Inglés - IV° Medio

TEXTO DEL ESTUDIANTE
Jolanta Polk Reyes Jolanta Polk Reyes
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN PROHIBIDA SU COMERCIALIZACIN
Ingls
TEXTO DEL ESTUDIANTE
Jolanta Polk Reyes
Nombre:
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Curso:
Colegio:
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GET TO KNOW YOUR BOOK

Welcome to Global English 4 Medio. This book will be your guide, and hopefully your friend for the next school year. Enjoy it!
UNIT
YOUNG ART
HOW READY ARE YOU FOR THIS UNIT? 1 Match the descriptions (a - e) with the pictures (1 5).
a. b. c. d. e. Circle - a perfectly round shape. Hexagon - a geometric shape with six sides. Oval - a round, attened shape. Rectangle - a geometric shape with four sides that are at right angles to each other. Triangle - a geometric shape with three sides. 6 pts.
Liste nin g
iviti king act es are record spea ed. d an
Lis ten to
4 pts.
the CD with your teach
er.
2 What shapes are these instruments?
In this unit you will learn to:

READING: locate and classify specic information. LISTENING: identify speakers, nd specic information. ORAL PRODUCTION: talk about art forms and preferences. WRITTEN PRODUCTION: write an article on art. FUNCTIONS: express likes and preferences.
You will also learn:

GRAMMAR: the Past Perfect tense (armative, negative and interrogative). VOCABULARY: words related to art forms such as music, painting, sculpture, and others.
3 Classify the words in the box under the corresponding category.

People Instruments Styles
6 pts.
You will use the following text types:

READING: an article. LISTENING: a conversation.
accordion arranger ballad cellist classical composer country disc jockey drums ute gospel jazz piano recorder reggae singer trumpet vocalist
Your score: 0 4: Look up the words in a dictionary or ask your teacher to help you. 5 10: Well done, but you could improve your vocabulary looking up some words. 11 16: Great job. You are ready to start the lesson.
You will pay special attention to these values

Paying attention to, respecting and creating art in dierent forms.
66
HYPERTEXT: digital resources and activities
67
Examine your book and answer these questions. 1. How many units are there? 2. What is there at the beginning of each unit? 3. How are the units divided? What sections can you find? 4. What are the titles of the units? 5. What can you find at the end of the book?
14 Use the linking expressions in the Learning Tip on page 52 to join these
agree / ) do you most Which one(s your group. quotations in 1 Talk about these Arnay Why? s. ities. Janos no impossibil disagree with? 1. To express opinion are ning there Brow rt love tion and . Robe s and in one. 2. To match informa a. In dream earth is a tomb two hearts that beat as love, and our visuals. thought and b. Take away l attitudes. souls with a single 3. To express persona Smith c. Love is two s. Alexander Allen g of words. / To John Keats ourselves in other one must love. Woody 4. To find meanin discovery of ring make predictions. d. Love is the to avoid suffe and r, suffe to (1 5) e. To love is the pictures ) and / or in ange opinions ments (a h feelings? Exch ns in the state 2 Which of the actio use to express their romantic lly do people usua p. in your grou le. us of other peop radio. that... a. Being jealo on the Did you know g love songs , etc. music. olates, rings b. Dedicatin a repetition ing to romantic flowers, choc a quotation is words of c. Giving gifts: candle-lit dinners and danc to or copy of the usually d. Going out n, perso one. hands. another e. Holding origin of the ated to the loved with other people. dedic showing the blog a f. Making sentences one spend time words. source? The g the loved are all g. Not lettin using romantic in Exercise 1 love notes and t do you h. Sending quotations. Whaof them? all notice about
ies Learning abilit
on ess
ITI NG LO VE IN WR
READ BEFORE YOU
READING
to ording (a d) acc tences ng the te the sen 16 pts. comple in blue (i - iv) usi story and ces Read this rite the senten re-w n 15 MINITEST hed The bs. ver text. I approac the con ding reporting pretty girl. I said. n I saw this e a lovely name, that correspon beach whe hav ied down the . Carla! (i.) You k at me and repl walking bac mer. I was ed (a.)________ nd. She looked sum last ed . answer year rou ______ This happen d her name. She d there all too. I added. that (c.)__ zed by if she live I told her Benton City her and aske and asked her ama her Im from I went to. I was also I couldnt ch school she exclaimed. I followed ___. Great! (ii.) ___. Now laughing. d me whi school, too. and aske (b.)_____ was (d.)_____ relaxed now friend goes to that answered that and saw that she joke. ed more boy e. She our little again at nam her She seem cidence! (iii.) My ds at hing r, laug boyfrien coin . I looked What a nce and asked her I shouted n the beach togethe 11 rge too! the coincide My name is Geo d and we ran dow T! to 16 (iv.) han 5 EXCELLEN believe it. I took her to 10 hing too. D JOB! 0 I was laug
REVISE AGA IN to 4 GOO
2 1
Lesson
DARK FANTAS Y
5 BEFORE YOU LISTEN ns. 1 What ) the best optio do all the ) letter lms ? Tick (
LISTENING
4 3
in the pictur nal (love XXXX a perso have and atives in common? Choos finishaltern given. ___ Love you es 3 How would you e from the you a subjec e. Norm The Thinking of wishes, a. ___ t is f. fantas Dr. B. Adams y. a. ___ Best b. , Fred d. They are They are / were Yours sincerely, yours s for g.all___ lms bestsellers. k young people. Benjamin Jone b. ___ For ever ds Patric c. from They Yours truly,e. They have histor are regar all ___ based h. on books ical characters. c. ___ Kind . f. They were of love, Julia writte Lots ___ n by British writer d. s.
UNIT 1
1
Learning abiliti es
3. To identify cognates . / To relate written and spoken version of words. / To practise pronunciation. / To nd meaning of words. 4. To classify informat ion. 5. To make predictio ns.
1. To connect pictures and content. 2. To connect content and previous knowledge.
ions about the lms in your group a. What is the . plot of each of them? b. Who are the main characters and actors? 3 17 Listen and repeat these words associated sound similar in with lm-making. Spanish? What Which ones do they mean? in the dictionary. Find the mean ing of the rest
animation
director
2 Answ er these quest
actor
adaptation
costume
cameraman
cast
extra sequel
location soundtrack stunt
producer
screenplay
4 Classify the words
in Exercise 3 under
People in lms
the correct headi ng.
Film-making process
5 Which words and
34
UNIT 2
expressions from nd in an interv iew with the autho Exercises 3 and 4 would you expect r of books about lms have been based? vampires on which to two
There are two lessons in each unit, one based on a reading text, and one based on a listening text. They are divided into: BEFORE YOU READ / LISTEN WHILE YOU READ / LISTEN AFTER YOU READ / LISTEN
1. a. - Picture 3. b. - Picture 2. c. - Picture 1. d. - Picture 5. e. - Picture 4. 2. 1 The violin is an oval. 2 The tambourine is a circle. 3 The harp is a triangle. 4 The keyboard is a rectangle. 3. People: cellist, composer, disc jockey, singer, vocalist. Instruments: accordion, drums, ute, piano, recorder, trumpet. Styles: ballad, classical, country, gospel, jazz, reggae.
: digital reso HYPERTEXT urces and activities
sentences into one. a. He is not an expert. He knows a lot about biotechnology. b. It is safe to do experiments. We follow speci c safety measures. c. We still need other sources of energy. We reduce the use of fossil fuels. 8 pts. c. It is a bad idea ______________. d. It is recommended ___________.
GOOD JOB! 3 to 5 EXCELLENT! 6 to 8
15 MINITEST Finish these sentences using the Subjunctive.

a. It is urgent _______________. b. It is a good idea ___________.
REVISE AGAIN
1 to 2
16 Play Noughts and Crosses with a partner using the subjects below (a d).
Use the Internet or the library if necessary. a. Game 1 - inventors c. Game 3 - strange inventions b. Game 2 - biotechnology d. Game 4 - useful inventions
dont example, ns. For .17 TASK SPEAKING contractio st be is not, etc tenAPPLICATION se not use PastYou are going to discuss an issue in your group. isnt mu iii. Do Example: Its essential that we pay attention to do not, ses. The , ITING must be riate ten n completed c article. SK WR rop the risks. a. TA nti N app scie bee a t Choose one person to take notes. TIO the ng in to write iv. Use ect work that has icate permanen 16 APPLICA g. Ask the note-taker to read his / her notes aloud; b. Read what Dr. OHanlon said about safety in are going currently studyi ind re you to se to are ss. For group, add, check, correct and then choose a person to biotechnology: Its imperative that scientists sent ten ject you chemistry cla In your h others the Pre , etc. cell, ose a sub be the presenter of the groups conclusions. take care when doing their experiments in safe ng the sics, or check eac a. Cho tly studyi processes as a group; logy, phy h. Join another group and compare conclusions. laboratory environments . cle your bio you are curren cell, such as the . ces ren the arti if g. of the refe i. Ask your teacher to listen to the presentations c. Discuss why it is important that we take care cells, etc f. Write ar and spellin example, speci c type l provide the gland group one article, mple: Cel gramm and correct errors and pronunciation. when doing experiments in a laboratory. Talk od cell, choose of your For exa end ing, ong the on. the blo du l, am the age cle , ar.e cel ks r arti lom about possible dangers and their consequences. j. Use these points to evaluate your performance. g. At uction nerve ch tas based you http://anthro.pa your work. Say ute resear the cell, reprod you trib Say Yes or No. d. List the equipment that helps to prevent accidents te Dis ion lua b. : parts of be reproduct se points to eva in a.lab (goggles, re extinguishers, etc.) ed members points to ions. the requir a list of ions o ered in the instruct ation e. Talk re h. Follow No. develop etc. We followed the suggest them for the presentation. we we about actions that should not be done in inform what about and . Yes or to use e the and the any laboratory. Use the subjunctive. and We wrote our ideas c. Think ed in the article uld like to giv chy topic tasks and did grammar, vocabulary on the wo cat lud d e inc you Example: Its a bad idea that students eat or drink We corrected each others ree hav alysed earch d ag what title s do not We an ided the res icle an in the laboratory, while doing experiments. iation. art pronunc lesson. d. Think . Scienti c article ative ones. the of the es and ideas from s when rm We div d to do. lesson. that should be done in the laboratory. article f. List ucture theactions We used words, structur rather info ant suggestion rnt in expecte ssed the str titles, but es lea tion. cu se import to structur and punctua sider the We dis e. cle. brie y and s and e. Con your arti e. Write the titl expression cted errors 18 Answer and discuss these questions in your group. writing ar and concis rre ed i c We us ecked and co i. Be cle nt. a. What does a biotechnologist do? What subjects must you study if you gy. Scient sions. ch olo poi We the termin expres want to become one? loquial the right ii. Use s do not use col b. Can you name at least four areas in which biotechnology is important? article up. c. What do you think are the advantages and disadvantages of your gro biotechnology in connection with food? stions in rnt? these que e you lea nti c article? lives? d. If you could choose the sex or any other physical characteristics of your discuss hav and r ms scie 17 Answe e in our nti c ter cs of a child, would you do it? Why? Why not? new scie in characteristi importanc mals? and its ma a. What h t ani are the k extinc ich are fed wit feeding of science Goggles : (noun) a pair of glasses that t closely to the face to protect the eyes from the wind, dust, snow, etc. t b. What your opinion ut bringing bac wh tha is osaurs ces of think abo ic park with din sequen c. What NCE 99activities SCIE do you the con resources and ass HYPERTEXT: digital TECHNOLOGY d. What you visit a Jur What would be s? uld cow Wo e. ds of live hundre system?
57
The AFTER YOU READ section includes an APPLICATION TASK to help you to develop your writing skills and the AFTER YOU LISTEN section includes an APPLICATION TASK to help you to develop your speaking skills.
JUST FOR FUN

1 Look at the pictures (1 6). Do you
think that the products they advertise are real?
3 Complete these sentences with your

a. b. c. d.
opinion of the products. most useless. _______________ is the I think __________________ quite useful. _______________ can be ________ . I think __________________ myself because _________ __________________ for I would buy __________________ _______ because_________. ________ for my friend _________ _________ buy I would aspects. for it. Consider the following campaign and design a publicity 4 In pairs, choose one of the products ). billboards rs, (TV, radio, newspape a. Where to advertise it target audience. b. Who would be your you would use. slogan the be would What c. teen can do without it! Example: Essential no ets, by catalogue, etc.). it (department stores, supermark d. Where you would sell
CHILEAN CONNECTION
from the library to Use the Internet or books three names of nd out the meaning of the in the text. the bacteria mentioned
the pictures (1 6). (a f) and match them with rain o your face. 2 Read the descriptions of the products it is raining, it keeps the the sun o your head. When a. When it is sunny, it keeps not wearing it. up neatly when you are long piece and put It is easy to use and folds want. You can tear o a can remove it any time you or... well, anywhere. shoulder b. It is temporary and you leg, your for or a small piece Easy to use, it around your entire arm, and rub away your tensions. can soothe your tired muscles c. Any time you want, you to the magic it runs on long-life batteries. Here is the answer! Thanks you can tree can make on your carpet? beautiful tree so fresh d. Tired of the mess a real TV screen will display a life-like of digital technology, your is even easier. Just push practically smell it. chocolate? Well, now it than preparing a glass of e. What can be simpler for you. Moo Mixer will do the work and you will really the button and the Moo order a pair of Moon Boots moon? You can now. Just into space! f. Want to feel over the satellite. No need to travel on the surface of our only believe you are walking
economy export and that the countrys is the most important Chilean copper ore has changed Everyone knows that copper y to get pure copper from recent times, the technolog on biotechnology. largely depends on it. In called bioleaching, is based existed live substantially. The new process, on this planet, there already the human species appeared of bacteria known as group a Millions of years before are These metal from rock. between organisms capable of extracting harvest energy through simple chemical reactions that are truly living fossils chemoautotrophs (live entities These micro organisms as iron, copper and sulphur). Earths crust, including inorganic compounds such are found in almost all the as a form of life, as they and are extremely successful organism can survive. where no other type of tiny bacteria places with extreme conditions ed Codelco, are on three state-own the feed on nutrients in Chilean copper producer, The eyes of the biggest y and Yagn. The bacteria s names: Weneln, Licananta collected in a solution. identi ed by their indigenou the metal, which is then the sterile material from which uses a the mineral, separating ly than the traditional method, produces less air and more environment-friend g cleaner bioleachin much is g Besides, Bioleachin the ore. to extract the metal from there naturally. powerful poison called cyanide s, since the bacteria occur to geological formation (n.d.) Retrieved April 24, 2012, Adapted from: What is Bioleaching? pollution and little damage oleaching
from: http://www.innovateus.net/earth -matters/what-bi
Ore : (noun) rock, earth, etc. from
: (adj.) living, not dead. which metal can be obtained. Live
TECHNOLOGY
61
Each unit has an additional part called JUST FOR FUN, which includes a specific CHILEAN CONNECTION. They are for you to enjoy and learn new things independently.
60
UNIT 3
CONSOLIDATION ACTIVITIES
1 Complete the diagrams below. In groups or pairs, choose painting with rap with other types of music and iPhone
central idea. Write four sentences comparing like ______ more than such as I prefer ______ to ______, I other forms of painting. Use expressions etc. ______ is more interesting than ______, ______, ______ is better than ______, four adjectives from the box to describe each
Examine the icons below. What do they mean? What kind of activity do they represent?
READING
The tasks will help you to develop strategies to improve your understanding of written texts.
happy disappointing expressive futuristic African appealing boring colourful mysterious original popular incomprehensible loud modern multi-cultural
________
________
Rap music
________
LISTENING
The tasks will help you to develop strategies to improve your understanding of spoken messages.
________
because it talks about everyday things. a. Rap is more appealing than pop _____. ____________________________________ b. ____________________________________ _____. ____________________________________ c. ____________________________________ _____. ____________________________________ ____________ ____________ d. ____________
________
________
iPhone art
________
________
_____. ____________________________________ a. ____________________________________ _____. ____________________________________ b. ____________________________________ _____. ____________________________________ c. ____________________________________ _____. ____________________________________ d. ____________________________________
82
UNIT 4
These attractive and entertaining activities will motivate you to study and put into practice what you are learning.
Learning abilities You will be informed of which abilities you will develop through the different activities in each section of the lesson.
Did you know that...

