits” e. Gabriel García Márquez – “100 Years of Solitude” f. Allegra Goodman - “Intuition”

14 Rewrite these sentences in your notebook using the Passive Voice. a. Tourists spend a lot of money in that city. A lot of money _____________________________________________. b. My father generally writes these text messages. These text messages _________________________________________. c. Archeologists often discover ancient tombs. Ancient tombs ______________________________________________. d. People eat millions of bars of chocolate every day. Millions of bars of chocolate ___________________________________. HAVE A CHAT

Read Lisa Buckley’s school report card and prepare a conversation about the teachers’ opinions. Compare with the recording. Example: A: What does Mrs. White think of Lisa? B. Lisa is described by Mrs. White as talented but a bit lazy. Or B: In Mrs. White’s opinion Lisa is talented but a bit lazy.

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UNIT 5

Brown Hill Comprehensi ve School Student’s nam e: Lisa Buckley Class: 1st year C. Subject Teac her Opinion Art Mrs. White Tale nted, but a bit laz y. English Ms. Jo nes Quick to learn. History Mr. Spen cer Enthusiastic. Maths Mr. Step hens Good st udent. Music Miss Del aney Excellent st udent. Science Miss Ja ckson Satisfactory. Spanish Ms. Ca stro Must improve. Sports Mr. Cros sing Hard worker.

Listen and practise the dialogue with your partner. Role play it in front of the class.

FAST CHECK

17 Change these sentences into the Passive Voice.

(10 points)

a. Every year, somebody makes a white and pink cake for my birthday. b. Somebody cuts the grass in our garden every month. c. The volunteers cook dinner for the whole group. d. People send lots of greeting cards for Christmas. e. That technician repairs at least five computers every day. Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

18 Choose someone who has chosen an alternative lifestyle (real or imaginary) and write a paragraph about their life. You can do research in the library or on the Internet. These ideas can help you. 1

â&#x153;&#x201D;

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

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I WOULD LIKE TO DEDICATE THIS SONG... LISTENING

Lesson 2

THINK AHEAD

1 If you had an argument/ problem with your friend / boyfriend / girlfriend what would you do to make up? Choose one or two alternatives.

Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! Sorry! 1

a. I would give her / him a box of chocolates.

b. I would send her / him flowers.

d. I would dedicate him / her a song on the radio.

e. I would call her / him on the phone.

c. I would write her / him a message of apology.

f. I would do nothing and wait for her / him to call me.

2 Read this list of song titles. Which one would you like to dedicate to a friend? Why? a. The Power of Love - Celine Dion b. Stand by Me – Ben. E. King c. All I Want is You – U2 d. She will be Loved – Maroon Five e. I’ll be There for you – from the series “Friends” f. Other – (name the title and the singer)

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UNIT 5

3 You will hear a radio programme where a young man is dedicating a song to a girlfriend. Why do you think he is doing this? Choose one alternative. a. He needs to say he is sorry. b. He would like to see her again. c. He wants to tell her he loves her. d. He wishes she didn’t have to go away.

4 Which of these songs do you think he wants to dedicate to her? a. You and me b. In my life c. Always on my mind d. I will always love you Danger

GO AHEAD

Listen to the first part of the programme and check your prediction in Exercise 3. Listen again and find the answers to these questions. a. What time is the programme on? b. Who is the programme for? c. How much time does the listener have to talk about his problem? d. What would he tell his girlfriend if she was listening to the programme?

Learning English through songs is a very good and fun idea. However, you should be careful because often song lyrics contain very colloquial, abbreviated and sometimes even incorrect expressions such as ‘cause, I ain’t, I wanna, I’m gonna, etc.

Listen again and complete these sentences. a. Others would like to say ______________________________________. b. I just need to tell someone ____________________________________. c. I have to get in touch with her _________________________________. d. I have to tell her to think of the things ___________________________.

Listen to the second part of the programme and check your prediction in Exercise 4. Listen to the song again. What kind of song is it? a. Happy. c. Funny. e. Sad. g. Bitter.

b. d. f. h.

Nostalgic. Tragic. Nice. Warm.

You can find a huge collection of lyrics at www.elyrics.net

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Listen to the song once more and identify the word you hear. a. In my life / time I loved them all. b. There is no one compares with her / you c. When I think of love as something new / true d. And I know I’ll never lose affection / attention

MAKE CONNECTIONS TAKE A CLOSER LOOK

Want to, need to, have to, would like to 1. Study the sentences from the recording. a. Some need to say I love you. b. You want to say you’re sorry. c. I have to get in touch with her. d. I’d like to dedicate this song …. 2. We use these verbs to express something we want, need or have an obligation to do. 3. Need to, want to, and have to are used in the same way as other verbs. They form the negative form with don’t / doesn’t and the interrogative form with do / does. Their past tense is needed, wanted, had. 4. Pay attention to would like to. I would not like to sing that song. Would you like to play a musical instrument? 5. Rewrite the sentences from the song in Exercise 7 using the different verbs in this section. How does their meaning change?

11 Complete these sentences with need, would like, want or have to. a. What ________ you ________ to drink, orange juice or mineral water? b. If you want to pass the test you ________ pay attention to what the teacher is saying. c. I ________ to be a pilot when I finish school. d. You ________ to be more careful when you cross the street. e. I don’t ________ your help, thank you. I can do it on my own.

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UNIT 5

12 Change these sentences into the negative form. Use the correct tense. a. She wanted to invite 50 guests to the party. b. I need to get ready for the trip. c. They would like to ask you for help. d. She had to pay for the holiday with her credit card. e. They need to revise for the test. f. We want to collect a lot of money for the class trip.

HAVE A CHAT

Use the visual clues to complete the conversations. Check with the recording.

Diana: If you were a famous pop star, who would you like to be? You: ______________________________________________________ Diana: When you finish school, where would you like to live? You: ______________________________________________________ Diana: What do you want to eat, pizza or pasta? You: ______________________________________________________ Diana: Do you have to study chemistry or physics? You: ______________________________________________________ Diana: To make a brownie, do I need milk or water? You: ______________________________________________________

Listen to the recording and practise the dialogues with a partner. Answer using your own ideas. Role play the conversations in front of the class.

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15 Match the pictures (1 – 3) with the expressions (a. - c.).

a. I'm sorry, sir, but I need to see your ticket. b. We need to buy some weed killer. c. Would you like to take a seat?

FAST CHECK

16 Choose the best option to complete these sentences.

(10 points)

a. What we really ___________ do is get rid of the old car. i. need to ii. need b. You ___________ eat that if you are not hungry. i. need to ii. don’t have to c. How ___________ you ___________ your coffee: white or black? i. would like ii. would need d. They ___________ come with us. They said they were too busy. i. don’t want to ii. didn’t want to e. You ___________ to buy us a present, but thank you very much! i. needn’t ii. didn’t have Your result:

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UNIT 5

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

17 Write a note to a friend you have had a problem/argument with or to someone you miss very much and need to get in touch with. What would you like to tell her / him? PLAY IT Play this memory game in your group.

a. Work in groups of 5 - 8 students and collect 10 â&#x20AC;&#x201C; 15 small objects (keys, pens, pictures, rubbers, sweets, etc.). b. Put them on the desk in a specific order and then look at them very carefully, trying to memorise the positions. c. Ask one person to move away from the group and change the position of two of the objects. d. The person who has moved away has to discover which objects changed positions and where. Example: The key ring was next to the red pen; now it is next to the sweets.

â&#x153;&#x201D;

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

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LIFE AS WE KNEW IT READING

Lesson 3

THINK AHEAD

1 Do you know these famous places? What are their names? Where are they?

2 Copy this word map into your notebook. Classify the words in the box into the corresponding categories. Structures

Man - made

Modern

Ancient

Natural

Water

Solid

· Buckingham Palace · Easter Island · Mount Everest · Mount Rushmore · Niteroi bridge · San Cristóbal hill · The Alhambra · The Antarctic Peninsula · The Atacama Desert · The Bío Bío river · The Central Valley · The Channel Tunnel · The Colosseum · The Eiffel Tower · The Empire State Building · The Entel Tower · The Forbidden City · The Maipo Canyon · The Moon · The National Stadium · The Nile · The Pacific Ocean · The Sphinx · The Statue of Liberty · The Tinguiririca Bridge · The Yangtze River dam You will find hundreds of famous man-made structures at http://www.teachnet.ie/roleary/index.html with the corresponding descriptions and pictures.

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UNIT 5

3 Which words from Exercise 2 would you expect to find in a text about life on earth without human population?

GO AHEAD

4 Read the text and check your predictions in Exercise 3. 5 Four important landmarks in the pictures below were mentioned in the text. Which ones? Which ones are not mentioned?