This section provides additional information on the main topic of the lesson or on some of the activities.
TEST YOUR KNOWLEDGE

READING
THREE LOVE LETTERS
Dear Brad,
I
Dear Krissy, I sit here in sorrow, wishing I could hold you. Ive realised that Ive tried to replace you over and over since I made (ii.) ______ ___________, but no one can make me laugh and smile like you do. You are the only one that ever made me so happy; no one could ever take your place. I feel as if my soul has stolen my heart and left me to cry myself to sleep each and every night with guilt in my heart of how I hurt you. I guess you just dont realise what you have until its gone; I was so stupid to leave you! I know sorry is just a word, but for what its worth I am very, very sorry and I ask you to please forgive me! Love forever, Brian
I &know weve &been &busy &lately with &school, &tests and what not. I wanted &to &send you &this &letter &to &let you &know &that Im &thinking of you and &love you very much. Im very &lucky &to &have &such a wonderful &boyfriend and I wanted &to &say &thank you &for changing my &life. You make my &life complete and (&i.) ________________________________ ___ a million &times. You make me &laugh and I &sometimes &so &hard I cry. For all of &that, want &to &say &thank you. I cant wait &until our work &schedules change &and we can &spend more &time &together. Love always, Jessica
American v/s British English
Learning tip
This is an additional tool to make learning more accessible and contents easier to understand.
II
Dear Marco, We can never &be &together. Why? Because we are &just &friends, (&iii.) ____________________ _____________________ &that. You &said &that &being with me was very &special &for you and &that you &really &respect our &friendship. &by I &love you and &if you have not &seen &that now, &then you are &blind. You make my &life worth &living. Maybe &this &letter &is all I need &to &put you &behind me - I doubt &it, &though. You will &be &in my &heart &forever, Marco, &even &if &it &is &just as &friends.
1 Read the three letters. What type of letter is

each one? a. A letter of apology - Letter b. A love confession - Letter c. A thank you letter - Letter
3 pts.
2 Read the letters again and nd the answers to

these questions. a. Why does Jessica cry sometimes? b. Why does Brian cry at night? c. Does Marco love Simona?
6 pts.
III
Simona
3 These chunks (a c) have been removed
Adapted from: Jessica. (n.d.). Thank you. Retrieved October 9, 2011, from http://www.poemslovers.com/love_letters/thank_you/letters/173.html Krissy. (n.d.). I made a mistake in letting you go. Retrieved October 10, 2011, from http://www.poemslovers.com/love_letters/i_am_sorry/letters/177.html Jessica. (n.d.). Just friends? Retrieved October 10, 2011, from http://www.poemslovers.com/love_letters/confessions_of_love/letters/36.html
from the letters. Put them back in the correct places (i iii). 3 pts. a. the foolish decision to leave you b. really good friends, and I dont want to ruin c. you make me feel like I can touch the sky
22
UNIT 1
These tests at the end of the units will help you to discover what you have learnt well and what you need to reinforce.
This section will help you to notice differences between these two varieties of English.
MINITEST
Each lesson has a short evaluation activity that will allow you to analyse your performance.
Language Note
This section will help you to understand important English structures.
SELF - EVALUATION
YOUR TEST RESULTS
Your score
Reading You are expected to be able to identify
and understand key facts and details. did most of the tasks correctly. 10 - 12 Great Grasped all the main ideas and did most of the tasks correctly. 6 - 9 Good Grasped most of the main ideas and did most of the tasks correctly. 3 - 5 OK Grasped some of the main ideas and and did a few tasks correctly. 0 - 2 Poor Deduced some of the main ideas and understand key facts and details. Listening You are expected to be able to identify 3 - 5 OK Identi ed some of the information. 10 - 12 Great Identi ed almost all the information. 0 - 2 Poor Deduced just a few bits of information. 6 - 9 Good Identi ed most of the information.
Highlighted words: words whose meaning may be essential for your understanding of a text, but were not included among the key words have been highlighted in yellow. The meaning for that particular context is given at the bottom of the page, in the form of a glossary.
This section will help you to get involved in your evaluation, guiding you to discover your strengths and weaknesses, and making you reflect on your involvement in the development of values.
Language You are expected to apply and identify
two language items.
in all cases. 8 - 10 Great Understood and applied all items in most cases. 5 - 7 Good Understood and applied most items assign the rest of the points following these Score 4 3 2 1
in some cases. 2 - 4 OK Understood and applied some items in very few cases. 0 - 1 Poor Understood and applied a few items using reporting verbs. Assign 1 point to each correct Score 3 2 1 0 indirect question and
and answer questions Speaking You are expected to be able to ask criteria. Task Asked and answered all the questions appropriately.
Language Practically no language mistakes. Very few language mistakes. Some language mistakes. Language mistakes interfere with comprehension.
Asked and answered some of the questions appropriately Asked and answered half of the questions appropriately. Asked and answered only one or two of the questions appropriately.
Score Interaction Fluid interaction, good pronunciation, 3 no hesitation. Fluid interaction, a few pronunciation 2 mistakes, a minimum of hesitation.
Fluid interaction, some pronunciation mistakes, some hesitation. Interaction a ected by pronunciation mistakes and a lot of hesitation.
1 0
Suggested web resources to gather information on various topics or prepare for a presentation. They provide a good opportunity for independent work.
complaint. Writing You are expected to write a letter of
Score Presentation Score Language Score Task Correct spelling and organisation of the Practically no grammar or vocabulary 3 Wrote letter following all indications, 3 paragraphs. 4 mistakes. using indirect questions / reporting verbs. A few spelling mistakes, unclear few grammar or vocabulary Very 2 Wrote letter following most 2 organisation of paragraphs. 3 mistakes. indications, using some indirect questions/ reporting verbs. Wrote letter following some indications, using a few indirect questions / reporting verbs. Wrote letter, but followed very few indications and did not use indirect questions / reporting verbs. In this unit 2 1 Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. 1 0 Several spelling mistakes, incorrect organisation of paragraphs. 1 0
HYPERTEXT: digital resources and activities You can access the hypertext and do attractive interactive complementary activities. You can access the hypertext anywhere, anytime, and do the activities as many times as you want, at your own pace.
A lot of spelling mistakes, incorrect organisation of paragraphs.
YOUR GENERAL PERFORMANCE

related to work and business. I re ected and gave my opinion on moral issues related to business issues. I participated in the discussions and conversations the exercises. I applied the learnt structures and vocabulary in ideas. I showed respect for other students opinions and
Always
Sometimes
Never
IN BUSINESS
137
PLAN OF THE BOOK

UNIT
1
UNIT 2
UNIT 3
HOW READY ARE YOU FOR THIS UNIT? ............7 LESSON 1 Reading Love in Writing (love letters) ....8 Language Note The modal verb might .............12 Application Task Writing A love letter..............................13 LESSON 2 Listening From the Heart (news story, song) ...................14 Language Note Intensifiers ................................16 Application Task Speaking Love stories ..............................17 CONSOLIDATION ACTIVITIES ............................18 JUST FOR FUN ......................20 CHILEAN CONNECTION ......21 TEST YOUR KNOWLEDGE ..22 SELF-EVALUATION ..............25
HOW READY ARE YOU FOR THIS UNIT? ............................27 LESSON 1 Reading A Book and a Film (extracts from a book and from a magazine; a poster) .....28 Language Note -ing forms ................................32 Application Task Writing A film review............................33 LESSON 2 Listening Dark Fantasy (interview) .........34 Language Note Gerunds ....................................36 Application Task Speaking An interview.............................37 CONSOLIDATION ACTIVITIES ............................38 JUST FOR FUN ......................40 CHILEAN CONNECTION ......41 TEST YOUR KNOWLEDGE ..42 SELF-EVALUATION ..............45
HOW READY ARE YOU FOR THIS UNIT? ..........47 LESSON 1 Reading Planet Saving Technology (brochure) ................................48 Language Note The Subjunctive with that .......52 Application Task Writing A brochure................................53 LESSON 2 Listening The Technology of Living Things (interview) ...............................54 Language Note The Subjunctive (continued) ...56 Application Task Speaking Discussion of a scientific issue .57 CONSOLIDATION ACTIVITIES ............................58 JUST FOR FUN ......................60 CHILEAN CONNECTION ......61 TEST YOUR KNOWLEDGE ..62 SELF-EVALUATION ..............65
UNIT 4
UNIT
UNIT 6
HOW READY ARE YOU FOR THIS UNIT? ..........67 LESSON 1 Reading Urban Rhythms (brochure) .....70 Language Note The Past Perfect tense .............72 Application Task Writing An article on a music or a painting style ........................75 LESSON 2 MOBILE ART Listening Mobile Art (conversation) .......76 Language Note The Past Perfect tense (continued) ..............................79 Application Task Speaking Discussion of an art form .........81 CONSOLIDATION ACTIVITIES ............................82 JUST FOR FUN ......................84 CHILEAN CONNECTION ......85 TEST YOURKNOWLEDGE ...86 SELF-EVALUATION ..............89
HOW READY ARE YOU FOR THIS UNIT? ..........91 LESSON 1 Reading The Magic of Dna (article) .......92 Language Note Reporting verbs........................97 Application Task Writing A scientific article .....................99 LESSON 2 Listening Asking the Right Questions (conversation) ....................... 100 Language Note Reporting verbs indirect questions ............................... 103 Application Task Speaking Discussion of a scientific topic ....................... 105 CONSOLIDATION ACTIVITIES ......................... 106 JUST FOR FUN ................... 108 CHILEAN CONNECTION ... 109 TEST YOUR KNOWLEDGE 110 SELF-EVALUATION ........... 113 THEMATIC INDEX ..147
HOW READY ARE YOU FOR THIS UNIT? ....... 115 LESSON 1 Reading Business Letters (business letters) .................. 116 Language Note Reporting verbs indirect questions (continued) .......... 121 Application Task Writing A business letter ................... 123 LESSON 2 Listening Describing jobs (three conversations)............ 124 Language Note Indirect questions ................. 127 Application Task Speaking A presentation about a job... 129 CONSOLIDATION ACTIVITIES ......................... 130 JUST FOR FUN ................... 132 CHILEAN CONNECTION ... 133 TEST YOUR KNOWLEDGE 134 SELF-EVALUATION ........... 137
ANSWERS ................138
BIBLIOGRAPHY ......151
WEB SITES ...............151
UNIT

READING: validate predictions through skimming / classify specific information. LISTENING: identify the tone of messages / identify stressed words / discriminate between correct and incorrect information. ORAL PRODUCTION: express personal attitudes / participate in guided dialogues / ask and answer questions. WRITTEN PRODUCTION: complete paragraphs / write a love letter. FUNCTIONS: express condition, interest, possibility, requests, and suggestions.

GRAMMAR: the modal verb might / intensifiers. VOCABULARY: words related to love and feelings.

READING: love letters. LISTENING: a news story / a song.

The importance of expressing our feelings. The acceptance of and respect for different opinions. HYPERTEXT: digital resources and activities
LOVE
HOW READY ARE YOU FOR THIS UNIT? 1 Look at the pictures and answer these questions in your group, expressing your personal
opinions. Use expressions such as: I think that... , In my opinin... , I believe that... , It seems to me that ..., From my point of view..., According to me a. What are these people feeling? b. Why are they feeling like that? 2 pts.
2 In pairs, ask each other five questions about the things you like, dislike, are fond of, hate, and
really love. Compare your opinions. 5 pts. Example: What kind of food do you really love?
3 Classify the feelings in the box under the correct picture.

angry annoyed cheerful joyful loving miserable delighted happy hateful sad satis ed wonderful
12 pts.
Your score: 0 - 6: You should look up the words that you dont know in the dictionary and share your answers with a classmate. 7 - 13: You know enough about feelings, but you could try to improve by sharing answers with your classmates. 14 - 19: Well done! You are ready to start and enjoy this unit; you could help the classmates who look confused.
Cheerful : (adj.) happy, and showing it by the way that you behave.
Negative: angry, annoyed, hateful, miserable, sad. Positive: cheerful, delighted, happy, joyful, loving, satisfied, wonderful.
on Less
LOVE IN WRITING
BEFORE YOU READ
READING
Learning abilities
1. To express opinions. 2. To match information and visuals. 3. To express personal attitudes. 4. To find meaning of words. / To make predictions.
1 Talk about these quotations in your group. Which one(s) do you most agree /
disagree with? Why? a. In dreams and in love there are no impossibilities. Janos Arnay b. Take away love, and our earth is a tomb. Robert Browning c. Love is two souls with a single thought and two hearts that beat as one. John Keats d. Love is the discovery of ourselves in others. Alexander Smith e. To love is to suffer, and to avoid suffering one must love. Woody Allen
2 Which of the actions in the statements (a h) and / or in the pictures (1 5)

Did you know that... a quotation is a repetition or copy of the words of another person, usually showing the origin of the source? The sentences in Exercise 1 are all quotations. What do you notice about all of them?
do people usually use to express their romantic feelings? Exchange opinions in your group. a. Being jealous of other people. b. Dedicating love songs on the radio. c. Giving gifts: flowers, chocolates, rings, etc. d. Going out to candle-lit dinners and dancing to romantic music. e. Holding hands. f. Making a blog dedicated to the loved one. g. Not letting the loved one spend time with other people. h. Sending love notes and using romantic words.
3 How would you finish a personal (love) letter? Tick () the best options.
a. b. c. d. ___ Best wishes, Norma ___ For ever yours, Fred ___ Kind regards from Patrick ___ Lots of love, Julia e. f. g. h. ___ Love you and XXXX ___ Thinking of you ___ Yours sincerely, Dr. B. Adams ___ Yours truly, Benjamin Jones
UNIT 1
4 Read the words in this web and circle the ones you know. Check the
meaning of the other words in a dictionary. Which of all these words would you expect to find in a love letter?
Love
Eag er ire Adm
Glad Kind
antic Rom e sitiv Sen
Adjectives
Beauty Date
Nouns
Novel Jealousy
Verbs
Cuddle Feel
Miss Sha re
Learning abilities
Heart
WHILE YOU READ 5 Read the letters on pages 10 and 11 and check your predictions in Exercise 4. 6 Which expressions from Exercise 3 were used to finish the letters? 7 Read the letters again and write which of them (I, II, III, or IV) has these
characteristics. a. __________ is romantic and optimistic. b. __________ has historical value. c. __________ talks about hidden feelings. d. __________ is written by a Chilean teenager to his foreign friend. e. __________ uses sophisticated words.
5. To validate predictions. 6. To find specific information. 7. To identify the tone of messages. 8. To locate specific information. 9. To match information.
8 These chunks (a d) have been removed from the four love letters. Put them
back in the correct places (i iv). a. Id like you to love me, but if not, do you think we might at least be friends? b. ...in perfume, in harmonious sound: all of these mean you to me, all of these I see and admire. c. And at other times, you might be doing more important things, but you choose to sit with me. d. We might go to the Lake District and cruise the lakes, camp on the beach, and watch the stars in the evening.
9 Here is a summary of one of the letters. Which letter (I IV) does it
correspond to? The writer doesnt know how to express his / her feelings, he / she cannot find the right words, but he / she knows he / she is in love. He / She hopes that if the other person doesnt love him / her, he / she will want to be his / her friend.
Cuddle : (verb) to hold sb / sth close in your arms to show love or affection.
LOVE
To write up
To send
To keep now
To eliminate
Received Outstanding Chats Envoys Rough drafts write up To All m ed Spa Receiv bas ste Wa ng ndiket Outsta ts Cha ts Contac
To:
To add Cc To add CCO Subject: To enclose a file
Tammy Carter I love you!
To send
To keep now
To eliminate
Text format
To verify spelling
Envoys Fast contacts Rough drafts All Loa m ding... Spa Wastebasket
show To ts Contac everything
Fast contacts Loading...

To show everything
ed Tammy, der and lov My beTo add Cc To add CCO because you are kind, ten u yo e lov I e. fac my on s puts a smile t: you! Just writing the word jece Sub I lov friend. To verify spelling lose To enc because you are my best dfile ana ul, thoughtf Text format u prefer to be close to me. things, but yo u might want to do other ________ in front of I know that sometimes yo ______________________ __ __ __ __ __ __ __ __ __ __ __________ (i.) ____________________ watch TV. nt to have the fire and cuddle as we re are times you might wa the d An y. da ny rai a on u chips. walking with yo a humble hamburger and er ov me I love being near you and th wi s nd ha ld t, but you decide to ho the day. I steak in a fancy restauran umphs or the problems of tri all sm my u yo th wi me, en to me as I share you might not agree with en wh es tim I love you because you list re re the t ult times you hear me ou love you because in diffic to understand.To eliminate To keep now u listen and try but yo To send you are. And I love you for what For ever yours, Tim
To send
To:
Dear Chris,
To keep now
I &am &writing &this &letter &to &let &you &know &that Im &really &fond &of &you . Unfortunately, II &you &just &dont &know &it. S ometimes I &would &like &to &shout &it &to &the &winds , &but Im &scared. Who &knows &what &your &a nswer &might &be? My &lips &are &closed, &my &hear t &is &silent &and &the &words I &want &to &say &just won&t &come &out. I &want &to &open &up an d &tell you &how I &feel, &but I guess Im &too &sca red &because Im &afraid &you &might &reject &m e. What &do I &expect? Im &not &sure. (&ii.)____________________ ______________________ ______________________ Thinking &of &you, Jenny
To eliminate
Humble : (adj.) very simple; showing you do not think that sb / sth is as important as others.
10
UNIT 1
III
Beloved Victor, If I were clever I migh t describe how you, a famous writer, unite in yourself the beautie s of form and song! I might tell you that yo u are the greatest marvel of all ages, an d I would only be spea king the simple truth. I love you, my Victor; I cannot repeat it too often; I can never ex press it as much as I feel it. I recognise you in all the beauty that surro unds me in form, in colour, (iii.) __________ __ ____________ ____________ __ ____________ ____ and you are all! You are not only the solar spectrum with th e seven luminous colou rs, but the sun itself th at illuminates, warms, an d revives! This is what you are, and I am the woma n that adores you. Juliette
Adapted from: Drouet, J. (2005). My Beloved Toto. (1st ed.). New York: State University of New York Press.
American v/s British English recognize recognise/ recognize
IV
My &dearest Susan, I &last &saw How &long &has &it &been &since __________ &one &month ________________________ __ __ &you? I &will &tell &you: &its &been g &hours &since &we ______________________________________ &three &days &and 8 &long, &lon lle River &holding ________. Or &we might &climb &volcanoes &last &walked &by &the Calle Ca &rivers. Whatever &reflection &of &the &and &cross &cold &mountain &hands &and &looking &at &the er - &you &and hen &we &took &the we &do, &we &will &do &it &togeth &moon &on &the &water. And &t e &back &really nd &where &we I. Might I &ask &you &to &com &little &boat &to &the Huapi Isla d &enough, &we &soon? &thought &that, &if &we &tried &har rn etu r & r eve n & nd a & ver e & or f & e I &miss &you, &and &might &stop &tim I &hate &being &without &you, &to &reality. &think of &you &all &the &time. ou y & iss ow I &m But &you &had &to &go &and &n Your &forever &romantic, ou y & ee s & I ill t & s ay d & he t & g &very &much, &countin &back, what &will Carlos &again. When &you &do &come ________________ &we &do &together? (&iv.) ______
LOVE
11
Learning abilities
AFTER YOU READ 10 Classify the adjectives in the box as positive or negative. Use some of them to
describe letters III and IV, sharing and comparing answers in your group.
10. To classify words. 11. To consolidate a language point. 12. To reinforce a language point. 13. To evaluate learning. 14. To match information. / To imitate a spoken model. 15. To write a text. 16. To relate content to personal experiences.
abusive boring confusing dramatic embarrassing enjoyable fascinating funny gentle honest insensitive interesting ironic joyful kind loving mad nasty optimistic passionate pessimistic pleasant romantic sad sensitive silly
Language Note
The modal verb might
1. What do these sentences from the letters you read have in common? a. Im afraid you might reject me. b. If we tried hard enough, we might stop time for ever. c. Might I ask you to come back really soon? d. We might go to the Lake District and cruise the lakes. 2. Which sentence expresses the following? a. A condition. b. A possibility. c. A request. d. A suggestion. The modal verb might can be used to express all four options, but it is most commonly used to express possibility and condition. 3. Study these other examples. a. She might be in another class. b. Might I go with you? c. If I had time, I might help you. d. When you are in London, you might visit the London Eye. 4. There are nine more sentences with might in the letters. Copy them into your notebook and identify what they express: a condition, a possibility, a request or a suggestion.
11 Match the sentences in column A with what they express in column B.

A She might miss the train if she comes late. Excuse me, might you speak a little louder please? We might stay at home and watch a film if you want. If the plants dont get enough water they might die. The teacher said it was optional - we might read it if we want to. B A condition A possibility A request A suggestion
12 Answer these questions using what you learnt in the Language Note and
American v/s British English pen pal pen friend
your own ideas. a. What might you do at the weekend if you dont have any homework? b. Where might you buy roses in the middle of winter? c. If someone asked you to be his / her pen friend, what might your answer be?
Enjoyable: (adj.) giving pleasure.
12
UNIT 1
13 MINITEST Write one sentence using might for each situation.
8 pts. a. Your foreign friend is visiting your area and asks you to suggest a place to visit. b. You want to borrow your sisters / brothers brand new T-shirt. c. You want to ask your mother if she knows where your favourite jeans are. d. Your cousin wants to know what food to buy for his / her birthday party.
REVISE AGAIN 0 to 2 GOOD JOB! 3 to 5 EXCELLENT! 6 to 8
14 10 Match the questions (a c) and answers (i iii) to form dialogues. Check

with the recording and then role play them in front of the class. a. If you organise a party, who might you invite? b. So, what do you think we might cook tonight? c. Where might we find Philip? i. How about some fish and chips? ii. Im not sure - you might try his home address or his office. iii. In my opinion, we should ask everybody in the class.
American v/s British English French fries chips
15 APPLICATION TASK WRITING

a. Read letters III and IV again and answer these questions in your group. i. What do the letters tell you about the people who wrote them? ii. What does the vocabulary the writers use tell you about their background, education, the times they live or lived in? iii. Have you ever written a love letter or note? Why? iv. What was the result? b. In your group, write down a few ideas that can help you with your task: to write a love letter! i. A list of words that you can normally find in a love letter. ii. Different beginnings and endings. c. Work individually now and choose the style of a love letter that best suits you optimistic, sophisticated, sad, etc. d. Write a love letter (maximum 90 words) to a real or imaginary person using the ideas you wrote down, and the format, and the vocabulary in the letters you read. e. Apart from your own words, you can also use quotations from Exercise 1 or others you can find on the Internet. f. Check your spelling and grammar. g. Exchange letters with somebody in your group. h. Follow the points suggested to evaluate your letter. Say Yes or No. group. letter writing in my of e os rp pu e th d I discusse cated steps. I followed the indi the lesson. res, and ideas from tu uc str , ds or w ed I us coherent sequence. My letter follows a and spelling g for grammar errors I checked my writin mistakes.
16 Answer and discuss these questions in your group.

a. b. c. d. What have you learnt about quotations? Where / When can we use them? Which do you prefer, writing or speaking, when love is the main issue? How would you help a friend who is suffering because of love? In the case of a married couple having serious problems, do you think separation is a solution?
LOVE
13
Less
on 2
FROM THE HEART

BEFORE YOU LISTEN
LISTENING
Learning abilities
1. To match information and visuals. 2. To identify tone of message. 3. To make predictions.
1 Look at the cartoon and match the bubbles (a c) with the corresponding
picture (1 3). a b c
We might be a little late, but its so wonderful to be together!
Terribly late, as usual! I might as well go home.
I hope shes not too angry! These flowers might help!
accent is connected with the way we pronounce words? That is why people from the same country speaking the same language may have a different accent, depending on where they live. Stress is related to which part of a word or a sentence we emphasise. It means that we do not say all the syllables or words with the same force, but say some more loudly than the others.
pair (i or ii) do you think is more intense? Why? a. i. Adam: I love you. Theresa: I love you too. ii. Adam: I love you so much. Theresa: I love you very much too! b. i. George: Im fond of dancing and singing. Lilly: I love dancing too. ii. George: I am quite fond of dancing and singing. Lilly: I absolutely love dancing!
11 Listen and read these pairs of dialogues (a and b). Which one in each
American v/s British English subway underground, tube
3 You are going to listen to a news story called Underground love. What do you
think it might be about? Choose one alternative. a. Prohibited love b. Love between a miner and his girlfriend c. Love on the subway
14
UNIT 1
WHILE YOU LISTEN 4 5

12 Listen to the news story and check your prediction in Exercise 3. 12 Listen to the news story again and circle the specially stressed words in these sentences. a. We have a real life romantic story. b. ...he developed the very popular Web site... . c. He described her really well. d. ...what better illustration of this unusual love affair...? 12 Listen to the news story again. Which statements are true (T), which are false (F), and which are not mentioned (NM)? a. ______ Patrick Moberg is 28 years old. b. ______ Camille, his mystery girl, is a journalist in New York. c. ______ To find his dream girl Patrick developed a blog. d. ______ He did not approach Camille on the train because he was shy. 12 Listen to the song in the programme and tick () the correct word. a. My lifes so brilliant / exciting . b. She looked / smiled at me on the subway. c. And I dont think I might meet / see her again. d. But its time to face the end / truth . e. I will never / always be with you.
Learning abilities
4. To validate predictions. 5. To identify stressed word. 6. To discriminate between correct and incorrect information. 7. To discrimnate between words. 8. To identify tone of message.
12 Listen to the song once more and choose the best description. a. Angry and pessimistic. b. Cheerful and romantic. c. Sad and romantic.
AFTER YOU LISTEN 9 Re-write these sentences using might.

Example: It is posible that a. I suggest you invite b. Maybe Patrick will Patrick and Camille will Patrick and Camille to take Camille to the cinema. marry. visit Nerudas house. c. It is possible that Patrick and Camille will travel to Paris.
Patrick and Camille might marry.
_____________________ _____________________ _____________________ _____________________ _____________________ _____________________

LOVE
15
10 The words below appeared in the listening text. Use them to write four
sentences. The pictures on the left (1 4) can help you.
crowded headline sketch subway
a. b. c. d.
____________________________________________________________. ____________________________________________________________. ____________________________________________________________. ____________________________________________________________.
Language Note
Intensifiers
1. Read these sentences from the news story. a. We totally clicked. b. They actually had so much to talk about. c. I am quite sure. d. I was terribly nervous. 2. Compare them with these sentences. a. We clicked. b. They actually had much to talk about. c. I am sure. d. I was nervous. 3. Study the sentences in Point 1. What do the underlined words do? a. They make the meaning more intense. b. They make the meaning more general. c. They make the meaning more understandable. The answer is a. The underlined words are intensifiers; they enhance the words that follow them. 4. Read some more examples. a. My dad told me an incredibly sad love story. b. It is surprisingly hot. c. You are absolutely right. 5. Listen to the first stanza of the song again and copy three more sentences that contain intensifiers.
11 Complete these dialogues using different intensifiers.

a. A: Youre late again! Ive been waiting for half an hour. B: ______________________________________ sorry. b. A: How did your mother feel when you showed her the test? B: ______________________________________ upset. c. A: I can help you to study for the physics test. B: ______________________________________ much. d. A: What do you think of the new television programme? B: ___________________________________ interesting.
16
UNIT 1
12 13 Listen to the recording and check your answers in Exercise 11. Practise
and then role play the dialogues for your classmates.
Learning abilities
13 MINITEST Choose six places in this story to use the intensifiers in the box.
6 pts.
absolutely
quite
really
terribly
so
very
This happened a month ago. The day was hot and I wanted a drink. I looked around and saw a little kiosk with soft drinks and ice-cream, but it was crowded; I decided to look somewhere else. Then, a boy standing right in front of the kiosk waved to me. He was cute! He had a bottle of orange crush in his hand and he was offering it to me. I was impressed. Now, a month later, we are dating! I still think he is fabulous.
9. To reinforce a language point. 10. To consolidate vocabulary. 11. To consolidate a language point. 12. To imitate a spoken model. 13. To evaluate learning. 14. To create a new text. 15. To reflect on the contents of the lesson and relate them to personal experiences.
14 APPLICATION TASK SPEAKING

You are going to share love stories with your classmates. a. Work in groups of four or five students and answer these questions about the love story you heard in the recording. i. What are your opinions of the two protagonists? ii. How would you behave in a similar situation? iii. Would you be embarrassed to go on national TV or radio to find the person you love? b. Work individually and write down a few lines about a love story you know. It can be about your parents, yourself, or someone you know. Use these questions as guidelines. i. What are the names of the protagonists? ii. When / Where did the story take place? iii. What is special about this love story? iv. How did it end? c. Use the ideas you wrote and tell the story to the rest of the group. d. Answer the groups questions providing extra information. e. Choose the most romantic or the most unusual story, and appoint a story-teller in your group. Help him / her to practise telling the story. f. Exchange stories with another group. g. Use these ideas to evaluate your performance. Say Yes or No. g my discussion respectin e th in ed at cip rti pa I . ry. classmates opinions em to present my sto th ed us d an s ea id y I wrote m n. others pronunciatio We corrected each m the lesson. fro s ea id res, and tu uc str , ds or w ed us We

a. What do you think of making a blog dedicated to the person you love? b. What would be the perfect words to say to someone that you are deeply in love with? c. Would you show respect or make fun if you received an anonymous love letter?
LOVE
17
1 Helen is asking her friend Gloria to look after her pets while she is away on holiday. Fill in the gaps
in her note with the intensifiers in the box.
absolutely
quite
really
such
terribly
very
Dear Gloria, Thanks so much for offering to look after my pets while Im in Brazil. There are three of them: Spike, the dog Each of them is (a.) Spike is (b.) Winnie (c.) Bella (d.) portion every morning. Spike and Winnie are (e.) always taken for a walk together. And finally, because Bella is (f.) small, make sure that the windows are always closed, so she cannot get out. Once again, thank you for offering to help. See you after Im back from my holiday. Love, Helen good friends that they are , Winnie, the cat, and Bella, the parrot .
a character and needs special fond of eating socks, so please make sure that hates the darkness, so make sure that you loves fresh seeds and water, so give her a fresh
attention. Please see the indications below for their care. there are none lying around. leave the lights on when you leave.
Fond: (adj.) of doing sth, finding sth pleasant or enjoyable, especially sth you have liked or enjoyed for a long time.
18
UNIT 1
2 Now that Helen has left her pets in goods hands, she is planning her holiday activities. Look at the page
from her diary and see what activities she might do. Write the sentences in your notebook.
11 Monday
Arrival, unpack, phone Gloria
12 Tuesday
Visit Christ the Redeemer or Sugarloaf
13 Wednesay 14 Thursday
Go to Ipanema or Copacabana beach
Visit the Botanical gardens or the National park
15 Friday
Take a bus to Florianopolis or to Buzios
16 Saturday 17 Sunday
Take a boat ride or go hang gliding
Fly back and arrive home
3 Read the sentences below (a d) and put them in the right order, following the cartoon (1 4). Practise
and role play the dialogue with a partner.
1
a. b. c. d.
Well, I worked awfully hard this summer, and I absolutely must have it. Mum is going to get quite mad with you for spending so much. Its really fantastic, dont you think? And its outrageously expensive too!
Mad: (adj.) very angry.