6 Read the text again. Notice that parts of it have been taken out (a. – f.). Choose the replacement from the options provided (i. or ii.). a. i. our staff reporter

ii. Prof. David Gellibrand

b. i. everything intact

ii. almost nothing

c. i. were ancient Egyptians

ii. 20th century American

d. i. no more gas

ii. no more power

e. i. former domestic pets

ii. dolphins and sharks

f. i. only cities will be left

ii. nothing will be left

Bear it in mind Have you noticed that some of the words in exercise 2 use the definite article the and some don't? We use the before: • names of rivers, oceans and seas (the Nile, the Pacific) • points on the globe (the Equator, the North Pole) • geographical areas (the west) • deserts, forests, gulfs, and peninsulas (the Sahara, the Black Forest, the Persian Gulf, the Iberian Peninsula) • buildings (The Empire State Building) We do not use the before: • names of countries (Italy, Mexico) except the Netherlands and the USA. • names of cities, towns, or states (Seoul, Manitoba, Miami) • names of streets (Main Street, Cedar Street) • names of lakes (Lake Titicaca, Lake Michigan) • names of mountains (Mount Everest, Mount Aconcagua) except with ranges of mountains like the Andes, the Alps • names of continents (Asia, America) • names of islands (Easter Island, Staten Island) except with island chains such as the Canary Islands

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I. A warm welcome to all readers. It’s been a few months since our last newsletter. First of all, we would like to greet and thank all our contributors who support it with their kind donations. Please notice that from next month on you should send your donations to our new account in Barclays Bank. You may also send checks but please do not send any cash in your letters. This month, the main article for the newsletter is written by the well-known anthropologist Professor Gellibrand. If you want to contact him you ought to send your mails to dgellibrand@gmail.com. He’ll be happy to answer all your questions about Earth when we are gone. Pictures are provided by the National Geographic. Earth without us, by (a.) _____________________________

II. Welcome to Planet Earth : Population 0. When you loo k around all you can see is abandoned buildings - now they are “v ert ical ecosystems” complete with birds, rodents and even pla nt life. Bears and foxes walking down the streets in California where once Hollywood stars walked. Ou r cars are turned into piles of dust, our house pets replaced by all kinds of animals, the sky da rk without any lights on. This is what it may look like without inh abitants, meaning us – humans. The images you can see in the bro chure are created to illustrate what wo uld happen if human life sto pp ed tomorrow, if, for whatever reason (nuclear disaster, Wo rld War III, a plague, or a super volcanic eruption) mankind disappe ared. If we disappeared what wo uld happen to our cities? How much would we leave behind? What might an alien visito r learn about us when landing on our pla net a century or more aft er we vanish from it? The answer, astonishingly, is: (b.) ____________. With in a hundred years most traces of our modern-day lives mi ght not be visible at all - destroyed by weather, corrosion, ea rth tremors, surviving animals, insect s and bacteria. How do we know that? We know it must be true becau se we can see it from previous experi ences, with Pompeii devoure d by a volcano and Machu Picchu, which disappeared under jungle plants. The 1986 nuclear power pla nt accident at Chernobyl and its terrible consequences prov ides an interesting case stu dy of what happens to big cities after they are abandoned by hu ma n inhabitants. Based on thi s experience, we think tha t an alien visiting Earth might belie ve that the last civilization on the planet (c.) ___________.

III. So what might hap pen if we stop existing? First of all, ligh ts will start going out around the wor almost immediately. There will be (d.) ld ____________. Fire will consume imp ortant cities such as Rome and New York City might very well fall into pieces. After only six months, urb an areas may become repopulated but not by humans but by wild animals, including (e.) _________ ___ ___. Ten years later, vegetation will cover important landmar ks such as Buckingham Palace, the Kre mlin or the Empire State Building. Within 20 years wolves , lions, foxes and bears will be the mas ter species, walking the streets. Buildings made of wood will be the first victims of humidity and plan t life - they will be the first ones to fall. After 40 to 50 years met al structures such as the Eiffel Tower in Paris, Christ the Redeemer in Rio de Janeiro and the Stat ue of Liberty in New York will corrode and fall down. And with time, (f.) ______________. It must be a pretty sad vision - what onc e was a wonderful man-made civilisa tion will become nothing but an overgrown jungle where anim als once again are kings. Maybe we oug ht to sit down and think about what the future holds for us. Ma ybe we should think how to prevent such a disaster. Source: TV documentary, Life After Peop le, by

152

UNIT 5

Gordon Masterton, former president of the Royal Institution of Civil Engineers.

7 Some words in the text are in bold. Read again and find out what they refer to. a. Paragraph I it – refers to _______________ him – refers to _______________ b. Paragraph II it - refers to _______________ c. Paragraph III they – refers to _______________

8 Read the text once more and decide if these statements are true or false. a. We have previous experience with disappearing civilisations. b. Weather, corrosion and earth tremors might destroy our cities within 5 years. c. Nearly immediately there will be no lights. d. Within 20 years humans will still be the master species. e. What may finally remain will be an overgrown jungle.

MAKE CONNECTIONS

9 Insert the definite article the where necessary. Dear John, How have you been? As for me I have finally arrived in ____ USA landing at ____ JFK Airport on a flight from ____ Vienna, ____ Austria. We flew over __ __ Spain and the view of ____ Pyrenees was spectacula r! At the beginning of the journey there was a quick stop over in __ __ Rio de Janeiro; I had really hoped to see ____ Amazon but unfortunately it is in another part of ____ Brazil. ____ New York is spectacula r. This afternoon we had a quick walk in ____ Central Park and tomorrow we are planning to visit ____ Statue of Liberty. If we have time we will also see ____ Empire State Building. I am staying at a little hotel call ed ____ Madison which is located on the corner of ____ nd 42 Street and ____ 5th Avenue. That’s’ all for now. Send my love to mum and dad. Your brother Richard

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TAKE A CLOSER LOOK

Modal Verbs 1. Study these examples from the text paying special attention to the words in bold. a. It must be true because we have previous experience. b. New York City might very well fall into pieces. c. You should send your donations to our new account in Barclays Bank. d. We ought to sit down and think about what the future holds for us. 2. Which sentence expresses a. possibility? b. suggestion / recommendation? c. certainty? 3. We use might to express that something is possible. We use must to express that something is fairly certain. We use ought to / should to express a suggestion / recommendation. 4. Notice that ought to, unlike other modal verb, is used with to, which is an integral part of the verb. 5. Find more sentences with these modals in the text. Can you identify what they express?

10 Match the sentences (a. - d.) with the pictures (1 - 4). a. But Susie, you should wash your hands! b. Look at those clouds. It might rain soon. c. He must be out. Weâ&#x20AC;&#x2122;ve been knocking for 5 minutes. d. You ought to wash your car. Itâ&#x20AC;&#x2122;s really dirty.

11 Choose the best option, i. or ii. a. I want to get a cold drink. i. You should buy some juice. ii. You want to buy some juice. b. I need to go to Buzios. i. You have to buy a ticket. ii. You ought to go the market. c. I wish to make a complaint. i. You should talk to the manager. ii. You must not talk to the manager.

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UNIT 5

HAVE A CHAT

Look at the pictures (1 - 4) and complete the dialogues. What do the people want, need or wish for? a. A: B: b. A: B: c. A: B: d. A: B:

Well, we definitely have a problem. ____________________________________________________ Isn’t this weather awful? ____________________________________________________ Are we going to have some watermelon? __________________________. _________________________ Which of the toys would you like to have? ____________________________________________________

Listen to the recording and check your dialogues. Then practise them with a partner.

FAST CHECK

14 Fill in the blanks in these sentences with a suitable modal verb, must, might, ought to, or should.

(10 points)

a. A: It’s five o’clock and he is still not here. B: He _______ be lost without a map. b. If you want to pass your test you _______ study more. c. A: Where are my glasses? B: I think they _______ be in your handbag. d. A: What do you suggest I do in London? B: You _______ visit Buckingham Palace and the Tower of London. e. A: Look at Denis. His face is red and he is coughing. B: He _______ have a bad cold. Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

15 Choose a city you know well or do some Internet research. Describe the city and suggest things to do there. Use might, ought to and should).

✔

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

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155

LIFE AS IT WILL BE LISTENING

Lesson 4

THINK AHEAD

1 Which of these images do you think reflect life in the future? Explain your choice.

2 Read this poem aloud. What is it about? The animals went in two by two, hurrah! hurrah! The animals went in two by two, the elephant and the kangaroo And they all went into the ark, just to get out of the rain. The animals went in three by three, hurrah! hurrah! The animals went in three by three, the wasp, the ant and the bumble bee And they all went into the ark, just to get out of the rain. The animals went in four by four, hurrah! hurrah! The animals went in four by four, the great hippopotamus stuck in the door And they all went into the ark, just to get out of the rain. The animals went in five by five, hurrah! hurrah! The animals went in five by five, they warmed each other to keep alive And they all went into the ark, just to get out of the rain.

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UNIT 5

3 Humans must abandon the Earth because of a natural disaster and live in space. Look at the questions and answer them in your group. Use ought to / might.

Sleep

Sickness

Entertainment

Food

How can they sleep when they are floating in space?

What do they do if they get sick in space?

How do they spend their free time?

What do they eat in space?