LOVE
19
JUST FOR FUN

1 Who are these famous love couples? Match the names (a h) with the pictures (1 8).
a. b. c. d. Adam & Eve Barbie & Ken Bella Swan & Edward Cullen Frida Khalo & Diego Rivera e. f. g. h. Homer & Marge Simpson John Smith & Pocahontas Pablo Neruda & Matilde Urrutia Romeo & Juliet
2 Which person in the couples in the pictures (1 8) could have said these statements?
a. I am scared to tell you who I am. My name, dear boy, is hateful to myself, because its an enemy to you. b. I love you without knowing how, or when, or from where, I love you simply, without problems or pride: I love you in this way because I dont know any other way of loving. c. Is that what you dream aboutbeing a monster? Not exactly, mostly I dream about being with you forever. d. Just a little bite of the apple to show me how much you love me! e. Remember, my love - as far as anyone in Springfield knows, were a nice normal family.
20
UNIT 1
3 Complete these 10 Commandments of Love with You should or You shouldnt.
e Ten Commandm
Commandment 1: Commandment 2: Commandment 3: Commandment 4: Commandment 5: Commandment 6: Commandment 7: Commandment 8: Commandment 9: Commandment 10:
nts of Love
rself accept change and support growth in you and your partner. call your partner 20 times a day or follow him / her to all his / her activities. give 100% of yourself. listen to your partner. nag and bother your partner with your problems all the time. you often remind your loved one how much care about him / her. saries. remember important dates and anniver remember that you partner is a separate kes. individual with his / her own likes and disli share love, problems, work, and play. icion. treat your partner with jealously and susp
Adapted from: Ten Commandments of Love. Romancestuck.com The glue that holds your relationship together. Retrieved November 10, 2011, from http://www.romancestuck.com/ lovecommandments.htm
CHILEAN CONNECTION
Teresa Wilms Montt was born in Via del Mar in 1893. As a young woman, Montt was sent to a convent as punishment for falling in love with a man while being married. There, she wrote her first literary work, Diario Intimo, where she talked about her life, her love and her passion for a different, more liberal life. In 1916, helped by the Chilean poet Vicente Huidobro, she escaped from the convent and moved first to Buenos Aires and then to Paris. Her life and romantic love and her willingness to She died in 1921, when she was only 28. sacrifice everything for it became the subject of a In the 19th and early 20th centuries, many talented Chilean film called Teresa. Directed by Tatiana Gaviola Chilean women writers were censured by a society and starring Francisca Lewin, the film made Teresa that mistrusted women who engaged in intellectual Wilms national news again. pursuits. In most cases, their works were lost forever Adapted from: Agosin, M. (1990). Teresa Wilms Montt: A forgotten legend, Womens after their deaths, and their names were omitted studies international forum, volume 13 (issue 3), pages 195 199. from literary annals. Today, Teresa Wilms works can be found in old book stores.
LOVE
21
TEST YOUR KNOWLEDGE

READING
THREE LOVE LETTERS
Dear Brad,
I
Dear Krissy, I sit here in sorrow, wishing I cou ld hold you. Ive realised that Ive tried to rep lace you over and over since I made (ii.) __ ____ ___________, but no one can make me laugh and smile like you do. You are the only one that ever made me so happy; no one could ever take your place. I feel as if my soul has stolen my heart and left me to cry myself to sleep each and eve ry night with guilt in my heart of how I hur t you. I guess you just dont realise wha t you have until its gone; I was so stupid to leave you! I know sorry is just a word, but for what its worth I am very, very sorry and I ask you to please forgive me! Love forever, Brian
I &know weve &been &busy &lately with &school, &tests and what not. I wanted &to &send you g &this &letter &to &let you &know &that Im &thinkin of you and &love you very much. Im very &lucky &to &have &such a wonderful &boyfriend and I wanted &to &say &thank you &for e changing my &life. You make my &life complet and (&i.) ________________________________ ___ a million &times. You make me &laugh and I &sometimes &so &hard I cry. For all of &that, want &to &say &thank you. nge I cant wait &until our work &schedules cha &and we can &spend more &time &together. Love always, Jessica
II
Dear Marco, We can never &be &together. Why? Because we are &just &friends, (&iii.) ____________________ _____________________ &that. You &said &that &being with me was very &special &for you and &that you &really &respect our &friendship. &by I &love you and &if you have not &seen &that now, &then you are &blind. You make my &life worth &living. Maybe &this &letter &is all I need &to &put you &behind me - I doubt &it, &though. You will &be &in my &heart &forever, Marco, &even &if &it &is &just as &friends. Simona III
Adapted from: Jessica. (n.d.). Thank you. Retrieved October 9, 2011, from http://www.poemslovers.com/love_letters/thank_you/letters/173.html Krissy. (n.d.). I made a mistake in letting you go. Retrieved October 10, 2011, from http://www.poemslovers.com/love_letters/i_am_sorry/letters/177.html Jessica. (n.d.). Just friends? Retrieved October 10, 2011, from http://www.poemslovers.com/love_letters/confessions_of_love/letters/36.html
1 Read the three letters. What type of letter is

each one? a. A letter of apology - Letter b. A love confession - Letter c. A thank you letter - Letter
3 pts.
2 Read the letters again and nd the answers to

these questions. a. Why does Jessica cry sometimes? b. Why does Brian cry at night? c. Does Marco love Simona?
6 pts.
3 These chunks (a c) have been removed
from the letters. Put them back in the correct places (i iii). 3 pts. a. the foolish decision to leave you b. really good friends, and I dont want to ruin c. you make me feel like I can touch the sky
22
UNIT 1
LISTENING LOVE REUNITED
LANGUAGE
14 Listen to the recording. What kind of 1 pts. programme is it? a. A news programme b. A game programme. c. An interview.
7 Match the sentences in column A with what

they express in column B.
5 pts.
A What time might it be? Im not sure. It might be around 5 p.m She might miss the plane if she does not hurry. Where might we go at the weekend? Whatever you prefer - you might have salad or pasta. Might I take this chair if you are not using it?
B A condition A possibility A request A suggestion
8 Use a di erent intensi er to ll in the blanks in 5

14 What is the general topic of
each of these sentences (a - d) according to the 4 pts. pictures (1 4).
the recording? 1 pts. a. How a missing letter brought two lovers back together. b. The reason two foreigners decided to marry in London. c. Why two lovers stopped loving each other.
you hear.
14 Listen again and tick () the word
10 pts.
a. Steve Smith and Carmen Ruiz-Perez, both now 42 / 44 , fell in love 16 / 17 years ago. b. Their relationship ended / started after she moved to France / Spain . c. Smith sent a letter to her mothers / parents home in France / Spain . d. When he answered / picked up the phone, she knew it was the right / wrong decision. e. Within 30 / 40 seconds of setting eyes on each other, they were embracing / kissing .
3 a. b. c. d.
4 Philips baby daughter Flo is ______ cute! That dessert looks ______ delicious. Yummy! Pablo and Gonzalo are ______ good friends. Thank you. These owers are ______ beautiful.
LOVE
23
SPEAKING
WRITING
9 A new classmate, Jerome is asking for
suggestions. Answer his questions using sentences with might. Role play your dialogue 10 pts. in front of your classmates.
10 Complete this letter expressing your feelings
(maximum 90 words). Pay attention to vocabulary, spelling and grammar, and dont 10 pts. forget to use appropriate intensi ers.
Jerome: So where do you think I could have my lunch? You: ________________________________.
Dear ________________, Its been ten long months since we were last together. This time _______________________ _______________________________________ _______________________________________. I know we can ___________________________ ____________________, but its not the same as _____________________________________ _______________________________________. When you come back _____________________ ________________________ and we will never _______________________________________ _______________________________________. Please, _________________________________ _______________________________________. All my love, ______________________.
Jerome: Which of our classmates should I talk to if I need help? You: ________________________________.
Jerome: And what can you suggest for after school activities? You: ________________________________.
Jerome: Who do you think I should call if I want more information? You: ________________________________.
Jerome: What do I have to do to join a club or the library? You: ________________________________.
24
UNIT 1
SELF - EVALUATION
YOUR TEST RESULTS
Reading You are expected to be able to identify and understand key facts and details.
10 - 12 Great Grasped all main ideas and answered most questions correctly. 6 - 9 Good Grasped most main ideas and answered most questions correctly. 3 - 5 OK Grasped some main ideas and answered some of the questions correctly. 0 - 2 Poor Deduced some main ideas and answered just a few questions correctly. Your score
Listening You are expected to be able to identify and understand key facts and details.
10 - 12 Great Identi ed almost all information. 6 - 9 Good Identi ed most information. 3 - 5 OK Identi ed some information. 0 - 2 Poor Deduced just a few bits of information. 2 - 3 OK Grasped and applied the language items in some cases. 0 - 1 Poor Deduced and applied the language items in very few cases.
Language You are expected to apply and identify two language items.
7 - 9 Great Grasped and applied the language items in all cases. 4 - 6 Good Grasped and applied the language items in most cases.
Speaking You are expected to be able to complete and participate in a guided dialogue.
Task Completed the dialogue with four or ve of the correct alternatives. Completed the dialogue with three or four of the correct alternatives. Completed the dialogue with two or three of the correct alternatives. Used only one or two of the correct alternatives in the dialogue. Score 4 3 2 1 Language Practically no language mistakes. Very few language mistakes. Some language mistakes. Language mistakes interfere with comprehension. Score 3 2 1 0 Interaction Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction a ected by pronunciation mistakes and a lot of hesitation. Score 3 2 1 0
Writing You are expected to complete a letter using alternatives and your own ideas to start and nish.
Task Filled in all the blanks with appropriate information. Filled in most of the blanks with appropriate information. Filled in some of the blanks with appropriate information. Filled in only one or two of the blanks with appropriate information. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Score Correct spelling, opening and closing. 3 A few spelling mistakes and incorrect opening or closing. Several spelling mistakes and incorrect opening or closing. A lot of spelling mistakes and incorrect opening and closing. 2 1 0

In this unit I grasped the main ideas of the texts. I used dierent strategies to help me to understand. I made myself understood even if I made some mistakes. I interacted with other students to do the exercises. I expressed my point of view appropriately. Always Sometimes Never
25
UNIT

READING: identify type of text / nd general and supporting information. LISTENING: nd the meaning of key words / transfer relevant information to a visual organiser / identify speaker. ORAL PRODUCTION: ask and answer questions / role play a dialogue following a model. WRITTEN PRODUCTION: complete paragraphs / write a lm review. FUNCTIONS: express possibility, certainty and doubt / express opinions / ask and answer questions.

GRAMMAR: -ing forms: gerunds and present participles. VOCABULARY: words related to books and lms.

READING: extracts from a book and a magazine / a poster. LISTENING: an interview.

The importance of expressing our personal opinions about lms and books. The acceptance of and respect for dierent opinions. HYPERTEXT: digital resources and activities
26
LITERATURE AND FILMS

HOW READY ARE YOU FOR THIS UNIT? 1 Which of the following lms are based on books? Use the expressions in the box to introduce
your answers. 6 pts.
I am sure I believe I am not quite sure I am quite certain I am not certain _____ certainly is I think
2 What are the similarities and di erences between books and lms? Classify the statements
below (a i) in a Venn diagram. a. They are reasonably priced. b. They entertain us. c. We can enjoy them at home. d. We can enjoy them on a beach. e. We can enjoy them on a plane. f. We can enjoy them when we are in a group. g. We need a long time to nish them. h. We need a printed text. i. We need special equipment to enjoy them. 9 pts.
Books
Films
Both
6 pts.
3 Match the words in the box with the de nitions below (a f).
lm
a. b. c. d.
novel
play
romance
script
short story
A ctional work of prose that is shorter in length than a novel. A love a air or a story about one. A piece of writing performed by actors in a theatre, on television, or on the radio. A series of moving pictures, recorded with sound that tells a story and is shown on television or at the cinema. e. A story long enough to ll a complete book, in which the characters and events are usually imaginary. f. The written text of a play, lm, broadcast, talk, etc. Your score: 0 - 6: You should look up the words that you dont know in the dictionary and share information with a classmate. 7 - 13: You know enough about literature and lms, but you could try to improve by sharing answers with your classmates. 14 - 21: You are ready to start and enjoy this unit; perhaps you could help the classmates who look confused.
1. 2, 3, 4, 6. 2. Books: d., g., h. Films: a., f., i. Both: b., c., e. 3. a. Short story. b. Romance. c. Play. d. Film. e. Novel. f. Script.
27
o Less
n1
A BOOK AND A FILM

BEFORE YOU READ
READING
Learning abilities
1. To match information and visuals. 2. To identify type of text. 3. To identify meaning of key words. 4. To make predictions.
1 Match the names of the authors in the box with their books in the pictures (1 6).
Isabel Allende Roberto Bolao Mara Luisa Bombal Jos Donoso Baldomero Lillo Pablo Neruda
2 Have a look at the texts you are going to read on pages 30 31. Which one
is a lm review, which one a poster and which one a part of a book? Justify your choices. with their de nitions (a h) and then check with a dictionary.
3 The words in the box are from the texts you are going to read. Match them
bespeak
a. b. c. d. e. f. g. h.
carriage counteract despicable mourning overcome record (v.)
frame
Sadness that you feel and show because somebody has died. The form or structure of a person or animals body. The way in which somebody holds and moves their head and body. To denote, to indicate, to show. To do something to reduce or prevent the bad e ects of something. To keep a permanent account of facts or events by writing them down. To succeed in dealing with or controlling a problem. Very unpleasant or evil.
4 What kind of information about a lm do you think you can nd in a lm poster?

movie lm
a. Information about the actors. b. The date the lm was made. c. How much the cinema ticket costs.
d. Who the director is. e. Where the lm was shot. f. Who wrote the screenplay.
Date: (noun) a particular day of the month, sometimes in a particular year, given in numbers and words.
28
UNIT 2
WHILE YOU READ 5 Read the poster and check your predictions in Exercise 4. 6 Indicate in which text you can nd the required information (a f).
Sometimes more than one answer is possible.
Learning abilities
I a. A detailed description of Barrabas b. Information about Clara, one of the protagonists c. The author of the book d. The lm cast e. The genre of the movie f. Where lming took place
II
III
5. To validate predictions. 6. To nd general and supporting information. 7. To match information. 8. To interpret information. / To discriminate between correct and incorrect information. 9. To synthesise information and transfer it to a graphic organiser.
7 Read Text II again. Whats the lm critics opinion of items a g? Choose

from the options in the box.
Excellent Fabulous Fairly good Great Less convincing More interesting One of the best
a. b. c. d. Isabel Allende. The acting. The book The House of the Spirits. The rst half of the lm. e. The rst story in the lm. f. The lm adaptation. g. The second story in the lm.
8 Read the lm review and the plot description that appears in the poster. Tick
the correct statements. a. The review expresses the writers personal opinion. b. The plot description is a summary of the lm. c. The plot description provides lots of details. d. The review compares the original book with the lm. e. The plot description is more convincing. f. The review discusses both the characters and the actors who play them.
9 Read the plot of The House of the Spirits that appears in texts II and III again
and complete this event map.
a. Place ______________________ c. Characters _____________________ _____________________ _____________________ Cast : (noun) all the people who act in a play or lm.
Event map d. Brief summary of story _____________________ _____________________ _____________________
b. Time ______________________ e. End _____________________ _____________________ _____________________
29
Chapter one Rosa the Beautiful d Clara wrote in Barrabs came to us by sea, the chil ady in the habit her delicate calligraphy. She was alre , and afterwards, of writing down important matters ies became very when she was mute, recording trivialit t fifty years later important. She never suspected tha the past and I would use her notebooks to reclaim s arrived on a overcome terrors of my own. Barrab cage, dirty with Holy Thursday. He was in a despicable had the lost look his own excrement and urine, and l carriage of his of a defenceless prisoner; but the rega e the legendary head and the size of his frame bespok d, autumnal day giant he would become. It was a blan t the child would that gave no hint of the events tha noon mass in record, which took place during the whole family in the parish of San Sebastin, with her the statues of the attendance. As a sign of mourning, t the pious ladies saints were covered in purple robes tha dusted off once a of the congregation unpacked and . Beneath these year from a cupboard in the sacristy mbled nothing funereal sheets the celestial retinue rese iting movers, an so much as a roomful of furniture awa nse, and the soft impression that the candles, the ince counteract. moans of the organ were powerless to
Spirits. Translated Adapted from: Allende, I. (1986). The House of the a division of Books, Swan Black : from the Spanish by Magda Bogin. London The Random House Group Ltd.
30
UNIT 2
II
the same The movie is an adaptation of the book with erican Am th title by Isabel Allende, one of the best Sou cia Marquezs authors (she was called Gabriel Gar s and Glenn heir). The movie features Jeremy Iron (who does ep Stre Close (in their good days) Meryl Wynona t), not have bad days, movie- wise, at leas ents the story Ryder, and Antonio Banderas, and pres erations, with of a family as it stretches over four gen s, the surreal. time the good, the bad, the funny, and at ie, made after It is, in my opinion, a fairly good mov Denmark and a fabulous book. Filming took place in s away from Portugal, and the European setting take the majestic es, the sweeping Latin American landscap Andes, and the general atmosphere. ies the The movie can be divided into two stor bans Este of y first and more interesting, the stud
hypocrisy; the rise to power and of his cruelty and convincing), second and less interesting (and less against the the romantic story of two lovers set half of the first The background of the revolution. appearing ite movie is excellent. Jeremy Irons, desp of dentures, to be talking through an ill-fitting set tyranny that gives a performance of cruel power and lly written utifu bea a is dominates the entire movie. It nately, ortu Unf and acted piece of characterisation. rely mitigates the second half of the movie almost enti the character. great acting If you want to see a good movie, with y, watch the and an enjoyable, yet very serious stor the story, and movie. If you want to fully understand the way they pen understand why certain things hap do, read the book first.
. Retrieved October 15, 2011 from of the Spirits. A Film Review by James Berardinelli et/movies/h/house_spirits.html iews.n .reelv http://www
Adapted from: Berardinelli, J. (1994). The House
Director: Billie August Screenplay: Based on Isabel Allendes book, written by Billie August Release Date: 1 April 1994 (USA) Genre: Drama / romance Cast: Jeremy Irons, Glenn Close, Meryl Streep, Wynona Ryder, Antonio Banderas Awards: 11 awards including Best Costume, Best Design, Best Production, Best Editing, Best Screenplay. th Plot: Chile, 20 century. Marrying Clara makes Esteban Trueba a happy
man. He works hard and gets the money to buy a hacienda and become a local patriarch. Esteban becomes very conservative and is feared by his workers. When his daughter Blanca grows up, she falls in love with a young revolutionary, Pedro, who urges the workers to fight for a better life. Esteban tries to stop the love affair between Pedro and his daughter, but loving Pedro means too much to Blanca, who must choose between her family and her love. Love wins and she stays with Pedro.
III
. Retrieved May 15, 2012 from Adapted from: House of the Spirits Study Guide http://www.enotes.com/house-spirits
At least: (adv.) not less than. Costume : (noun) the clothes worn by actors in a play or film.
31
Learning abilities
AFTER YOU READ 10 Use your notes in Exercise 9 to complete this conversation about the plot of
The House of the Spirits. A: Where does the action take place? B: ____________________________________________________________. A: When do the events happen? B: ____________________________________________________________. A: Who are the main characters? B: ____________________________________________________________. A: What happens? B: ________________________ marries ________________________ and ________________________, but ________________________________. Blanca, ________________________ who _________________________. A: What happens then? B: ____________________________________________________________.
10. To ask and answer questions. 11. To imitate a spoken model. 12. To consolidate a language point. 13. To evaluate learning. 14. To write a text. 15. To reect on the contents of the lesson and relate them to personal experiences.
11 16 Listen to the recording, compare with the conversation you completed

in Exercise 10 and then repeat it. Then change the answers to talk about a lm you have seen. Practise and role play the new conversation with a partner.
Language Note
-ing forms
1. Compare the pairs of sentences below paying special attention to the words in bold. What similarities and di erences do you notice? Which word is a noun and which one is a verb? a. Filming took place in Denmark and Portugal. They are lming a new movie. b. Marrying Clara makes Esteban Trueba a happy man. We rst see Esteban Trueba when he is marrying Clara. 2. All the words end in -ing, but the words in the rst sentence of each pair are acting as nouns and we call them gerunds. The words in the second sentence of each pair are acting as verbs, and we call them present participles. When gerunds are used as nouns, they can be used in the same way that any other noun can be used: subjects, objects, objects to prepositions, etc. 3. Go back to the texts and nd more examples of both gerunds and present participles.
12 Examine the sentences below. Identify the gerunds and the present participles.
a. b. c. d. Frank was swimming in the pool when I saw him. Denise likes dancing and singing. They were dancing and singing in the rain. Cooking with my mum is lots of fun.
32
UNIT 2
13 MINITEST Complete the following paragraph with the correct form of the
verbs in the box, a gerund or a participle. 8 pts.
arrive
do
enjoy
help
learn
read
sit
watch
It is 7:00pm and Bill (a.) _________________ at the dinner table in front of the TV. (b.) _________________ and (c.) _________________ TV are the two things he really loves. His mother (d.) _________________ his sister with her homework. The girl doesnt really like (e.) _________________ homework. Bills mother loves (f.) _________________ new things, so she (g.) _________________ herself. Bills father opens the front door. (h.) _________________ home at night is the best thing in the world!, he says.

You are going to write a group review of a lm you have all seen recently. a. Agree on a brief summary of the lm. You can use the event map in Exercise 9 to help you. Make notes. b. Describe what each of you thought of the lm, giving reasons and examples. Make notes. These questions can help you. Did you think that it was interesting / boring / thought-provoking? Did it have lasting images and ideas that you particularly liked? c. Divide the lm into relevant parts: acting, directing, setting, costumes, music, etc.; express your opinion and make notes. Was the setting successful / the atmosphere appropriate? Was the cast good and adequate for the lm? What was the sound track like? d. Brainstorm and write down a list of adjectives and expressions you can use in the review: Example: amazing scenery / excessive violence / good atmosphere / hair-raising suspense / hilarious / phenomenal / plenty of details / spectacular visual e ects / unexpected plot twists. e. A person from the group must be the group scribe. Develop a draft of your review (95 words) including the following parts. Title of the review make it catchy! Paragraph 1: summary and your general view. Paragraph 2: positive things about the lm. What did you like? Why? Paragraph 3: negative things about the lm. What didnt you like? Why? Paragraph 4: nal comments. f. Read your review and check for spelling and grammar mistakes. g. Use these points to evaluate your group work. Say Yes or No. e lm. personal views of th We discussed our t of our review. We prepared a draf e lesson. res and ideas from th tu uc str , ds or w ed us We . a coherent sequence mistakes. Our review follows d ammar an spelling gr ed ct rre co d an d We checke rs opinions. respected each othe d an to d ne te lis e W

a. What have you learnt about Isabel Allendes rst famous novel? Can you express your opinion about it, or about other books you have read or lms you have seen? b. How important is the opinion of your family when you choose a boyfriend / girlfriend? c. What would you do if you were in Blancas situation?
33
on Less
DARK FANTASY
BEFORE YOU LISTEN
LISTENING
1 What do all the lms in the pictures have in common? Choose from the
alternatives given. a. The subject is fantasy. b. They are / were all bestsellers. c. They are all based on books. d. They are lms for young people. e. They have historical characters. f. They were written by British writers.
1
Learning abilities
2 Answer these questions about the lms in your group.

a. What is the plot of each of them? b. Who are the main characters and actors?
1. To connect pictures and content. 2. To connect content and previous knowledge. 3. To identify cognates. / To relate written and spoken version of words. / To practise pronunciation. / To nd meaning of words. 4. To classify information. 5. To make predictions.
17 Listen and repeat these words associated with lm-making. Which ones sound similar in Spanish? What do they mean? Find the meaning of the rest in the dictionary.
imation
tor
actor
adapta
tion
e
an
camer
extra
aman
cast
location soundtra ck stunt
m costu
produce r
direc
lay screenp
sequel
4 Classify the words in Exercise 3 under the correct heading.

People in lms Film-making process
5 Which words and expressions from Exercises 3 and 4 would you expect to
nd in an interview with the author of books about vampires on which two lms have been based?
34
UNIT 2

18 Listen to the interview and check your predictions in Exercise 5. 18 Listen again and tick () the best option. a. The author began writing after having a dream / watching a horror lm . b. Twilight and New Moon sold 1.3 million copies / 13 million copies . c. Bella, the protagonist is popular with readers because she is a hero / a normal girl . d. The location of the vampire saga is Forks / Washington .
Learning abilities
6. To validate predictions. 7. To discriminate between correct and incorrect information. 8. To identify speakers. 9. To nd specic information.
18 Listen again and write down who said these statements, the Interviewer or the Author. a. ____________: I had a dream about a human girl meeting a vampire. b. ____________: Readers loved it immediately. c. ____________: Both Twilight and New Moon were lmed. d. ____________: The lm and its soundtrack became really popular with young people. e. ____________: Both need dedication. 18 Listen again and answer these questions. a. b. c. d. How many children does this author have? What is the name of the third book in this saga? How long did the author take to write the rst book of the saga? What is the rst name of the director of Twilight?
Stephenie Meyer, author of Twilight.
AFTER YOU LISTEN 10 Think about the text you listened to and tick () the statements that are true
about an interview. a. ______ An interview is a conversation between two people - the interviewer and the interviewee. b. ______ An interview consists of a series of questions and answers. c. ______ An interview is conducted in order to make the interviewee feel uncomfortable and angry. d. ______ The purpose of an interview is to obtain information from the interviewee. aspects suggested (a f). Use the expressions in the box.
Learning abilities
11 In pairs, choose two lms you have both seen recently and compare the
as good / bad as better / worse rather di erent more / less / terribly / incredibly amusing / boring / interesting / popular
a. Characters b. Length of the lm c. Location d. Sound track e. Subject f. Type of lm
10. To discriminate between correct and incorrect information. 11. To consolidate vocabulary. / To express personal opinions. 12. To consolidate a language point. 13. To match information and visuals. 14. To role play dialogues imitating a spoken model. 15. To evaluate learning. 16. To role play an interview. 17. To reect on the contents of the lesson and relate them to personal experiences.
35
Language Note
Gerunds
movie theater cinema
1. Read these sentences from the interview paying special attention to the words in bold. a. Wearing fashionable clothes is not important. b. I love raising kids and I love writing books. c. I will dedicate more time to writing vampire stories. 2. Study these examples and those in Point 1 and try to identify the function of the gerund. a. Driving a car is quite di cult. b. Kenny loves driving his fathers car. c. Mrs Adams is really tired of driving. 3. As gerunds function as nouns, they can take the role of subjects, objects and objects of a preposition in a sentence. In both sentences a. the gerund is the subject of the sentence; in sentences b. it is the object of a sentence and in sentences c. it is the object of a preposition (in this case to, but it could also be after, before, between, from, of, etc.).
12 Complete these sentences with information from the interview and a
gerund. Can you identify the function of the gerund? a. ___________________________ was quite a surprise for the interviewer.
b. After ___________________ about a human girl___________________ a vampire, Stephanie started ___________________________________. c. Stephanie didnt expect such success because _____________________ she had planned to do. d. Stephanie thinks that ________________________ could ruin her books. e. Next year, Stephanie will dedicate more time to ____________________.
13 Match the questions in column A (a d) with the answers in column B

(i iv). Then match the dialogues with the pictures on the left (1 4). A
a. Are you sure its the right size for me? b. Is this your nal answer?
B i. Im absolutely certain Im right. The answer is Of Love and Shadows. ii. Im not sure, but I think its the rst street on the right.
c. Can I have three of those owers, please? iii. Lovely! Your girlfriendll love these roses.
3
d. Excuse me, where is Dalton Street?
iv. Well, actually, it looks a bit too big for you.
14 19 Listen and practise the dialogues in Exercise 13 with a partner. Role play
4
them in front of the class.
36
UNIT 2
15 MINITEST Use gerunds to complete the second sentence so that it has a
similar meaning to the rst sentence. 8 pts. a. My father repairs all kinds of things. My father is good at ___________________________________________. b. Im sorry I didnt arrive on time. Im sorry for ______________________________________________ late. c. Fruits and vegetables are good for our health. __________________________________________ is good for our health. d. My sister usually does her homework and then watches TV. My sister usually watches TV after ________________________________.
vacation holiday

You and a partner are going to prepare and present an interview. a. Each of you must choose a topic, one of these ideas or one of your own: a favourite type of lm / a favourite writer / a person in your family / a place to go on holiday / your likes and dislikes / your future plans. b. Prepare a list of questions you want to ask your partner. Consider these aspects. Questions should start with what, when, where, who, why, which. Avoid questions that require a yes / no answer. Be as neutral as possible and dont o er your opinions or ideas in the questions. Avoid wording that might in uence answers. Example: So why dont you like Isabel Allendes books? Dont ask questions that you know might be embarrassing to the interviewee. c. The rst interviewer should ask all his / her questions and then you must change roles. Ask the questions one at a time and wait for the answer. Encourage responses with occasional nods of the head, comments, polite noises, etc. d. Change roles. e. Discuss both interviews. How did you feel as an interviewer and as an interviewee? Which role was more comfortable? f. Use these points to evaluate your performance. Say Yes or No. e instructions. estions o ered in th gg su e th ed w llo fo e interview. W d used them in the an ns tio es qu r ou te We wro cabulary and others grammar, vo We corrected each pronunciation. e lesson. res and ideas from th tu uc str , ds or w ed We us s. l of each others idea We were respectfu

a. Whats your opinion of lms based on novels? Can you give more examples? b. Would you change the way you are in order to be with someone you love? c. What would you do if the boy or girl that you love belonged to an urban tribe that you really dislike? d. Would you marry a physically disadvantaged person? Why? Why not?
Interviewee: (noun) the person who answers the questions in an interview.

37
1 Read the plot below. Do you know the name of the lm?
the Dursleys treat e. bothering Harry all the tim ool of Witchcraft m a certain Hogwarts Sch fro ter let us rio ste my a , upon receiving a wizard and a witch. On his eleventh birthday origins. His parents were his t ou ab th tru the rs ve disco -shaped scar Harry still has a lightning and Wizardry, Harry finally rt. mo lde Vo ard wiz il ev g him from the o somehow deprived They were killed protectin attack as a baby, and als the ed viv sur he ce Sin t. g disbelievers in t even on his forehead from tha ardry. The Dursleys, stron wiz of rld wo the in s ou he became fam Voldemort of his powers, self. anything about his true nds with magic, never told Harry gwarts, Harry makes frie Ho At s. gin be ard wiz a ppy and his training as them accidentally Harry is surprised but ha e Granger. The three of ion rm He d an ey asl We n ing that youngsters, Ro , is plotting to steal someth pe Sna s teachers and two other eru Sev r, ste ma quest for the find out that the potions sly. The three youngsters lou jea ing ard gu is g do a three-headed y school many obstacles: everyda truth leads them across h match (Quidditch is a life, a bewitched Quidditc ffy, the three-headed popular wizard sport), Flu er problems to overcome monster dog and many oth ject. to get to the guarded ob and his friends, the Luckily for young Harry d Voldemort is defeated situation is cleared up an once again.
Adapted from: Reischl, J. (n.d er and the Sorcerers .). Plot Summary for Harry Pott from Stone. Retrieved June 14, 2012, mary sum plot 27/ 415 tt02 itle/ http://www.imdb.com/t
h his uncle Living in Privet Drive wit young and aunt is very hard for a car Harry. His parents died in by, and ba a crash when he was still Vernon he is being brought up by and Petunia Dursley. stairs, and ng in the closet under the livi is rry Ha , son rea wn is For some unkno dleys favourite activity ily member. His cousin Du fam a like n tha ve sla a him more like
Bother: (verb) to annoy, worry, or upset sb; to cause sb trouble or pain. Deprive: (verb) to prevent sb from having or doing sth, especially sth important. Jealously: (adv.) showing a great interest in keeping or protecting sth. Truth: (noun) the true facts about sth, rather than the things that have been invented or guessed.
38
UNIT 2
2 Read the plot carefully again and put these pictures in order.
3 Find all the gerunds and present participles in the story. List them separately
in your notebook, copying the complete sentences.
4 Read the plot again and use the diagram below to summarise it. Write the
summary in your notebook. The pictures in Exercise 2 can help you. a. Where did the action happen? Event map c. Who participated? d. What happened? e. How did it end?
summarize summarise
b. When did it happen?
5 Which gerund would you use to complete the instructions for these
tra c signs?
a. Pedestrian ____________.
b. Animal ____________.
c. _____________ prohibited.
d. No U____________.
e. No ____________.
39
JUST FOR FUN

1 Can you detect the contradictions in these writing tips? Can you correct them?
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Adapted from: An o from http ://ww
IPS T G N I WRIT
40
UNIT 2
2 Enjoy these cartoons and comment them in your group.

a b
One of the people who applied for the position of journalist at our newspaper wants to know why he didnt get the job.
So you say on your application that you are uent in two languages. English and?
Text messaging.
CHILEAN CONNECTION
Il Postino is a 1994 lm directed by Michael Radford. It tells a ctional story of Chilean poet Pablo Neruda and a simple postman - Mario Ruoppolo - who learns to love poetry. The young postman delivers mail to only one customer, Neruda, exiled to Italy because of his views. In the meantime, Mario meets a beautiful young lady, Beatrice, in the villages only cafe. With the help of Neruda, Mario is able to better communicate his love to her through the use of metaphors. Mario and Beatrice are later married, and at the same time Neruda and his wife are allowed to return to Chile. Some months later, Mario makes a nostalgic recording of island sounds for Neruda, including the heartbeat of his unborn son. Several years later, Neruda comes back to the island and nds Beatrice and her son in the same old cafe. She tells him that Mario had been killed just before the birth of the child, at a rally in Naples. He had been selected to read his poetry, dedicated to Neruda, for the crowd, but police stormed the place before he could reach the stage. Beatrice gives Neruda the recording of island sounds, which also includes the sounds of Marios death at the rally. The screenplayof the lm was adapted from the novel Ardiente Paciencia, by Antonio Skrmeta.
Adapted from: Wikipedia, the free enciclopedia (n.d.) Il Postino. Retrieved October 15, 2005, from http://en.wikipedia.org/wiki/Il_Postino
Screenplay: (noun) the words that are written for a lm, together with instructions for how it is to be acted and lmed.
41
TEST YOUR KNOWLEDGE