Clothes

Bath

Exercise

Cleaning

Do they need special clothes while living and working inside the space shuttle?

Do they take baths while living and working in the space shuttle?

Do they not need to exercise in space?

Do they sweep and clean up the inside of the space shuttle?

4 You will listen to a text about protecting the Earth from a possible future disaster. Which words from the box would you expect to hear?

· accident · tragedy

· catastrophe · nuclear war · problem · cataclysm · flood · global warming

GO AHEAD

Listen to the recording and check your predictions in Exercise 4. List all the words from the box mentioned in the recording. Are they synonyms?

Which of these old proverbs is mentioned in the recording? What does it mean? a. Once bitten twice shy. b. One bird in the hand is worth two in the bush. c. Better to be safe than sorry.

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157

Identify five types of vegetables that are mentioned in the recording and one that is not. Write the names in your notebook.

Who said these sentences, the teacher or one of the students? a. _____________: Noah was an old man who saved all the animals on earth from a flood. b. _____________: Can we store enough food for everybody? c. _____________: The cave is called the Doomsday Vault. d. _____________: But what if the seeds go bad? e. _____________: The seeds are stored at temperatures of -18ยบC.

Listen again and complete these sentences. a. We have to prepare for __________, maybe for a __________ war. b. Swedish __________ say that the best way to prepare for a __________ is to store __________. c. They are preparing a very __________ chamber in a __________ in a remote Arctic __________. d. This chamber, wich looks like a long tunnel is very big and it can store __________ seeds.

Listen once more and answer these questions. a. What nationality are the scientists developing the Doomsday Vault? b. What does Doomsday mean in old English, Judgement day or Salvation day? c. How long may the seeds in the vault last?

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UNIT 5

MAKE CONNECTIONS

11 Use the information you collected in the listening activities to label this illustration.

b. Types of vegetables _____________ a. Name of the place _____________

d. Capacity _____________

c. Location _____________

12 Ask and answer these questions in your group. Share and compare your conclusions with your classmates. a. What Chilean seeds would you store in the Doomsday Vault? b. If you were a modern Noah, what animals would / wouldn't you save?

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159

TAKE A CLOSER LOOK

Modal verbs must / have to 1. Read these sentences from the text. a. Do we have to prepare for a flood? b. Do we have to build a boat? c. We have to prepare for global warming. d. We must do something to prevent the disaster. 2. What difference do you notice between must and have to? The modal verb must does not use to, while the modal verb have to does. a. Obligation

b. Possibility

c. Suggestion

Both modals express obligation. We use have to in the past, present and future tenses to express responsibility, necessity or obligation made for us by somebody or something else. We use must to express something that is considered very necessary or a strong obligation. 3. What do these modal verbs express? Here are more examples: I wish you were here. It's so hot today. I wish we had a cold drink. 4. Revise the information you collected in the listening activities and write two more sentences expressing our obligations in connection with a possible future disaster.

13 Fill in the gaps in these sentences with must or have to in the correct form. a. Look here, young lady, you ______________ be home before midnight. Do you understand? b. He __________________ take a bus today because his car broke down. c. We _____________________________ be more careful with our planet. d. I _____________________________________ go now. It is getting late. e. ______________________________________ catch the 5 oâ&#x20AC;&#x2122;clock train?

14 Look at these traffic signs. What must you do in each case?

160

UNIT 5

HAVE A CHAT

In your notebook, copy and complete this conversation about helping to protect the planet. Then check with the recording. Elizabeth: Howard: Elizabeth: Howard: Elizabeth: Howard: Elizabeth: Howard:

So, what do you think we should do? __________ less energy. And what could we do at school? __________ recycle soft drink cans. How about planting trees in the school garden? First __________ collect some money. Do you think we could prepare an ecological newsletter? Good idea, but we __________ find someone to write it.

FAST CHECK

16 Deborahâ&#x20AC;&#x2122;s parents are going on a short holiday. They have left her a list of things she has to do while they are away. Write the complete sentences. (10 points) a. Answer the phone and write down messages b. Buy food at the supermarket c. Check all doors before going out d. Clean and tidy up before we arrive. e. Feed the cat f. Phone grandparents g. Switch off lights before going to bed h. Take out the rubbish i. Take the dog out for a walk j. Water the plants Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

17 Write a list of things you have to do every day. Compare with another student.

â&#x153;&#x201D;

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

LIFE AS WE KNOW IT

161

1 Tonga, the African country produces lots of fruits and vegetables. Look at the graph and say how many tons of each product were produced in the month of June. Example: Twenty tons of mango were produced in Tonga in June.

Orange 15

2 Each fruit was sent to a different country. Look at the table below and write sentences to indicate the destination of the fruit. Investigate the country the flag represents and how to say and write the plural of the fruit. Example: Cherries were sent to the United Kingdom

162

UNIT 5

3 Digby Jones was ill â&#x20AC;&#x201C; he had his appendix taken out. Read his doctorâ&#x20AC;&#x2122;s instructions and write sentences in your notebook. Example: Digby must rest for three days. He should get up on the 4th day.

Dr. Stanley Smith Patient: Digby Jones Post-operation instructions:

Must

Should

Rest for 3 days

get up on day 4

Avoid too much effort

Do light exercise on day 4

Eat 3 small meals a day

drink lots of water

Avoid carbohydrates

eat fresh fruit and vegetables

Visit doctor in a week

go back to work in 2 weeks

4 Look at the pictures and say / write what each person would like to do / be.

Camila

Dennis

Stella

Bruce

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163

READING - UP FOR A DRIVE! I know it is hard to believe but it must be true because my father told me this story, and my father never lies. When he was a child my father lived in the mining town of Antofagasta, far in the north of our country. His parents had a small house with a tiny garden and next door lived a young man called Esteban who was a mining engineer. The mine was quite far from the city of Antofagasta and Esteban had to drive to work nearly 80 kilometres each day. His car was very small and very old and it always made a lot of strange noises. So one day early in the morning, when Esteban left home to go to work he turned on the engine and he was not surprised to hear that it started making a

strange purring noise, just like a cat. He turned on the radio and drove happily for many kilometres, ignoring the funny noise. Next day, when he got into the car, there was the noise again! And this time the purring was even stronger. “I wish I had a new car”, Esteban thought. “I would like to have a shiny new Ford or a Jeep.” After a while the noise got louder. “It must be the engine. I have to take it to the garage and get it checked”, he said to himself. The third day the car purred even more and this time Esteban got really curious. Engines, even old ones, don’t usually purr! He stopped at the side of the road and

opened the bonnet of the car. Can you imagine his surprise when he saw two scared yellow eyes looking up at him? It was Lottie, my dad’s cat stuck between the engine and the water tank! It took Esteban nearly three hours to remove the water tank and free the terrified kitty! And he was late to work, but my dad was really grateful for getting his pet back safe and sound.

Source: adapted from: www.ananova.com

1 Read the text and answer these questions. a. Why does the narrator believe the story is true? b. Where did the narrator’s dad live when he / she was a child? c. How far did Esteban drive his car? d. What did the owner of the car have to do at the end of the story? e. Why?

164

UNIT 5

5 pts.

2 Find words in the text that correspond to these descriptions.

4 pts.

a. A part of a car or another machine that makes the car or machine move. b. The hood of a car. c. A noise a cat usually makes. d. Really scared.

LISTENING - CLOUDS 3 Listen to the class and answer these questions.

4 pts.

a. What are clouds made of? b. What is water as a gas called? c. What is condensation? d. How many types of clouds are mentioned?

Listen again and complete the sentences. a. High clouds are called __________. b. Clouds that produce snow are called __________. c. Clouds named because of their appearance are __________ and __________. d. Middle clouds are called __________.

LANGUAGE 5 Re-write these sentences to form a paragraph about recycling paper using the Passive Voice. Use sequence words such as first, second, next, etc. • • • • • •

5 pts.

6 pts.

The school collects all unwanted paper in big cardboard boxes. A charity truck collects the boxes and takes the paper to a recycling plant. In the plant, a machine mixes the paper with water and chemicals and converts it into a pulp. A press removes the water from the pulp. Chemicals remove colouring and hard parts from the pulp. Another machine converts the pulp into sheets of recycled paper.

6 Insert the definite article the where necessary.

4 pts.

a. ________ Mount Everest is the highest mountain on earth, and the highest mountain range in the world are ________ Himalayas. b. ________ Loch Ness is a famous lake in ________ Scotland. c. The longest river in ________ Chile is ________ Bío Bío. d. Easter Island is in ________ Pacific Ocean. e. The shoe shop is in ________ Elm Street.

LIFE AS WE KNOW IT

165

7 Three friends are celebrating their birthday on the same day. Read each friendâ&#x20AC;&#x2122;s

3 pts.

description and choose the most appropriate presents. Complete the sentences using ought to and might. Gabriella is sporty; she plays tennis or goes swimming every day. Diana likes to read detective novels and she is a good painter. Becky is interested in classical music and loves to see modern plays.

a. We ______________ for Gabriella. She ______________. b. We ______________ for Diana. She ______________. c. We ______________ for Becky. She ______________.