READING
UNUSUAL VAMPIRES
by Leah S.
Twilight based on the rst book in the best-selling series by Stephanie Meyer is a faithful adaptation that will captivate fans and new audiences. The lm follows the story of Bella Swan (Kristen Stewart), a normal girl who moves into a secret supernatural world when she falls in love with her mysterious classmate, Edward Cullen (Robert Pattinson), who just happens to be a vampire. This is not a typical vampire tale; if you are looking for (*1) clichd stereotypes with fangs, co ns, and stakes through the heart, this is not the lm for you. Director Catherine Hardwicke and screenwriter Melissa Rosenberg stay true (*2) to Meyers vision and show a story of the ultimate forbidden love . Hardwicke once again proves her knack for portraying raw teenage experiences, as she did in Thirteen and Lords of Dogtown. She directs a young cast of phenomenal talent. Kristen Stewart gives a fresh, honest take on Bella. Her simple interpretation allows viewers to live vicariously (*3) through Bella and experience what she does. Pattinson conveys Edwards inner troubles really well; his complex perception of the character creates a believable Edward. The lm also has an outstanding supporting cast. Billy Burke as Bellas father, Ashley Greene as Alice Cullen, and Michael Welch as Mike Newton o er excellent interpretations. The lm itself is visually dynamic; it is shot in crisp blue tones and the costumes are pallid, not the traditional vampire attire. Filmed in Portland, Oregon, the lm features stunning views and beautiful landscapes. Using extreme close-ups and unusual angles, the camera work gives the lm an intimate, realistic feel. The music ties in to the story perfectly; consisting of moody rock songs, the soundtrack ts the tone. The book and the lm are equally satisfying, but in di erent ways, and neither is better. While you can imagine the detailed story unfolding in your head when reading the book, the lm creates a sweet condensed version for the big screen. Both allow you to lose yourself in this passionate, unorthodox romance.
Adapted from: Leah, S. (n.d.) Twilight. Retrieved April 10, 2012, from http://www.teenink.com/reviews/movie_r
eviews/article/65635/Twilight/
(*1) : colmillos, atades y estacas (*2) : amor prohibido (*3) : indirectamente

UNIT 2
42
1 Read this lm review. What is the writers

general view of the lm? a. Positive. b. Negative. c. Neutral.
1 pt.
5 Circle the gerunds and underline the present
2 Read the review again and match the names in

column A with the roles in column B. A B
6 pts.
5 pts. participles in these sentences. a. He was playing football when I saw him yesterday. b. There is only one great passion in his life: writing books. c. Thank you for giving me such a beautiful gift. d. What is she doing here? e. I hate doing the same thing twice.
Bella Swan Billy Burke Catherine Hardwicke Melissa Rosenberg Robert Pattinson Stephanie Meyer
Author / Writer Film director Main female character Main male actor Screenwriter Supporting actor
LISTENING OPINIONS FROM MOSCOW
3 Read the review once more and answer
these questions. 3 pts. a. Is the lm a typical vampire story? Why/why not? b. Where was the lm shot? c. What is the reviewers opinion of the music of the lm?
20 Listen to the recording and circle the best option. 5 pts. a. The young man in the conversation is a lm director / a librarian. b. Some readers like to add a little adventure / romance as well. c. The teenagers favourite type of book is fantasy / romantic ction. d. The teenager saw a lm based on her favourite book last month / last week. e. It was fun watching the rest of the actors / people. 20 Who said these sentences, the British teenager (BT) or the Russian 5 pts. young man (RYM)? a. _____: Teens in my country normally like books with a little bit of mystery. b. _____: Ive read all the books and remember even the smallest details. c. _____: What did you think of the lm? d. _____: Was there anything about the lm that you didnt like? e. _____: There were also things that I missed.
7
LANGUAGE
4 Complete these sentences with a gerund and
your own ideas. 5 pts. a. Im not interested in ___________________ ____________________________________. b. ________________________________ is the best form of exercise. c. ________________________________ is not very good for your health. d. I really enjoy __________________________ _______________________ in my free time. e. The teacher talked about the importance of ____________________________________.
43
SPEAKING
WRITING
8 Use the expressions in the box to ll in the
9 Choose a lm you have seen or a book you have

read recently and write a short review (max. 90 words). Remember to include the plot, your opinion about the director and the cast and a few words about the soundtrack. 10 pts.
spaces in the conversation below. Practise and role play it with a partner. 8 pts.
I am sure thats right I am not really sure I am quite certain I am not certain if certainly are I think You are right
Juliet: Brenda: Juliet: Brenda: Juliet: Brenda: Juliet: Brenda:
__________ Ive seen that James Bond lm before. __________ youre wrong. Youve seen Casino Royale, but not Quantum of Solace. __________ about Casino Royale, but __________ if I saw the other lm too. The two lms __________ quite similar. Now that I remember, Quantum of Solace was lmed in Latin America, wasnt it? Argentina, I think. No, __________ it was a di erent country. Let me thinkChile! Yes, __________ it was Chile. __________. They lmed it somewhere in the desert, didnt they?
44
UNIT 2
SELF - EVALUATION
YOUR TEST RESULTS
9 - 10 Great Identi ed almost all the information. 6 - 8 Good Identi ed most of the information. 4 - 5 OK Identi ed some of the information. 0 - 3 Poor Deduced some of main ideas and answered just a few of the questions correctly. Your score
9 - 10 Great Identi ed almost all of the information. 6 - 8 Good Identi ed most of the information. 4 - 5 OK Identi ed some of the information. 0 - 3 Poor Deduced just a few bits of information.
Language You are expected to identify and apply two language points.
9 - 10 Great Understood and applied the language points in all cases. 6 - 8 Good Understood and applied the language points in most cases. 4 - 5 OK Understood and applied the language points in some cases. 0 - 3 Poor Deduced and applied the language points in very few cases.
Task Completed the dialogue with seven or eight of the correct alternatives. Completed the dialogue with ve or six of the correct alternatives. Completed the dialogue with three or four of the correct alternatives. Used only one or two of the correct alternatives in the dialogue. Score 3 2 1 0 Practically no language mistakes. A few language mistakes. Language mistakes interfere with comprehension. Score 2 1 0 Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction a ected by pronunciation mistakes and a lot of hesitation. Score 3 2 1 0
Writing You are expected to write a short lm review.

Task Wrote a review including all the required details. Wrote a review with most of the required details. Wrote a review with some of the required details. Wrote a review with very few or none of the required details. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Correct spelling, neat presentation. A few spelling mistakes, some presentation problems. Several spelling mistakes, quite a few presentation problems. A lot of spelling mistakes, poor presentation. Score 3 2 1 0

In this unit I re ected on the issues of love, family opinions and diversity. I used di erent techniques to help me to understand. I made myself understood even if I made some mistakes. I interacted with other students to do the exercises. Always Sometimes Never
45
UNIT

READING: nd and classify information / deduce the meaning of new words. LISTENING: identify information provided prior to listening / discriminate between correct and incorrect information. ORAL PRODUCTION: imitate model dialogues / complete conversations with provided information. WRITTEN PRODUCTION: prepare a brochure / summarise information. FUNCTIONS: introduce yourself and others.

GRAMMAR: the Subjunctive with dierent verbs. VOCABULARY: words from the areas of technology and scientic inventions.

READING: a brochure. LISTENING: an interview.

The importance of green technology and the conservation of our environment. HYPERTEXT: digital resources and activities
46
TECHNOLOGY
HOW READY ARE YOU FOR THIS UNIT? 1 Match the speech bubbles (a d) with the people in the pictures (1 4).
a 4 pts. d
Hi everybody! My names Ursula and Im a computer engineer
Id like you to meet Laura, who is an astronomer.
Let me introduce Dr. Glen Jackson. He is a chemist.
Meet Giovanni; he is an agronomist.
4
7 pts.
2 Which of the following were invented in the 20th century? Mark with a tick ().
a. b. c. d. ____ The aeroplane. ____ The diesel engine. ____ The Global Positioning System. ____ The karaoke machine. e. f. g. h. ____ The microwave oven. ____ The telephone. ____ The typewriter. ____ Velcro tape.
3 Match the sources of energy in the box with their pictures (1 4).
Geothermal Nuclear Solar Wind
4 pts.
Your score: 0 5: Look up the words in a dictionary or ask your teacher to help you. 6 10: Your knowledge of technology is good, but you could improve your vocabulary looking up some words. 11 15: Great job. You are ready to start the lesson.
1. a. - 4. b. 3. c. 2. d. 1. 2. a., c., d., e., h. 3. Geothermal 2. Nuclear 3. Solar 4. Wind 1.
47
o Less
n1
PLANET SAVING TECHNOLOGY

BEFORE YOU READ 1 Answer and discuss these questions in your group.
READING
Learning abilities
1. To connect content and previous knowledge. 2. To classify key words. 3. To identify cognates. 4. To predict content from cognates and familiar words.
a. What is the most important technological invention of all time? b. What technological invention in your house could you not live without? c. How does technology a ect our lives and our planet?

astronomer astronomy chemist chemistry design designer ecologist ecology engineer engineering geneticist genetics physicist physics research researcher science scientist Discipline / Field People who work in it
3 Which words in Exercise 2 look or sound similar in Spanish? 4 Which words from Exercise 2 would you expect to nd in a text about
green technology?
WHILE YOU READ

Learning abilities
5. To validate predictions. 6. To identify type of text. 7. To infer meaning of words and expressions. 8. To match information. 9. To transfer relevant information to a visual organiser. 10. To identify textual references. 11. To nd, support and classify specic information.
5 Read the text on pages 50 and 51 and check your predictions in Exercise 4. 6 What kind of text is it? Choose one option.
a. A newspaper article. b. A brochure. c. A web page.
7 This text has some scienti c words such as photovoltaic and phyto-
remediation. Read the text again and nd at least ve other scienti c terms. Can you deduce their meaning? Check the meaning of the other words in a dictionary.
8 Read the text again and choose one heading (a d) for each part of the text
(I - III). There is one heading you do not need to use. a. Fresh from Salty Water c. Making the Sun Work for us b. Harnessing the Power of the Wind d. Natural Disposal of Toxic Waste
48
UNIT 3
9 Read the text again. Find and classify at least three more inventions of each
type.
Conventional inventions Calculator ____________ __, ______________, ______ ________. Green inventions Solar cells ____________ __, ______________, ______ ________.
a brochure is a pamphlet or booklet, especially one containing summarised or introductory information or advertising?
10 These words are highlighted in the text. What do they refer to?
a. b. c. d. e. f. it they we it it they (I, paragraph 1, line 6) (I, paragraph 3, line 4) (II, paragraph 2, line 5) (II, paragraph 4, line 3) (III, paragraph 2, line 1) (III, paragraph 4, line 2) It refers to _________________. It refers to _________________. It refers to _________________. It refers to _________________. It refers to _________________. It refers to _________________.
11 Read the text once more and list at least one advantage and one
disadvantage for each invention.
I. II. III.
Invention
Advantage
Disadvantage
AFTER YOU READ 12

Choose the answers from the options below. Check with the recording. Then listen, practise with a partner and role play the dialogue. a. b. c. d. e. I prefer food cooked and heated on conventional cookers. I think it has improved our communications. It is really very dangerous for humans and animals. To use it you need a place with a lot of sunshine. Yes, but we must be careful with our environment. What do you think is the biggest disadvantage of nuclear energy? _______________________________________________________. And what do you think is the problem with solar energy? _______________________________________________________. Do you think that the invention of the Internet has improved our lives? _______________________________________________________. And whats the advantage of heating up food in microwaves? _______________________________________________________. Should we use more geothermal energy in Chile? _______________________________________________________. 22 Talk about the advantages and disadvantages of certain inventions.
Learning abilities
Jordan: Alice: Jordan: Alice: Jordan: Alice: Jordan: Alice: Jordan: Alice:
12. To participate in a guided oral dialogue. 13. To apply new vocabulary and structures. 14. To practise a structure. 15. To evaluate learning. 16. To create a new text. 17. To reect on the contents of the lesson and relate them to own experiences.
TECHNOLOGY
49
PLANET SAVING TECHNOLOGY

in times Technology is important in our lives and e layer when the earth is getting warmer, the ozon scarce, more depleted, and natural resources very will that gy nolo it is important to promote tech green make the world greener. Some well-known plastic technology includes wind turbines, recycled ples. and bio-fuels. Here are three more exam
I
Solar energy is the suns rays (solar radiation) that reach the earth; it can be converted into other forms of energy, such as heat and electricity. In fact, as far back as the 1830s, British a solar astronomer John Herschel proposed that during thermal collector box be used to cook food an expedition to Africa. energy of Today, energy specialists suggest that the converting the sun can have other uses, for example in use for it into thermal energy to heat water and to heat homes, buildings, or swimming pools, , homes, spaces such as the inside of greenhouses and other buildings. tricity in two Solar energy can be converted into elec ways: solar cells Photovoltaic devices (PV devices) or PV change sunlight directly into electricity. s that tion loca ote systems are often used in rem y are The are not connected to the electric grid. and also used to power watches, calculators, lighted road signs. e electricity Solar power plants indirectly generat ctors is when the heat from solar thermal colle m that is used to heat a uid which produces stea used to power generators. ily Even though the rays of the sun are read es: the ntag available, there are still some disadva earths amount of sunlight that arrives on the location, on s end surface is not constant and dep ditions. con time of day, time of year, and weather that we Today, electrical engineers recommend r sola le stab install solar panels in areas with s. conditions such as deserts and sunny area
Power : (verb) to supply a machine or vehicle with the energy that makes it work.
50
UNIT 3
III
II
saline water Humans cannot drink saline water, but is called ess can be made into freshwater; this proc salty water, desalination. As long as we have lots of s. we can make plenty of freshwater supplie , shortages As the world population continues to grow not only in of fresh water will occur more often, and (from the er wat certain locations. In some areas, salt ed into ocean, for instance) is already being turn that we set ise adv ts freshwater for drinking. Chemis re there is up more desalination plants in areas whe water shortage . kinds earliest Desalination / Distillation is one of man a popular forms of water treatment, and it is still ancient In y. toda ld solution throughout the wor on their ess times, many civilisations used this proc water. In ships to convert sea water into drinking onsible resp ess nature, distillation is a basic proc water to for the hydrologic cycle. The sun causes lakes, oceans, evaporate from surface sources such as ly comes in tual and streams. The water vapour even enses to form contact with cooler air, where it re-cond ess can be imitated articially, dew or rain. This proc alternative and more rapidly than in nature, using sources of heating and cooling. e, we Provided that we have salty water availabl main can distil or desalinate it. However, the e process. nsiv expe an disadvantage is that it is still
Adapted from: da Rosa, A.V. (2005). Funda
help us Ecologists urge that we plant forests to we plant breathe better, and scientists insist that idea forests to clean up toxic waste. That is the uses that gy nolo behind phyto-remediation, tech industrial vegetation to absorb dangerous waste from plants and other polluters. s, but it The technique has been around for year e is a has not been very effective. However, ther ping dum c toxi e new twist that promises to mak earc Res hers grounds green in more ways than one. ed bacteria at York University in Britain have identi uce an prod that living in the roots of certain trees , a chemical enzyme that eats up residue from RDX stry. compound used by the military and indu etically gen The scientists are working on ways to s ability to engineer the enzyme to increase the tree absorb toxic waste. the University Meanwhile, a team of geneticists from bacteria of Georgia has transplanted a gene from ion into inat tam that helps to neutralise mercury con ediation a common ower - the result is a bio-rem system that smells nice too! ly interesting, Even though these technologies are real available there is a little problem: they are still not on a large scale.
nd Amsterdam: Elsevier Academic Press. mentals of Renewable Energy Processes. (2 ed.).
Shortage : (noun) a situation when there is not enough of the people or things that are needed. Dew: (noun) the very small drops of water that form on the ground, etc. during the night.
TECHNOLOGY
51
Learning tip
13 Go back to the text and nd sentences that mean the same as these.
a. Although solar energy is quite common, there are still some problems. b. It was, in reality, a British scientist who used solar energy for the rst time. c. If we have plenty of salty water, we can turn it into fresh water.
We use certain connectors to link parts of sentences and to make short sentences into longer ones. Some of them are: Even though, even if. They mean although. We also use even if to indicate something theoretical or hypothetical. Example: Even though he is Chilean, he can speak English very well. In fact means in reality. Example: Sandra is not very friendly. In fact, she is not nice at all. As long as, provided that indicate a condition and mean the same as if. Example: I will help you as long as you ask me politely.
Language Note
The Subjunctive with that
1. Read these sentences from the text paying special attention to the parts in bold. a. British astronomer John Herschel proposed that a solar thermal collector box be used to cook food. b. Ecologists urge that we plant forests. c. Chemists advise that we set up more desalination plants. 2. What do you notice about all these sentences? Choose two correct options. a. They are all in the past tense. b. They all use the structure verb + that + in nitive without to. c. They all express a recommendation, importance or urgency. The correct answers are b. and c. The structure is called the Subjunctive mood. The Subjunctive is used after the following verbs:
advise ask command demand desire insist propose recommend request suggest urge
3. Go back to the text and nd two more examples of the Subjunctive.
14 Match these sentences (a d) with the pictures below (1 4). Rewrite them
in your notebook using the Subjunctive. Example: Eat more vegetables, he urged. He urged that we eat more vegetables. a. Why dont we all go to the beach? Sonia suggested. b. How about going to the cinema? I proposed. c. Brush your teeth after each meal, dentists advise. d. Take o your shoes before entering the temple, the sign requests.
52
UNIT 3
15 MINITEST Use a verb from the box in the Subjunctive and your own ideas
to complete the sentences below. 6 pts.
drink
read
return
take
vote
a. The teacher suggested _______________________________________ as a good example of Spanish literature. b. The doctor recommended ______________________________________. c. I demand ___________________________. The computer is not working! d. She insisted __________________________________________________. e. I propose _______________________ and once there we can rent a car. f. The President urges ___________________________________________.

You are going to write a brochure in your group. a. Go back to the brochure on page 50 and look at its format. What are its parts? Whats its length? b. Choose one of the topics below (i iv), thinking about an area you feel comfortable with and where you know you can nd su cient information. i. What should we do about global warming and climate change? ii. The most important inventors and inventions of all time. iii. The importance of computers and the World Wide Web. iv. Another topic of your choice. c. Determine the purpose of the brochure your group will design by answering these questions. i. What do I want to achieve? ii. What message do I want to get across? iii. Who is my target audience? iv. What is the purpose of my brochure? For example, if you choose global warming, is your message to o er a warning or simply to inform? d. Plan the layout of your brochure carefully. Remember rst impressions are lasting. Add graphs, charts, pictures, etc. e. Keep your sentences short and to the point. Give only necessary information - most people do not want to read long texts. Use the Subjunctive you have learnt in this lesson. f. Use headings to draw attention to sections in your brochure. These headings should stand out - a bigger font, a di erent colour, or bold print. g. Proof read your brochure and make sure there are no grammar or spelling mistakes. h. Ask your teacher to help you to evaluate your brochure. Follow these points and say Yes or No.
the brochure. and the message of cs pi to e th d se aly We an re. design of the brochu We agreed on the ochure in sections. We divided our br riate information. e lesson. We included approp structures learnt in th d an ns sio es pr ex We used nctuation. rrected errors and pu We checked and co

a. What have you learnt about green technology? b. How can it a ect us and our planet? c. Has your opinion about the best invention of all time changed? Why? Why not? d. What is your personal contribution to protecting the future of our planet?
TECHNOLOGY
53
o Less
n2
THE TECHNOLOGY OF LIVING THINGS

BEFORE YOU LISTEN 1 Answer and discuss these questions in your group.
LISTENING
Learning abilities
1. To connect content and previous knowledge. 2. To match information and pictures that represent it. 3. To infer the meaning of key words. 4. To nd the meaning of key words and identify their pronunciation. 5. To predict content from the context.
a. What do you think the word biotechnology means? b. What is DNA? Does every living organism have it? c. What kind of instruments can you nd in a science laboratory?
2 Match the pictures (1 4) with the bubbles (a d).
3
a
4
c
Susan, Id like you to meet my friend Bill.
Ladies and gentlemen, let me introduce Professor Browning.
Mum, this is Judy - my new girlfriend.
I dont think weve met before. Im Jenny Jones.
3 To which of these words can you attach the pre x bio? What do the newly
formed words mean?
chemistry
cake
dentist
fuel
logical
mass
physics
technology
4 Mark with a tick () the areas of life in which you think biotechnology can be
a. ____ Agriculture b. ____ Education c. ____ Energy d. ____ Health e. ____ Financial services f. ____ Mining
a pre x is a part of a word that is attached to the word at the beginning to either give it a new meaning or to modify it? Examples: uninteresting, dishonest, impatient, mispronounce, etc.
used and that will be mentioned in the programme you are going to listen to.
23 Listen and repeat these words. Check their meaning in a dictionary.
boost
breathe out crop drought increase (v.) ore rise spoil wrinkly yeast
54
UNIT 3
WHILE YOU LISTEN 6 7 8

24 Listen to the programme and check your predictions in Exercise 4. 24 Listen again. Which of the introductions in Exercise 2 are used in the programme? 24 Listen again and tick () the best option. a. Where does the word biotechnology come from? From three Latin words. ii. From three Greek words. i. b. For how long has biotechnology been around? i. For more than four thousand years. ii. For more than fourteen thousand years. c. What is the e ect of yeast on bread? It makes it rest. ii. It makes it rise. i. d. What were fruits such as apples like before biotechnology? i. Extremely sour. ii. Extremely soft. e. What do Lactic bacteria do to milk? i. They keep it from spilling. ii. They keep it from spoiling.
Learning abilities
6. To validate predictions. 7. To nd specic information. 8. To nd specic supporting information. 9. To nd general and supporting information.
9
a. b. c. d.
24 Listen once more and answer these questions. What is the meaning of the word biotechnology? How can biotechnology be used in medicine? Why is it important that we plant drought resistant plants? Why is it imperative that scientists are careful when doing their experiments?
AFTER YOU LISTEN 10 What is the main conclusion you can draw from the text?
a. Humans havent noticed the presence of biotechnology in their lives. b. Biotechnology is essential to improve food quality. c. Its very important that scientists take care when doing their experiments.
Learning abilities
11 Fill in the gaps in the sentences below with these words from the listening text.
crops
a. b. c. d. e.
cure
mixture
ore
toasted
Humans rely on ___________ such as rice, wheat, and potatoes. Lemonade is a ___________ of water, sugar, and lemon juice. Most copper ___________ is mined from large open pit mines. My favourite food is a ___________ cheese and ham sandwich. There is still no ___________ for cancer and the common cold.
10. To draw conclusions. 11. To consolidate vocabulary. 12. To consolidate a language point. 13. To imitate a spoken model. 14. To consolidate grammar and vocabulary. 15. To evaluate learning. 16. To consolidate vocabulary through a game. 17. To discuss an issue. 18. To reect on the contents of the lesson and relate them to own experiences.
Rely on : (verb) to need or be dependent on sth. / sb.

TECHNOLOGY
55
Language Note
The Subjunctive (continued)
1. Read these examples from the listening text, paying special attention to the parts in bold. a. Its essential that we add a living organism. b. It is urgent that we plant crops resistant to droughts. c. It is imperative that scientists take care when doing their experiments. 2. What do the examples have in common? Choose two correct options. a. They are all in the future tense. b. They all use the structure to be + adjective + that + in nitive without to. c. They all express a sense of urgency and importance. The answers are b. and c. and they are another use of the Subjunctive mood in English. Other adjectives that we use in the same way are:
best crucial desirable essential imperative important recommended urgent vital (that)
The Subjunctive is also used with the expressions it is a bad / good idea that 3. Write sentences about the uses of biotechnology mentioned in the listening text using the adjectives in the box above and the Subjunctive.
12 Match the two parts of the sentences. Write the complete sentences in your
notebook. a. Christmas is approaching, so its a good idea that b. Your test is next week, so its vital that c. Our planet is in danger! Its urgent that d. As you are an athlete, its recommended that e. When you drive a car, its imperative that f. To be a good musician, its important that i. you pay attention to the tra c signs. ii. you practise every day. iii. you begin studying now. iv. we all try to save it. v. we start buying gifts. vi. you take some extra vitamins.
13 25 Work with a partner and try to put these sentences in order to form a
conversation. The rst sentence of the conversation is in red. Compare with the recording. Listen, practise in groups of ve and then role play the conversation for the class. Clive: Hello, Gina. Gina: Hello, Clive. Gina: Hi, everybody. Gina: Nice to meet you, Naomi. Gina: Not too bad, and you? Gina: Tony, arent you going to introduce me? Naomi: Nice to meet you too. Steve: How are you doing? Tony: And the girl on your left is Naomi. Tony: Finally, the guy sitting next to Naomi is Steve. Tony: Hi, Gina. Tony: Sorry! Well, rst, the guy on your right is Clive.
56
UNIT 3
14 Use the linking expressions in the Learning Tip on page 52 to join these
sentences into one. a. He is not an expert. He knows a lot about biotechnology. b. It is safe to do experiments. We follow speci c safety measures. c. We still need other sources of energy. We reduce the use of fossil fuels. 8 pts. c. It is a bad idea ______________. d. It is recommended ___________.
GOOD JOB! 3 to 5 EXCELLENT! 6 to 8
15 MINITEST Finish these sentences using the Subjunctive.

a. It is urgent _______________. b. It is a good idea ___________.
REVISE AGAIN
1 to 2
16 Play Noughts and Crosses with a partner using the subjects below (a d).
Use the Internet or the library if necessary. a. Game 1 - inventors c. Game 3 - strange inventions b. Game 2 - biotechnology d. Game 4 - useful inventions

Example: Its essential that we pay attention to You are going to discuss an issue in your group. the risks. a. Choose one person to take notes. g. Ask the note-taker to read his / her notes aloud; b. Read what Dr. OHanlon said about safety in add, check, correct and then choose a person to biotechnology: Its imperative that scientists be the presenter of the groups conclusions. take care when doing their experiments in safe h. Join another group and compare conclusions. laboratory environments. i. Ask your teacher to listen to the presentations c. Discuss why it is important that we take care and correct errors and pronunciation. when doing experiments in a laboratory. Talk about possible dangers and their consequences. j. Use these points to evaluate your performance. Say Yes or No. d. List the equipment that helps to prevent accidents in a lab (goggles, re extinguishers, etc.) the instructions. ggestions o ered in su e th ed w e. Talk about actions that should not be done in llo fo e W entation. use them for the pres to s ea id r ou te any laboratory. Use the subjunctive. ro w y and We grammar, vocabular rs he ot ch ea ed ct Example: Its a bad idea that students eat or drink We corre in the laboratory, while doing experiments. pronunciation. lesson. s and ideas from the f. List actions that should be done in the laboratory. We used words, structure

a. What does a biotechnologist do? What subjects must you study if you want to become one? b. Can you name at least four areas in which biotechnology is important? c. What do you think are the advantages and disadvantages of biotechnology in connection with food? d. If you could choose the sex or any other physical characteristics of your child, would you do it? Why? Why not? Goggles : (noun) a pair of glasses that t closely to the face to protect the eyes from the wind, dust, snow, etc.
TECHNOLOGY
57
1 Form pairs of sentences with similar meaning. Then match them with the pictures.
a
Its a good idea that we cycle more.
I think it would be good if we used our cars less and our bikes more.
f
Its important that we take care when handling dangerous substances.
Its recommended that you switch off the lights when you are not using them.
When working with dangerous chemical materials, we should be really careful.
You should turn off the lights when you leave the room.
2 Match the situations (a d) with the introductions (i iv). Then, add two more situations with their
corresponding introductions.
Situation a. On the phone b. On a home visit c. On a ight d. At school e. __________ f. __________
Introduction i. Children, let me introduce a new student. Shes Bella Young and she is from a school in Oregon. ii. Good evening, ladies and gentlemen; this is your captain speaking. iii. Good morning, Miss Jenkins. You requested an electrician. Im Danny Lamb from Blue Electric. iv. Hello? Can I speak to Irene Carter? My name is Helen Bingham and Im calling from British Telecom. v. ____________________________________________________________ vi. ____________________________________________________________
58
UNIT 3
3 Read the letter below and put this information (a - d) back into the correct places (i - iv).
a. b. c. d. I propose that we use the magic roundabout on other continents such as South America and Asia. It is important that I rst tell you why I invented it. It is a good idea that they use their carousels to pump water from the holes. That is why I thought it is vital that we help Africans to access water easily and cheaply.
28 March, 2010 Cape Town, South Africa
about. Dear Suomi, invention, the magic round my t ou ab ing ask are u yo your letter where w do I start Thank you very much for favourites, the carousel. Ho e -tim all s ren ild ch of e the driest based on on parts of Africa are some of t tha It is quite simple and it is is t fac e Th __. ___ _______________ lly scarce. to explain it? (i.)_________ inking and irrigation is rea dr for ter wa so , rld wo areas of the ____________ holes are (ii.)_____________________ is from bore holes. These ter wa to ess acc ly on the veloping countries make the work much In many rural areas of de rd work! My idea was to ha ry ve lly rea is it d an s pump I thought: usually operated by hand abouts and they love it. So nd rou on y pla ren ild ch easier. Every day ________ (iii.)_____________________ g, especially when it ren wasting time playin ild ch ir the nd mi t no do st water hole or rents long distances to the neare This is one time when pa ng lki wa urs ho g din en sp thers saves them - usually the mo es, every day. y can carry, perhaps 25 litr the at wh ly on t lec col to and about 650 well ia are using my invention mb Za d an ue biq zam Mo , world. Uganda system could go all over the the t, Now many nations such as fac In __ ___ ___ ___ Africa. (iv.)___ t is in danger, we have been installed in South t in times when our plane tha l tia en ess is It . ion est d your qu I hope that I have answere s. take care of our resource Yours, Trevor Field
Adapted from: Lamb, C. (April17, 2005). The Magic Roundabout. The Times.
4 Which of the three pictures (1 3) corresponds to the magic roundabout? Why? Explain your choice.
1
3
TECHNOLOGY
59
JUST FOR FUN

1 Look at the pictures (1 6). Do you think that the products they advertise are real?
2 Read the descriptions of the products (a f) and match them with the pictures (1 6).
a. When it is sunny, it keeps the sun o your head. When it is raining, it keeps the rain o your face. It is easy to use and folds up neatly when you are not wearing it. b. It is temporary and you can remove it any time you want. You can tear o a long piece and put it around your entire arm, or a small piece for your leg, shoulder or... well, anywhere. c. Any time you want, you can soothe your tired muscles and rub away your tensions. Easy to use, it runs on long-life batteries. d. Tired of the mess a real tree can make on your carpet? Here is the answer! Thanks to the magic of digital technology, your TV screen will display a life-like beautiful tree so fresh you can practically smell it. e. What can be simpler than preparing a glass of chocolate? Well, now it is even easier. Just push the button and the Moo Moo Mixer will do the work for you. f. Want to feel over the moon? You can now. Just order a pair of Moon Boots and you will really believe you are walking on the surface of our only satellite. No need to travel into space!
60
UNIT 3
3 Complete these sentences with your opinion of the products.

a. b. c. d. I think _________________________________ is the most useless. I think _________________________________ can be quite useful. I would buy ____________________________________ for myself because _________________ . I would buy __________________________ for my friend _______ because_________.
4 In pairs, choose one of the products and design a publicity campaign for it. Consider the following aspects.
a. Where to advertise it (TV, radio, newspapers, billboards). b. Who would be your target audience. c. What would be the slogan you would use. Example: Essential no teen can do without it! d. Where you would sell it (department stores, supermarkets, by catalogue, etc.).
CHILEAN CONNECTION
Use the Internet or books from the library to nd out the meaning of the three names of the bacteria mentioned in the text.
Everyone knows that copper is the most important Chilean export and that the countrys economy largely depends on it. In recent times, the technology to get pure copper from copper ore has changed substantially. The new process, called bioleaching, is based on biotechnology. Millions of years before the human species appeared on this planet, there already existed live organisms capable of extracting metal from rock. These are a group of bacteria known as chemoautotrophs (live entities that harvest energy through simple chemical reactions between inorganic compounds such as iron, copper and sulphur). These micro organisms are truly living fossils and are extremely successful as a form of life, as they are found in almost all the Earths crust, including places with extreme conditions where no other type of organism can survive. The eyes of the biggest Chilean copper producer, the state-owned Codelco, are on three tiny bacteria identi ed by their indigenous names: Weneln, Licanantay and Yagn. The bacteria feed on nutrients in the mineral, separating the sterile material from the metal, which is then collected in a solution. Bioleaching is much cleaner and more environment-friendly than the traditional method, which uses a powerful poison called cyanide to extract the metal from the ore. Besides, bioleaching produces less air pollution and little damage to geological formations, since the bacteria occur there naturally.
Adapted from: What is Bioleaching? (n.d.) Retrieved April 24, 2012, from: http://www.innovateus.net/earth-matters/what-bioleaching
Ore : (noun) rock, earth, etc. from which metal can be obtained. Live : (adj.) living, not dead.
TECHNOLOGY
61
TEST YOUR KNOWLEDGE