8 Provide instructions for the situations in the pictures using must / have to.

a. _______________ (put)

3 pts.

b. _____________ (hurry)

c. _______________ (call)

SPEAKING 9 Look at the pictures and complete the conversations according to the situations. Role play the conversations with a partner.

Would you _____?

166

I'm _____ _____! I didn't see you.

Excuse me, could you _______?

Sorry, I don't ________ UNIT 5

Sorry, there's no more space.

That's Ok.

8 pts.

WRITING 10 Write a short paragraph about the things you want to do, must do, should do and need to

8 pts.

do during the next few months.

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

Your result:

1 - 12 Not too good

13 - 24 Acceptable

Speaking · I use English structures correctly. · I use varied and correct vocabulary. · Others can understand me. Writing · My writing is coherent and follows the central idea. · I use the correct sentence formation and sentence structure · I use the correct spelling, punctuation, capitalisation and format. Reading · I am aware of the differences in tenses, gender and number. · I can identify the main idea and understand the text as a whole. · I can locate details and look for specific information. Listening · I can get the general idea. · I understand the details and identify speakers. · I identify the source of the text and listening and recognise the format. Group work · I share my ideas with the group. · I listen to and respect my partners’ points of view. · I help solve problems and contribute with relevant information.

Total 50 pts.

✔✔ Always Nearly Always Sometimes Never

FINAL CHECK

Choose one alternative according to your performance.

25 - 50 Great!

LIFE AS WE KNOW IT

167

168

IN THIS UNIT YOU WILL LEARN TO:

YOU WILL USE THE FOLLOWING TEXT TYPES:

Reading: Identify the general topic of different texts / Match visual and written information / Fill in a graphic organiser with specific information / Follow directions to draw a picture Listening: Match oral instructions with visual clues / Identify expressions referring to the duration of events / Identify speakers / Complete a gap exercise with specific words Production: Express personal opinions and ideas about traditions and celebrations / Talk about cultural differences in your country / Express interest, surprise, happiness in different situation / Offer predictions for future events Functions: Referring to the duration of events / Expressing obligation / Expressing interest, surprise, joy / Making predictions for the future

Reading: An email / A Christmas carol / An advertisement / A website entry Listening: An interview / A lecture

YOU WILL ALSO LEARN: Grammar: The Present Prefect Tense / The use of since, for, never, ever, just now / Reported Speech / The Simple Future Tense Vocabulary: Vocabulary related to holidays, festivals and celebrations / Vocabulary related to different cultures

YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES: Why we should respect and follow traditions

SET UP

1 Match the traditions (a. - h.) with the pictures (1 - 8) 12:00

a. A birthday party b. A camel race c. A wedding ceremony d. Easter

e. Guy Fawkes f. Halloween g. La Tirana festival h. New Year's celebrations

2 Which activities in the pictures are traditional in Chile? Do you celebrate / practise them in your family / region?

3 Why are traditions important? Exchange opinions about the following points in your group. a. The value of traditions comes from what they can give each person. b. Traditions keep memories alive. c. Traditions preserve national and family values. d. Traditions give us an identity as a group: family, nation, race, etc. e. Traditions provide a rest period in a stressful life.

169

LET'S CELEBRATE READING

Mi d n

Lesson 1

THINK AHEAD

a T e se r

1 Match the words (a. - c.) with their definition (i. - iii.). a.

I hatched from an Easter Egg.

celebration

festival

party

i. an occasion for celebrating, especially a day or time of religious significance that happens at regular intervals ii. a social gathering of many people who meet for pleasure or amusement iii. the act of showing joy and happiness at a special event

2 Which of the words in the box look or sound similar in Spanish? Check the meaning of the other words in a dictionary.

· celebrate · colloquial · comfort · decorate · evil · ignorance · remotely · scary · victory

3 Match the questions in A with the answers in B to form three short dialogues. A a. Have you been waiting long? b. How long have you known John?

c. So how long was your holiday?

B i. We've been friends since primary school. ii. We stayed a week at the seaside and five days doing things at home. iii. For about twenty minutes.

4 You will read four texts about different festivals and celebrations. Look at the cards and guess what the festivals are about.

170

UNIT 6

GO AHEAD

5 Read the texts on pages 172 and 173 quickly and check your predictions in Exercise 4.

6 What type of texts are those? Choose one alternative for each text. a. An advertisement. c. A carol / christmas song.

b. An article. d. An e-mail.

7 What is the general topic of all the texts? a. Festivals and celebrations in different parts of the world. b. Holidays and parties in English-speaking countries. c. Traditional activities common to all parts of the world.

8 Match the pictures (1 - 3) with the sentences taken from the texts (a. - c.).

Join us this time and have some fun with the Marching Band.

Every household burns special Diwali clay lamps to light the way for the goddess Houses, shops, and public places are decorated with small oil lamps called diyas.

I'm a scary witch

9 Read the texts again and tick the correct column or columns. Which text mentions the participation of a family member?

III

the name of a goddess? the name of a saint? the reason for the celebration? the exact date and time of the celebration?

10 One of the texts uses very informal language. Which one? Can you give a few examples from that text?

11 Fill in the gaps in these sentences with words from the texts. 路 favourite 路 popular 路 tradition 路 costume a. The festival has been a great ___________ with children. b. It has been one of the most __________ festivals in India. c. Each Halloween we make scary __________ to go trick and treating. d. They have celebrated this great Irish __________for many centuries.

Danger Costume versus custom Watch out for the use of these two words. Study these examples. a. Ayelen, our model, is wearing a typical Mapuche costume which includes a headband called trarilonko and silver earrings called chaway. b. One of the most important Chilean customs is the celebration of Independence Day on 18th September.

TRADITIONS, TRADITIONS

171

LET'S CELEBRATE

Diwali, the Hindu festival of lights, has been for centuries the most popular of all the festivals im South Asia. It is a five - day celebration which occurs on the fifteenth day of the Hindu month of Kartika (during October / November in our calendar). The fourth day of Diwali is the Hindu New Year. The word Diwali means “rows of lighted lamps” because people light hundreds of small oil lamps (called diyas) They place them around the home, in courtyards and in gardens, as well as on roof-tops and outer walls. The festival of lights is held in honour of Lakshmi, the Hindu goddess of wealth and prosperity. Hindus pray to Lakshmi to bring them good luck in the coming year. Homes are cleaned to welcome the New Year and windows are opened so that Lakshmi can enter them. It is believed that she cannot enter a house which is not lit up, so every household burns special Diwali clay lamps to light the way for the goddess. For many years this festival has been very popular with children because they have a holiday from school. Additionally, for many years now people have used colourful fireworks so children are really delighted with the noise and colours. And apart from that, kids get presents and adults cook deliciou s holiday food. New clothes and jewellery are worn, many parties are organised and games are played. The last day of the holiday is a special day for brothers and sisters. Brothers give special presents to their sisters, who cook for them and look after them. But most importantly the festival celebrates the victory of good over evil, light over darkness, and knowledge over ignorance. II. I’ve seen mummy kissing Santa Claus Underneath the mistletoe. She can’t see me go down the stairs to peek, I should be up in my bedroom, In my bed fast asleep

Then I’ve seen my mummy tickle Santa Claus Underneath his beard so snowy white. What a laugh it would be If daddy could only see Mommy kissing Santa Claus tonight!

III. Lisa Great time at Halloween!

Friday, 31 October, 2008 10: 17 PM

Hi Lisa, today? Have you dressed up and gone How are you? Finally it’s Halloween! Have you done anything spooky I could burst like a bubble! To start with trick or treating? Because I’ve had a blast! In fact, it’s been so great sister Jenna’s a fairy. And I have we’ve made some really awesome costumes! I’m a scary witch and my and I’ve got so many yummy things eaten so many sweets that I think I am going to get sick. Both Jenna that we’d better leave some for next week. kids walking around with their We have not visited all the houses in our street yet and I can see other Love and XXXXX goodie bags so I’d better run or all the sweeties will be gone.

172

UNIT 6

IV. 2009 New York City Saint Patrick's Day Parade

Tuesday, March 17th, 2009 11:00 a.m. Starting @ 44th Street and Fifth Avenue So far, the Traditional New York Parade has marc hed 247 times - this year we are marching once again . How many times have you watched us on TV from the comfort of your sitting room? How many times have you wanted to be part of us? So come and join us this time and have some fun with the Marching Band . Year after year we have celebrated this great Irish tradition right in the heart of New York. This time , come and celebrate with us. Be proud of your Irish roots - be part of this great festival. For those of you who are not Irish, we should expla in why we celebrate. Saint Patrick's Day, colloquial ly St. Paddy's Day or Paddy's Day, is an annual festivity which has for centuries celebrated Saint Patrick, one of Ireland's patron saints. Get up! Get out! Put on your leprechaun suit! Fly your Irish flag! Come and join us in this wonderful festival of peac e and joy.

MAKE CONNECTIONS TAKE A CLOSER LOOK

The Present Perfect 1. Read these sentences from the texts. a. Diwali has been for centuries the most popular of all the festivals from South Asia. b. We have not visited all the houses in our street yet. c. How many times have you wanted to be part of us? 2. Which time do the sentences express? a. The past b. The present

c. Neither

3. The sentences in Point 1 use the Present Perfect tense, which indicates that an action happened at an unspecified time before now; the exact time is not important. 4. We CANNOT use the Present Perfect with specific time expressions such as: yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that moment, that day, one day, etc. We CAN use the Present Perfect with unspecific expressions such as: ever, never, once, many times, several times, before, so far, already, just, yet, etc. 5. Examine the structure and the examples. Subject + has / have (not) + past participle We haven't seen Tina has made

that film yet. lovely costumes.

6. Go back to the text and find more examples of the Present Perfect tense. Identify the elements and copy them into your notebook. Use color pencils to identify the components.

TRADITIONS, TRADITIONS

173

12 Tom Warwick has travelled to a lot of countries. Look at his passport and answer the questions.

Ces

รก

b. Has he been to Russia? d. Has he been to Latin America? f. Has he visited the USA? h. How many countries has Tom been to?

r epu bli ka

a. Has Tom visited Poland? c. Has he visited the Czech Republic? e. Has he been to Switzerland? g. Has he been to Great Britain?

6 - 1 uisse 2-2 007

2005 1-10-

2008

U SA

9-9

- 20 04

25 Jugos - 0 lavij 8- a 20 07

Great B ritain

31 - 01 -

Poc chr

9-9-2004

13 Complete this paragraph with the correct form of the Present Perfect tense (affirmative, negative or interrogative). The Christmas tree today is a common custom to most of us, but a. __________ (you ever wonder) about its origin? When did the tradition start? How long b. __________ (it last)? We now know that c. __________ (it be) around as a tradition for many centuries. One of the most important aspects of the Christmas tree is its colour. For years, having a green tree full of lights inside your home d. __________ (symbolise) life in the middle of a cold winter. Probably there is no one on the planet who e. __________ (not hear) about the Christmas tree tradition.

14 Work with a partner. Read the results table and ask each other questions. Examples: How many games has Man United played in total? They have played 6 games in total. How many games have they won and lost? They have won 4 games and lost 2. Team Manchester United West Ham Chelsea Liverpool Sheffield United

174

UNIT 6

Total games played 6 5 6 7 5

Games won

Games lost

4 3 5 4 2

2 2 1 3 3

HAVE A CHAT

Listen to the recording and practise saying these questions. Then ask and answer them with a partner. a. How long is the Chilean National Day celebration? b. How long have you known your best friend? c. How many days a week do you go to school? d. How long does it take to go from your house to your school? e. How long have you studied English? f. How long have your parents lived in the same house? g. How many hours have you spent at school today? h. How long has it taken you to answer all the questions?

FAST CHECK

16 Today is Monday, December 8 and Mrs Carlow has planned many things to do. Look at a page from her diary and write sentences about the things she has already done (✔) and the things she has not done yet (✘). (10 points) Monday, 8 December 2008 ✔ Take children to school ✔ Write e-mail to Lucy's teacher ✔ Buy Christmas decorations

✘ Send Christmas cards

✔ Visit James in hospital

✘ Make chocolate cake for tea

✘ Go jogging in park

✔ Read the papers

✔ Call Susan about party

✘ Collect children from school

Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

17 Does your family celebrate some kind of tradition or festival? What is it? How long does it last? Since when have you celebrated it? Write a short paragraph about why you celebrate it and how.

✔

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

TRADITIONS, TRADITIONS

175

PROUD TO BE LISTENING

Lesson 2

THINK AHEAD

1 Who are these native inhabitants of Chile? What are the names of their ethnic groups?

2 Locate each group in the corresponding part of Chile.

3 The following words are taken from the text you are going to listen to. All the vowels (a, e, i ,o ,u) have been removed. Can you guess the words and put the vowels back? Write the correct words in your notebook and check their meaning in a dictionary.

176

UNIT 6

a. r __ __ t s

b. __ r __ g __ n

c. t __ t t __ __

d. __ m __ g __ s

e. c __ l t __ r __

e. s p __ r __ t __ __ l

4 Three young people are talking to British anthropologist Jane Roberts about their customs and traditions. Can you guess which ethnic group each of them represents from these sentences taken from the conversation? a. That's why we have the Machi. b. We've always been known for our respect for Mother Earth. c. Polynesian symbols and figures from our legends.

GO AHEAD

5 6

Listen to the conversation and check your predictions in Exercise 4. Each speaker mentions three traditions. Listen again and identify the tradition from the pictures (i. or ii.) a. Ariki i. ii.

b. Millaray

ii.

c. Urichi

ii.

TRADITIONS, TRADITIONS

177

Listen again and write the name of the speaker, Ariki, Millaray, Urushi, or Jane. a. _______: b. _______: c. _______: d. _______: e. _______: f. _______: g. _______:

I think it's important to know where you come from. We ought to know our roots. I've heard of the ancient cult to the Pachamama. This month we are celebrating an important holiday I've never been to the north but I know it's very dry. It also brings our people together. It's always been important to look after both the body and the soul

Listen again and complete these sentences. a. How do you feel about your __________________________________? b. Millaray means ____________, Ariki means ____________ and Uruchi means ____________. c. ____________ make our skin sacred and help us __________________. d. This cult has helped my people to ______________________________. e. We are certain that the most common __________________________.

Listen once more and find the answer to these questions. a. What kind of pictures do Rapa Nui tattoo artists use? b. What is the name of the Aymara holiday mentioned? c. According to Millaray, what happens when your mind is not well?

MAKE CONNECTIONS TAKE A CLOSER LOOK

The Present Perfect - continued 1. Read these sentences from the text. a. I've been a tattoo artist since I was sixteen. b. For centuries we have believed that tattoos make our skin sacred. 2. What do you notice about the use of for and since? We use for with a period of time, for example: a few days, half an hour, two years. We use since with the time when the action started, for example: last year, June 8, when I met you. 3. Pay attention to the structure and examples. Subject + has/ have + (not) + past participle Our people have lived They

178

UNIT 6

have

lived

here for thousands of years. here since prehistoric times.

10 Complete sentences a.- d. with for or since according to the clues (i. - ii.). a. I haven't phoned home (i.) __________ Christmas, (ii.) __________ three weeks now. b. She has been here (i.) __________ half and hour now, (ii.) __________ 9.15 a.m. c. George has lived in Madrid (i.) __________ a very long time, (ii.) __________ 1982. d. Amelia has been my best friend (i.) __________ kindergarten, (ii.) __________ almost twenty years.

11 Choose the best reply (i. - iii.) in these short dialogues. a. A: Have you ever been to Arica? B: i. Yes, of course I can. ii. No, I didnâ&#x20AC;&#x2DC;t. iii. Yes, I travel a lot.

b. A: What have you made for dinner? B: i. I ate some spaghetti. ii. Meat? I don't like meat. iii. Glenn and I have prepared some pasta.

c. A: He's been a tattoo artist for five years, hasn't he? B: i. No, he's been in this business for much longer. ii. Yes, he is an artist. iii. No, he doesn't do this.

d. A: You've bought a computer! How great! B. i. Our old one is good. ii. And I've learned how to use it, too. iii. No, it's very small.

e. A: How long have you been here? B: i. I came last month. ii. No, I've come just now. iii. Yes, five hours ago.

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HAVE A CHAT

Jane and Millaray are talking during the morning break. Use the information you collected in the listening exercises and your imagination to complete it. Jane: Millaray: Jane: Millaray: Jane: Millaray: Jane: Millaray: Jane: Millaray: Jane: Millaray: Jane: Millaray:

Have you ever been to see a Machi? _____________________________________________________ How long have you lived in Santiago? _____________________________________________________ Have you already seen most of Santiago? _____________________________________________________ Have you been back to see you relatives in the south? _____________________________________________________ How many hours does it take to get there? _____________________________________________________ Have you done anything interesting recently? _____________________________________________________ And what have you done just now? _____________________________________________________

Listen to the recording and check your answers. Practise the conversation with a partner and then role play it in front of your classmates.

FAST CHECK

14 Use the clues provided to write sentences using the Present Perfect tense and for or since.

(10 points)

a. I - know Sebastian - we were in primary school. b. We - discuss the plans for the party - five weeks. c. This festival - be popular with school children - a long time. d. We - look for the information - the teacher gave us the questions. e. Frances - study Spanish - two years. f. Peter - do karate - he was a little boy. g. Harry and Kim - be on the island - three weeks. h. Tammy - play chess - she was 12. i. Rick - live in Japan - two months. j. My parents - work in the same school - they finished university. Your result:

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UNIT 6

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

15 Look at the picture below. What kind of tradition / custom is it? Do some internet research and write a paragraph about it. Present it to the class. Compare your presentations.

PLAY IT Play the BLIP game (sometimes known as COFFEE POT). 1. Play in groups of six students. 2. Choose a verb from the box below that indicates something that you have done recently. 3. The group must discover the verb through YES / NO questions using mainly the Present Perfect tense, but other tenses can be accepted. 4. The nonsense word "BLIP" should replace your chosen verb until a player asks a question using the real verb. If this is correct, it is that player's turn to choose a verb. 5. The aim of the game is not to guess the meaning of the word "Blip" straight away. When you think you know the meaning of the word "Blip", you could ask further questions which make the meaning of the word "Blip" clear to the rest of the group or which amuse the student who is answering the questions. Here are some sample questions. • Have you blipped in the living-room / dining room / garden / street / kitchen / in a restaurant? • Have you blipped with a friend / your teacher / your family / alone ? • Have you blipped since you arrived at school / in the last twenty-four hours / this month / this year? • Do you feel tired / happy / sad / angry / hungry / thirsty after you have blipped? • Do you like blipping? • Do you often blip? • Did you blip yesterday? • Are you blipping now?

· cook · cry · dance · draw · dream · drink · drive · eat · fight · fly · iron · joke · jump · kiss · knit · move · paint · read · rest · run · scream · sew · shout · sing · sleep · smile · swim · talk · think · win

✔

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Listening Speaking Writing

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181

LIVING WITH TRADITIONS READING

Lesson 3

THINK AHEAD

1 Where is Spunky, the monkey? · above · behind · between · far from · in · in front of · in the middle · near · on · under

2 Now fill in the gaps with the correct preposition of place. a. The Fiat was parked _____________ a Suzuki and a Honda. b. Can you move please? I can‘t see! You are right _____________ of the TV. c. Where is Puerto Varas? Is it _____________ from Antofagasta? d. We were looking for the cat and found it _____________ the car.

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UNIT 6

3 Match the expressions in the bubbles (a. - c.) with the pictures (1 - 3). a.

How interesting! I have never seen a watermelon that big.

That's really awful! Some people have no respect for their environment.

How funny! The shirt looks as if it was made for a giant!

4 Which objects from the picture would you choose to decorate your room?

5 Match the professionals in the box with the descriptions (a. - e.). · architect · carpenter · house painter · interior decorator · landscape artist a. person who specialises in designing interiors and furnishings b. someone who creates plans to be used in making something (such as buildings, houses, etc.) c. person who paints walls and ceilings d. skilled worker who makes, finishes, and repairs wooden objects e. person who specialises in designing gardens and outdoor spaces

6 Which profession(s) do you think will be mentioned in a text about living in a traditional home?

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183

GO AHEAD Sunday, 29 September 2008

Decorators Weekly

s Modernity mixed with tradition By Glenda Spurns

visit a traditional As readers already know every week we found side by side. home where history and modernity can be home we visited This week, however, is quite different as the dy, who has just belongs to a famous decorator, Lawrence Goo lations, Lawrence! been named Decorator of the Year. Congratu le including some Lawrence has worked for many famous peop rs. For obvious television personalities, politicians and singe but Lawrence told reasons we cannot give you all the names, h Prime Ministers Britis us he was the personal decorator for the ning Street. He said and that he decorated Number 10 Dow Prime Minister had that it was really challenging as each new traditional while more a different taste. He said that some were n. others liked more modern types of decoratio family for nearly This house has belonged to the Goody from his father, it two centuries and Lawrence inherited rence told us that who was a painter. In our inter view Law his home but his he loved the traditional decoration of ol of Design Scho modern education at the London invited us to see required some modern touches. So he house to suit his how he was changing some parts of the that he wanted to modern taste. Lawrence also told us dly. He is the make his traditional home more user-frien e friends, so he father of two teenagers who often invit people. wanted to adapt the house for younger

for goodness knows how long. Probably since my father put it there 50 years ago! The design of the what people liked wallpaper is typical of the 50's – that’s traditions but this at the time. I do have respect for to paint the walls wallpaper must go down! We‘re going to work on. light green. It’s going to be our canvass us more? tell you Can Glenda: How interesting! the carpet and ve Lawrence: Then we're going to remo s in with a dark the carpenter’s going to put wooden floor green rug in the middle of the room. and armchairs here? Glenda: Are you going to leave the sofa een two lamps Lawrence: The sofa should stand betw going to put the by the wall opposite the window and I'm with the beautiful armchairs in front of the window, Can you picture it sculpture next to the one near the door. itional because of in your mind? The room is still quite trad adding some of its size and the high ceilings but we are h. the modern touches that I like so muc with the piano? Glenda: What are you going to do - you see that I Lawrence: The piano's an antique the middle of the respect traditions? I'm going to put it in with roses on it. room and I'm going to put a crystal vase time and at the The whole decoration process took a long tell you I was must end of the day we were all very tired. I s. For example, he surprised at some of Lawrence’s decision in the window told us he would not put any curtains en much better gard because that way he could see the e artist did a very from the room. He said that the landscap he told me that good job with the plants in the garden and ing. he liked watching the sunset in the even

room? Glenda: So, what can we see in this . It’s a typical 5 room ly fami Lawrence: Well, this is our e and white beig c x 4 metre rectangular room with basi ed window that colours where there is one good-siz overlooks the garden. see today? Glenda: And what are we going to l have a charming rience. The room Lawrence: When we’ve finished we’l Altogether it was a very interesting expe they feel and relax can ly fami le what it was place where the who definitely looks completely different from r we asked Late want to spend quality time together. when we arrived. we first saw it. ? plan a have you Do ! nice How : Glenda py with the change Lawrence if his teenage sons were hap ter pain the y, And ask to g goin I’m all, of Lawrence: First and he said that they both loved it. on these walls to remove all the old wallpaper that has been ellyn-Bowen. “Changing Rooms”, with Lawrence Llew Fuente: Based on the BBC programme:

22 184

UNIT 6

7 Read the text and check your predictions in Exercise 6. 8 As you can see the text is written in two different colours. How are the two parts different? Why?

9 Read the text again and answer these questions. a. What do we learn about Lawrence from this text? b. Was there wallpaper or paint on the walls originally? c. Why is Glenda congratulating Lawrence? d. Why will Lawrence not put any curtains?

10 Copy this rectangle into your notebook but make it bigger. Read the text again to complete it. a. Colour the walls the correct colour. b. Place the furniture and objects in the places where Lawrence will put them. c. Compare your picture with the plan on page 187. door

window

MAKE CONNECTIONS HAVE A CHAT

11 Complete the conversation using the expressions in the bubbles (a. - e.). a. b. You should

How interesting!

c. Iâ&#x20AC;&#x2122;m so glad.

d. How awful!

e. What a pity!

Donna: Last week I had nothing to do so I decided to visit the Design Museum to see the new interior decoration exhibition. Rose: _____________________________________________________ Donna: And I booked and paid for my tickets on-line. But when I got to the museum the tickets were not there! Rose _____________________________________________________ Donna: I spoke to the man in the ticket office and he told me to ask the manager. And fortunately the tickets were in his office. Rose _____________________________________________________ Donna: Yes, so I finally got to see the Victorian collection and it was great. Rose: _____________ tell Emma about the museum. She is really into design. Donna: Emma is away on holiday now and the exhibition ends this week. _____________________________________________________ Rose:

Listen to the recording and check your answers. Practise the complete conversation with a partner and then role play it in front of your classmates.

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185

TAKE A CLOSER LOOK

Reported Speech 1. Read these sentences from the text. a. Lawrence told us he was the personal decorator for the British Prime Ministers. b. He told us he would not put any curtains in the window. c. We asked Lawrence if his teenage sons were happy with the change. 2. The sentences above are written in Reported Speech, which is used to express what others have said. a. Lawrence: ”I am the personal decorator for the British Prime Ministers.” b. Lawrence: “I will not put any curtains in the window.” c. Glenda: “Are your teenage sons happy with the change?” 3. To introduce Reported Speech we use words such as asked, said, told, answered, etc. 4. When changing sentences from Direct to Reported Speech tense changes take place. Some of these changes are: Present Past Present / Perfect / Past Past Perfect will would can could may might 5. Analyse what happens when we are reporting questions.

13 Rewrite these sentences in your notebook using Reported Speech and the reporting verbs in brackets. a. Pat: b. Eddie: c. Andy and Jill: d. Gabriel: e. Tony: f. Sue:

“Are you happy?” (asked) “I am going on holiday soon.” (said) “We will visit Kim when we are in New York.” (told us) “Can you swim well?” (asked) “I always wash my hands before eating.” (said) “My daughter sings beautifully.” (told me)

14 Now change these sentences into Direct Speech. a. Rick told us he was working in the design industry. b. Paula and Kate asked if they could use our computer. c. Daniel said he would help us with our project. d. Molly said she checked her e-mails every day. e. Gregory said he was going to study computer sciences. f. Tania said she could go shopping with us.

186

UNIT 6

FAST CHECK

15 Rewrite this part of the interview on page 184 using Reported Speech. Use different reporting verbs and pay attention to the changes you will need to make. (10 points) Glenda: So, what can we see in this room? Lawrence: Well, this is our family room. It's a typical 5 x 4 metre rectangular room with basic beige and white colours where there is one good-sized window that overlooks the garden. Glenda: And what are we going to see today? Lawrence: When we've finished we'll have a charming place where my whole family can feel relaxed and wanting to spend quality time together. Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

PLAY IT Play Describe and Draw with your partner. a. Make a simple drawing of a room (it can be your bedroom). b. Ask your partner to take a piece of paper and turn around. c. Describe the positions of the furniture in the room for your partner to draw. d. After he or she finishes compare your picture with his or hers. e. Change roles.

WRITE IT DOWN

16 Go back to the text and choose parts of it written in Reported Speech to add them to the interview in Direct Speech.

â&#x153;&#x201D;

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Reading Speaking Writing

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187

CHANGING LANGUAGE LISTENING

Mi d n

Lesson 4

THINK AHEAD

a T e se r

Do animals and humans communicate? Yes, they do and we can see it every day in our interactions with our pets. When an owner gets angry with her / his dog the pet does not necessarily understand every word but is able to understand the message by interpreting cues such as the owner's position, her / his tone of voice, and body language. In exchange, the owner knows that her / his dog is happy when it wags its tails or that it is hungry when it tries to open the bag where its food is kept.

1 Match the words in the box with the definitions below (a. - c.). 路 linguist

路 native speaker

a. a person who speaks many languages. b. a person who studies a language or languages, mainly their form and behaviour. c. a speaker of a particular language who has spoken that language since he or she was a child.

2 What languages do these young people speak? Look at the pictures (1 - 4) and then complete the sentences (a. - d.).

a. Josette is from Paris; she speaks _________________________.

UNIT 6

b. Natalia is from Moscow; she speaks ___________________.

a. Luigi is from Rome; he speaks _________________________.

188

路 polyglot

b. Ly-Sen is from Beijing; she speaks ___________________.

3 Examine the words in the box. a. What do they have in common? b. Why are there two words in a different colour? c. Can you develop a definition of language from the words in this box? Write it in your notebook.

· acceptable · American · Australian · billion · Briton · communicating · completely · consonant · different · difficult · expect · express · human · information · language · lecture · linguist · million · minority · native · personal · plural · present · pronounce · question · respectively · sign · similar · singular · symbol · system · traditional · verb · version

4 Considering the title of the lesson and the exercises you have done, what do you think the listening text will be about? a. How all languages change with time. b. What the changes in English will be like. c. Why languages change with time.

Danger False cognates are pairs of words in different languages that are similar in form but have a different meaning, that is to say they appear to be or are sometimes considered cognates when in fact they are not. One example is the word lecture which looks similar to the word lectura in Spanish; however, a lecture is a presentation on a given subject delivered before an audience or a class, as for the purpose of instruction.

GO AHEAD

Listen to the recording and check your predictions in Exercises 3 and 4.

Copy this chart into your notebook. Listen again and complete it with the changes linguists think will take place in English. Now

In the future

“th” in this “th” in think Information Furniture He runs She walks Friend Send

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189

Listen to the lecture again and answer these questions. a. What are the two answers the audience give when the lecturer asks â&#x20AC;&#x153;What is languageâ&#x20AC;?? b. What will the name of the new language be? c. What does the word pan mean in Greek? d. Why will the changes in English take place? e. Can the lecturer say when the changes will take place? f. Can native speakers of English prevent the changes?

Listen once more and fill in each blank in these sentences with one word only. a. Is language _________ or not? b. We think that the language once used by great _________ such as Shakespeare, Dickens and, more recently, J.K. Rowling will look completely different. c. By 2012 around two billion people will speak English as a _________ language. d. Linguists say the new language will lose some of the English sounds which non-native speakers find difficult to _________.

MAKE CONNECTIONS TAKE A CLOSER LOOK

The Simple Future 1. Read these sentences from the listening text. a. The language will look completely different in a very short time. b. Will it happen fast? c. The change will not happen because of Britons. 2. In the sentences above the Simple Future is expressing predictions. 3. The Simple Future can also express that a speaker will do something voluntarily. I will bring some strawberry ice-cream. 4. The Simple Future can also express a promise. I will help you when I finish my work. 5. Notice the structure of the Simple Future and the examples. Affirmative/ Subject + will (not) + infinitive Negative: I + will (not) + speak. Interrogative: Will + subject + infinitive? Will + the change + happen soon? 6. Very often in spoken English the subject and the word will are contracted. I'll talk to her tomorrow. We'll send them some flowers. That'll be all for now. Henry'll be here soon.

190

UNIT 6

9 You are asked to make predictions for the changes in Spanish in the future. Develop them using the Simple Future tense. Use these and your own ideas. a. favour short forms like in text messages b. incorporate more jargon c. incorporate words from English d. invent new words related to science and technology e. simplify orthography f. simplify verb tenses

10 Write five sentences about what you think will be true about yourself in 10 years' time. The photos can give you some ideas. Example:

In 10 years' time I will be married.

11 Can you decipher this electronic message? Write it in your notebook and check in your group.

Sorry 4 not answering b4. Yes, Iâ&#x20AC;&#x2122;d love to CU face2face. IC that U like chatting, too. B back tonite. CU soon TRADITIONS, TRADITIONS

191

12 Read the statements (a. - d.) and match them with the pictures (1 - 4). a.

b. Many animals will become extinct.

The human race will establish a first space colony.

In five years' time we will find a cure for cancer.

We will make our first contact with other civilisations.

HAVE A CHAT

You are a fortune teller and a new client is asking you to make predictions about her / his future. Answer the questions using your imagination. Client: You: Client: You: Client: You: Client: You: Client: You: Client: You: Client: You:

192

UNIT 6

What will I study after I finish school? _____________________________________________________ Will I travel a lot in the future? _____________________________________________________ Will I meet some important people there? _____________________________________________________ Will I meet someone who will love me very much? _____________________________________________________ And how about my future job? _____________________________________________________ Do you think I will be rich? _____________________________________________________ Just one more question, will people in the future be immortal? _____________________________________________________

Listen to the recording and check your answers. Then listen and practice the conversation with a partner. Role play it in front of your classmates.

FAST CHECK

15 Look at the pictures and make five predictions for the future.(10 points)

Your result:

0-5 Review the lesson

6-8 Quite good

9 - 10 Excellent

WRITE IT DOWN

16 Write five predictions for Chile in 20 years' time. Example: Lots of people will move to the country. PLAY IT Play the What will be will be game in your group. a. Work in groups of six students. b. Prepare five cards each with possible future events in your lives. Example: have 10 children be a famous rock star work abroad c. Take turns to agree or disagree with what the card predicts. Example: Mm, yes, I think I will have 10 children. Mm, no, I won't be a famous rock star. d. Keep your YES cards on your right and your NO cards on your left. e. At the end of the game, write complete sentences with your predictions.

â&#x153;&#x201D;

CHECK IT OVER!

Tick one box in each row according to your performance in this lesson. I need more work

I did OK

I did really well!

Listening Speaking Writing

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193

1 Look at the official results of an international sports competition that is taking place this week. Ask and answer the questions in your notebook. COUNTRY

GOLD

SILVER

BRONZE

TOTAL

USA

110

China

100

Russia

Great Britain

Chile

a. Which country has won the most gold medals? b. How many medals has Great Britain won in total? c. Which country has won more silver medals, than China? d. How many gold medals has Russia won? e. Has Chile won more or fewer bronze medals than Great Britain? f. Which country / countries have / has won 21 silver medals?

2 Gregory and Peter, two office workers, have been stuck in a lift for the last 3 hours. Complete the conversation using the Simple Future tense. Gregory: Peter: Gregory: Peter: Gregory: Peter: Gregory: Peter: Gregory: Peter:

194

_____________________________________? No, I don't think we will stay here the whole day. _____________________________________? Yes, I think they will rescue us soon. _____________________________________? I'm not sure they will call the fire brigade. _____________________________________? No, I don't think our families will be waiting for us outside. _____________________________________? Of course we will not be in the 9 o'clock news!

UNIT 6

3 Look at the Fashion Museum program for the year 2010. What events will take place and when?

THE FASHION MUSEUM PROGRAM 2010 March Fashion in Ancient Egypt. April - May What our grandmothers wore. June Dresses from our history August - December Fashion in the early 20's September Not just a question of fashion November Accessories in Ancient Greece December Christmas Extravaganza

4 Read the quotations below and report what some famous people said. Example: â&#x20AC;&#x153;I often think that the night is more alive and more richly coloured than the dayâ&#x20AC;?. Vincent van Gogh Vincent van Gogh said that he often thought that the night was more richly coloured than the day.

The real question is not whether machines think but whether men do. B. F. Skinner

Dance is the hidden language of the soul. Martha Graham

If help and salvation are to A man who is not afraid of come, they can only come the sea will soon be drowned. from the children, for the J. M. Synge children are the makers of men. Maria Montessori

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195

READING - ON THE FIRST DAY OF CHRISTMAS On the first day of Christmas, My true love sent to me A partridge in a pear tree. On the second day of Christmas, My true love sent to me Two turtle doves, And a partridge in a pear tree. On the third day of Christmas, My true love sent to me Three French hens, Two turtle doves, And a partridge in a pear tree. On the fourth day of Christmas, My true love sent to me Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree. On the fifth day of Christmas, My true love sent to me Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree.

On the sixth day of Christmas, my true love sent to me Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree. On the seventh day of Christmas, My true love sent to me Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree. On the eighth day of Christmas, my true love sent to me Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree.

On the ninth day of Christmas, my true love sent to me Nine ladies dancing, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree. On the tenth day of Christmas, my true love sent to me Ten lords a-leaping, Nine ladies dancing, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree.

1 Find the items in the pictures in the poem and write the correct number.

a. ___ lords a-leaping b. ___ ladies dancing c. ___ calling birds

196

UNIT 6

d. ___ geese a-laying

4 pt.

2 Read the poem again and answer these questions.

6 pts.

a. What did the singer receive on the first day of Christmas? b. How many French hens did she get? c. How many turtle doves did her true love send her? d. Did he send her five or six golden rings? e. Were the swans swimming or dancing? f. What were the maids doing?

LISTENING - THE RIGHT CLOTHES 3 Listen to the conversation and identify which clothes you would take to the south of

8 pts.

Chile and which clothes you ought to take if you go to Easter Island.

· boots · shorts · sneakers · sweater · swimming suit · trousers · T-shirt · umbrella

5 pts.

Tick the corresponding column. Which ethnic group wears a type of belt called tralihue? beautiful headgear? clothes made of colourful and vibrant feathers? lots of silver jewellery? nice white and flowery blouses?

Mapuche

Rapa Nui

LANGUAGE

5 Write questions and answers in the Present Perfect tense using the clues provided and the

8 pts.

words in the box.

· ever

· for

· just

· never

· recently

· since

a. know Greta? Seven years. b. have this car? Brand new! c. see such a beautiful thing in your life? First time d. Work with Peter?2008

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197

6 Make predictions for the future using the Simple Future.

4 pts.

a. people / travel by spaceship b. people / work fewer hours c. people / live on other planets d. cars / use solar energy

7 Choose the best option 4 pts.

a. What will you do next year? i.

i. I think I will work

ii. Nothing, I finished already.

b. Where will you go on holiday? i.

I will not have any days off.

ii. I have been to Berlin.

c. Will you call the police or shall I? i.

I have already called them.

ii. I am speaking to him.

d. Will you go to the party tomorrow? i.

No, I won’t.

ii. Yes, she will.

9 Rewrite these sentences using Reported Speech. 4 pts.

a. Pearl: “I can speak French and German”. b. Jenny: “Do you want to go to the cinema with me?” c. Susan: “What is she saying?” d. The boys: “We will play in the park.”

SPEAKING 10 Express surprise, interest, sympathy or joy. Use one of the expressions in the bubbles. 8 pts. c.

How wonderful!

How interesting!

What a pity!

i. I am feeling really bad. I think I’m getting a bad cold. ii. Mum, I have passed my final exam! iii. Did you know that the Pacific is the biggest ocean in the world? iv. It says here that there are two million words in the English language.

198

UNIT 6

Wow, it’s really surprising.

WRITING 11 Look at the pictures and describe the clothes the people are wearing.

Your result:

0 - 22 Not too good

23 - 44 Acceptable

8 pts.

45 - 59 Great!

Total 59 pts.

✔✔ Always Most of the time Sometimes Never

FINAL CHECK

Choose one alternative according to your performance. Speaking · I use English structures correctly. · I use varied and correct vocabulary. · Others can understand me. Writing · My writing is coherent and follows the central idea. · I use the correct sentence formation and sentence structure · I use the correct spelling, punctuation, capitalisation and format. Reading · I am aware of the differences in tenses, gender and number. · I identify the main idea and understand the text as a whole. · I can locate details and look for specific information. Listening · I can get the general idea. · I can understand the details and identify speakers. · I can identify the source of a listening text and recognise the format Group work · I share my ideas with the group · I listen to and respect my partners’ points of view · I help solve problems and contribute with relevant information

Use this clue to work out your score Never = 0 Sometimes = 1 Most of the time = 2 Always = 3 If you get: 0 - 10 = Watch out! You must look back and review the whole unit. Ask your teacher and / or a classmate for additional help and remedial work. 11 - 22 = Not too bad, but there are areas you still have problems with. Identify those areas and ask your teacher and / or a classmate for additional help and remedial work. 23 - 34 = You are doing fine, but you can certainly do better. Get together with a classmate and review your weak points. 35 - 45 = Congratulations! Great progress - you may look ahead to the new unit and help your classmates who need to review.

TRADITIONS, TRADITIONS

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BIBLIOGRAPHY BOOKS • ESCOTT. J.H.; 2008. HANNAH AND THE HURRICANE. Penguin Readers, BK/CD. England, Pearson Education Limited. • RABLEY, S.T.; 2008. BETWEEN TWO WORLDS. Penguin Readers, BK/CD. England, Pearson Education Limited. • RABLEY, S.T.; 2008. BILLY AND THE QUEEN. Penguin Readers, BK/CD. England, Pearson Education Limited. • RABLEY, S.T.; 2008. DINO’S DAY IN LONDON. Penguin Readers, BK/CD. England, Pearson Education Limited. • RABLEY, S.T.; 2008. THE FIRE BOY. Penguin Readers, BK/CD. England, Pearson Education Limited. • RABLEY, S.T.; 2008. FLYING HOME. Penguin Readers, BK/CD. England, Pearson Education Limited. • RABLEY. S.T.; 2008. THE PEARL GIRL. Penguin Readers, Bk/CD. England, Pearson Education Limited. • SMITH, R.D.; 2008. TOM CRUISE. Penguin Readers, Bk/CD. England, Pearson Education Limited. • SMITH. B.D.; 2008. THE LAST PHOTO. Penguin Readers, BK/CD. England, Pearson Education Limited. • SMITH. B.D.; 2003. DAVID BECKHAM. Penguin Readers, BK/CD. England, Pearson Education Limited. • SMITH, R.D.; 2008. TOM CRUISE. Penguin Readers, Bk/CD. England, Pearson Education Limited. DICTIONARIES • HAMEL, B.D.; 1998. DICTIONARY OF ENGLISH SPANISH COGNATE WORDS; 1st Edition. USA, Bilingual Book Press. • MASCULL, B.L.; 1997. COLLINS COBUILD KEY WORDS IN SCIENCE AND TECHNOLOGY; 1st Edition. England, Heinemann Publishers. • MURPHY, R.M.; 1997. ESSENTIAL GRAMMAR IN USE; 2nd Ed. Great Britain, Cambridge University Press.

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READING • ATWELL. N.C;. et al.; 1998. IN THE MIDDLE: NEW UNDERSTANDING ABOUT WRITING, READING, AND LEARNING (WORKSHOP SERIES) s.e. s.l., Heinemann. • BURKE. J.M;. et al.; 2003. READING REMINDERS: TOOLS, TIPS, AND TECHNIQUES, s.e.s.l. • PEREGOY. S.F;. et al.; 2005. READING, WRITING AND LEARNING IN ESL 3rd Ed. England, Allyn & Bacon, Pearson. LISTENING • PENNY, U.R. et al; 1991. TEACHING LISTENING COMPREHENSION, Cambridge Handbooks for Language Teachers; s.e. s.l, • PORTER, G.L. et al; 1991. ROLE PLAY- Resource Books for Teachers; s.e ,s.l. • RICHARDS, J.K. et al; 1997. DEVELOPING TACTICS FOR LISTENING; 1st Edition. England, Oxford University Press. SPEAKING • HADFIELD, J.L.; 1992. CLASSROOM DYNAMICS; 4th Ed. England, Oxford University Press. • PALIM, J.V. et al; 1992 TOMBOLA, Communication Activities for Teenagers; 3rd Ed. England, Addison Wesley Longman. GRAMMAR AND VOCABULARY • REDMAN, S. et al; 1996 A WAY WITH WORDS; 1st Edition. Great Britain, Cambridge University Press. • RINVOLUCRI, M. et al; 1995 MORE GRAMMAR GAMES; 1st Edition. Great Britain, Cambridge University Press. WRITING • MILLÁN, N. et al; 1996 ON THE JOB; 1st Edition. España, Mcgraw-Hill Interamericana. • PENNY, U.R; 1996. A COURSE IN LANGUAGE TEACHING; 1st Edition. Great Britain, Cambridge University Press. • RICHARDS, J.K et al; 1998. ESTRATEGIAS DE REFLEXION SOBRE LA ENSEÑANZA DE IDIOMAS; 1st Edition. España, Cambridge University Press.

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