READING
__________
spheric ing the alternative of strato lop ve de of st co mimic the clouds by spraying ion. This scheme would Special ships that create ert ins l ria ae st co be the most ating a hazy seawater into the air could effect of volcanoes by cre ng oli co w ne r , ge an climate ch ot, which would scatte effective way of tackling layer of particles like so ng a cooling effect for research has found. and absorb sunlight, creati at least a year. marine cloud The technique, known as e th e ov plan clouds ab estion considered was a gg su whitening, would create l na e Th t ec e to shield have a cooling eff tiny sunshades into spac Pacic Ocean that would h nc lau to . ay from Earth Suns rays. However, by reecting sunlight aw Earth from some of the mical ips unted due to its astrono sh co 00 dis s 2,0 y wa is arl th ne of t ee A wind-powered a, sucking up sea water cost of 236 trillion. would criss-cross the se through tall funnels. d the overall cost and spraying it upwards The authors also compare that , you es with the cost / benets air em e th sch o the int r of ate ltw sa . These When you spray temperatures would have around, se ing en uc nd red co s ud clo at th i create nucle sts on health, uld include the human co clouds, this way wo r ite wh d an r ge big ng agriculture creati ferent industries such as e, said ac dif sp on o ct int pa ck im ba t gh nli su bouncing more ooding. e of the study. and tourism, and the effect of arg ch in t tis en sci a g, un David Yo t on They found every 1 spen ud clo at th nd reap fou dy uld stu The stratospheric aerosols wo ely tiv ec eff r, every 1 whitening could 15 of benets; howeve of ts ec eff e th t g would wipe ou spent on cloud whitenin y ur nt ce is climate change th bring 2,000 of benets. re mo t no of with a cost ing nona They added that develop than 5.3 billion. This is s will n fossil fuel energy source fraction of the 150 billio though take a very long time. Al that leading nations are les are hybrid and electric vehic considering spending are still a available in Britain, they on the reduction of CO2 vernment niche market despite go emissions each year. incentives to go green. es tim 25 n tha re mo o als It is lion cheaper than the 140 bil
Taken from: Bates, C. (Last updated 2009, August 7) The cloud ships that could cancel out effects of global warming this century for 5.3bn. Mail Online. Retrieved February 20, 2012, from http://www.dailymail.co.uk/sciencetech/article-1205040/ Cloud-ships-cancel-effects-global-warming-century-5-3bn.html
Soot: (noun) black powder that is produced when wood, coal, etc. is burnt. Scatter: (verb) to throw or drop things in di erent directions so that they cover an area of ground. Reap : (verb) to obtain sth., especially sth. good, as a direct result of sth. that you have done.
UNIT 3
62
1 Read the text and choose one of these
6
1 pt.
titles for it. a. Cheap Measures To Eliminate Global Warming b. Global Warming The Latent Danger c. Green Ships Fight Global Warming
2 pts. that are mentioned. a. ___ Cutting edge computer programming. b. ___ Genetic manipulation of skin cancer cells. c. ___ Laser technology for medical use. d. ___ Tiny scissors for laboratory use.
26 Listen again and tick () the inventions
2 Read the text again and match the numbers in
column A with what they correspond to in column B. 4 pts. A B
15 The total cost of cloud whitening. 2,000 The number of ships to be used in the project. 5.3 billion The cost governments are considering spending on the reduction of CO2 emissions. 150 billion Bene ts for each pound spent on stratospheric aerosols.
circle what you hear. 4 pts. a. They are opened and closed with laser rays / light. b. We use them to hold and even to cut / divide molecules, genes and other tiny objects. c. I saw it in a magazine / on TV the other day. d. Doctors rub a small / tiny amount of special cream into the skin.
26 Listen to the interviews again and
3 Read the text again. Are these
statements true or false? 4 pts. a. ______ The cost of cloud whitening is lower than any other way of ghting global warming. b. ______ The cloud whitening project would be developed over the Atlantic Ocean. c. ______ An alternative way to combat global warming is to use giant umbrellas. d. ______ There are no hybrid or electrical vehicles in Britain.
complete these sentences. 3 pts. a. A nanometre is ________________________. b. Invention 1, the ________________, is useful because ______________________________. c. Invention 2, the ________________, is useful because ______________________________.
26 Listen to the interviews once more and
4 Read the text once more. What are the
two main advantages of using marine cloud whitening? 2 pts. a. ____________________________________. b. ____________________________________.
LISTENING CUTTING EDGE TECHNOLOGY
26 Listen to two short interviews. Where does each one take place? Choose from the options provided. 2 pts. Interview I: _______ Interview II: _______ a. In a co ee shop. c. In the street. b. In a laboratory. d. In a university classroom.
TECHNOLOGY
63
LANGUAGE
SPEAKING
9 Rewrite these sentences using the provided
openings. 4 pts. a. Drink lots of water and have three light meals a day, the doctor suggested. The doctor suggested __________________. b. Submit the paper on Monday at the latest, the teacher insisted. The teacher insisted ____________________. c. We should sell the tickets at 3 pounds each, Marie proposed. Marie proposed ________________________. d. We must take the necessary steps to reduce global warming now! the scientist recommended. The scientist recommended _____________.
12 Match the introductions (a d) with the pictures

(1 4). Then practise them with a partner and role play them in front of another pair. 10 pts. a. Claire: Tom, Id like you to meet my parents, John and Susan. Tom: Nice to meet you. b. Gareth: Friends: c. Ben: Hi, everybody. My names Gareth Fitzgerald and Im from Ireland. Hello, Gareth.
Mrs Gibbs, may I introduce my boss, Mr Palmer? Mrs Gibbs: How do you do, Mr Palmer? Penny, meet John, my husband. Delighted to meet you, John.
10 Use one of the linking words in the box to

complete the sentences.
d. Diana: Penny:
3 pts.
as long as
even though
in fact
a. He didnt study for the test. ______________, I was surprised that he passed it at all. b. I will help you with the dishes ____________ you dry and put them away. c. ______________ she looks oriental, she was born and brought up in Toronto.
11 Finish these sentences using your
own ideas. 3 pts. a. Its essential __________________________. b. Its vital ______________________________. c. Its urgent ____________________________.
WRITING
Go back to the brochure on page 62 and summarise it in about 100 words. Include a short description of the three inventions and the advantages and disadvantages of each one. Use the Subjunctive wherever possible. 10 pts.
64
UNIT 3
SELF - EVALUATION
YOUR TEST RESULTS
9 - 11 Great Grasped all main ideas and answered most questions correctly. 5 - 8 Good Grasped most of main ideas and answered most questions correctly. 2 - 4 OK Grasped some of main ideas and answered some questions correctly. 0 - 1 Poor Deduced some of main ideas and answered just one or two questions correctly. Your score
9 - 11 Great Identi ed almost all the information. 5 - 8 Good Identi ed most of the information. 2 - 4 OK Identi ed some of the information. 0 - 1 Poor Deduced a few bits of information.
Language You are expected to apply the subjunctive and three connectors.
8 - 10 Great Applied all items in all cases. 5 - 7 Good Applied most items in most cases. 2 - 4 OK Applied some items in some cases. 0 - 1 Poor Applied the items only in one or two cases.
Speaking You are expected to role play dialogues of introduction. Assign 1/2 point for each correct match picture introduction and the other
8 points according to these criteria. Score 3 2 1 0 Task Role played the four dialogues appropriately. Role played three of the dialogues appropriately. Role played two of the dialogues appropriately. Role played only one or none of the dialogues appropriately. Language Practically no language mistakes. A few language mistakes. Language mistakes interfere with comprehension. Score 2 1 0 Interaction Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction a ected by pronunciation mistakes and a lot of hesitation. Score 3 2 1 0
Writing You are expected to write a summary.

Task Wrote a summary following all the indications. Wrote a summary following most of the indications. Wrote a summary following some of the indications. Wrote a summary, but followed very few of the indications. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Score Correct spelling and neat presentation. 3 A few spelling mistakes and some presentation problems. Several spelling mistakes and quite a few presentation problems. A lot of spelling mistakes and poor presentation. 2 1 0

In this unit I re ected on my personal contribution to preserving our planet. I participated in the discussions related to technology issues. I applied the learnt structures and vocabulary in the exercises. I showed respect for other students opinions and ideas.
TECHNOLOGY
Always
Sometimes
Never
65
UNIT

READING: locate and classify specic information. LISTENING: identify speakers, nd specic information. ORAL PRODUCTION: talk about art forms and preferences. WRITTEN PRODUCTION: write an article on art. FUNCTIONS: express likes and preferences.

GRAMMAR: the Past Perfect tense (armative, negative and interrogative). VOCABULARY: words related to art forms such as music, painting, sculpture, and others.

READING: an article. LISTENING: a conversation.

Paying attention to, respecting and creating art in dierent forms.
66
YOUNG ART
HOW READY ARE YOU FOR THIS UNIT? 1 Match the descriptions (a - e) with the pictures (1 5).
a. b. c. d. e. Circle - a perfectly round shape. Hexagon - a geometric shape with six sides. Oval - a round, attened shape. Rectangle - a geometric shape with four sides that are at right angles to each other. Triangle - a geometric shape with three sides. 6 pts.
5
4 pts.
2 What shapes are these instruments?
4
6 pts.

People Instruments Styles
accordion arranger ballad cellist classical composer country disc jockey drums ute gospel jazz piano recorder reggae singer trumpet vocalist
Your score: 0 4: Look up the words in a dictionary or ask your teacher to help you. 5 10: Well done, but you could improve your vocabulary looking up some words. 11 16: Great job. You are ready to start the lesson.
1. a. - Picture 3. b. - Picture 2. c. - Picture 1. d. - Picture 5. e. - Picture 4. 2. 1 The violin is an oval. 2 The tambourine is a circle. 3 The harp is a triangle. 4 The keyboard is a rectangle. 3. People: cellist, composer, disc jockey, singer, vocalist. Instruments: accordion, drums, ute, piano, recorder, trumpet. Styles: ballad, classical, country, gospel, jazz, reggae.
67
o Less
n1
URBAN RHYTHMS
READING
Learning abilities
1. To connect topic and personal experiences. 2. To match information and pictures that represent it. 3. To express opinions. 4. To identify cognates. 5. To predict using previous knowledge.
a. Why do you think people like music? b. Why do you prefer some kinds of music to others? c. How many musical instruments can you name in one minute?
2 Put these music styles along the time line according to the pictures and your
previous knowledge. Do the pictures help you to decide? How?
1 Classical
2 Heavy metal
3 Folk
scientists believe that thousands of years ago, before people learnt how to speak, simple music was a means of communication? Ancient people communicated imitating animal sounds (for example, the roar of a lion to tell their tribe that danger was approaching) or the sound of wind or water to say that a river was near.
4 Hip hop
a. b. c. d. e. f. g.
5 Pop
6 Rock and roll
3 Compare the types of music in Exercise 2 using the sentences provided.

____________ music is older than hip hop. ____________ music is louder than classical music. ____________ is newer than rock and roll. In my opinion, ____________ is better than pop music. ____________ is as good as pop. ____________ has more interesting lyrics than rock and roll. ____________ is as entertaining to watch as heavy metal.
68
UNIT 4
4 Read the words in the box. Which of them look / sound similar in Spanish?
Do you know their meaning? Check in a dictionary.
audience
captive
dimension
explosive
lyrics
popularity
rhyme
5 You will read an article called The Rapping Years. What do you think it will
be about? a. The best age to learn to play rap music. b. The history of rap music. c. The years when rap music was most popular.
Learning abilities
WHILE YOU READ 6 Read the text on pages 70 - 71 and check your prediction in Exercise 5.
Explain your choice.
7 Where do you think the text came from?

a. A music magazine for teens. b. A daily newspaper. c. A magazine dedicated to ne art studies.
6. To validate predictions. 7. To identify type of text. 8. To nd and match specic information. 9. To nd and transfer relevant information to a visual organiser. 10. To identify synonyms.
8 Read the text again and choose one heading (a - e) for each paragraph (I - V).
a. b. c. d. e. SOME FAMOUS RAPPERS RAP CRITICS HAVE THEIR SAY FROM AFRICA TO THE BRONX THE AFRICAN AND JAMAICAN ROOTS OF RAP MUSIC DIFFERENT MUSIC THROUGH THE DECADES
9 Read the text again and tick the corresponding paragraph.

a. b. c. d. e.
Mentions di erent types of music. Mentions female rappers. Mentions what a toast is . Lists the bad sides of rap. Describes the typical rapper look.
II
III
IV
one of the oldest instruments on Earth is the didgeridoo - the traditional instrument of the aboriginal peoples of Australia used for over 40,000 years? You can nd information about instruments, with a brief history of each at http://www. localhistories.org/music. html
10 Find synonyms for the following words in the text. The number in brackets
indicates the paragraph. a. Connection (I) b. Source (II) c. Bad name (III) d. Di erentiate (IV) e. Words of a song (V) f. Locality, area where one lives (II) _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________
YOUNG ART
69
The development of rap music from its inner-city roots to its breakthrough in the 80s with rappers like the Sugar Hill Gang and artists like Salt-n-Pepa. Every so often, a new style of music eme rges that takes America by storm and comes to represent the generat ion that grows up with it. In the 50s, it was rocknroll, followed by the pop of the 60s; the 1970s brought folk music and disco, and in the 80s, it was rap. Perhaps no other form of music has crossed as man y boundaries and become a bridge between Americas many cultures as rap has. Today, the art of rapping has evolved into something that spans cultural and lifestyle dimensions and appeals to all kinds of people all over the world. Before rap became popular, it had evolved from African people in general and black people born in the U.S . in particular. Its origins can be traced to West Africa, where tribesme n held men of words in high regard. When slaves were brought to the New World, the captives mixed American music with the beats they had heard in Africa. Another origin of rap is a form of Jamaican folk stories called toasts. These are narrative poems that tell stories in rhyme. Over a hundred years later, rapping was a street art. Although it had rst been sung in the 1950s, three decades later it took over inner-city schoolyards and street corners. Before the slightly violent and aggressive rap of the eighties and nineties, early raps had been tales and insults directed at other rappers. This music style was slowly growing in popular ity among black teens in New York City, Washington, D.C ., and Philadelphia. As early as 1974, neighbourhood block part ies in New York featured early forms of rapping.
Span: (verb) stretch over; extend from one point to another.
70
UNIT 4
However, it wasnt until the commercial success of Rappers Delight, by the Sugar Hill Gang in 1979 that major record labe ls took notice of this explosive new sound. Raps audience started to grow trem endously and gain notoriety with acts like Public Enemy, N.W.A., and IceT. More than 30 years have now passed and rap still has a huge following among people of all ages and socio-economic backgrounds. From its origins in the gan g dominion of Bronx and the dancehalls of downtown ghettos, rap music soon foun d its way into the mainstream music scene. Soon, not only African-Americans were dancing to rap music. Rap music evolved into a lyrical reection of urban life. Rastafari-clad youth wore oversized shirts and jackets paired with low-riding oversized jeans that exposed their underwear. Heavy chain accessories also became part of the rapper look. Rap music, while considered by some to be a fad that would eventually lose its app eal, is really a form of musical art that has become a way of expression. Elem ents of rap music like modern mouth percussion, vocal improvisation, and stripped down melody make it a unique musical experience. However, the musical style is not without its critics. In the 80s, many raps were com mentaries on the hardships of ghetto life, warnings about drugs, and about teen age love or lust. Those topics led some parents to fear that rap encourag ed youths to turn to violence and illegal substance use. Organisations such as the Parents Music Resource Center had ts over lyrics in rap and hiphop which contained explicit references to sex, drugs, and racism. The performers dont deny that rap music speaks openly about harsh topics, but they argue that audiences should be able to distinguish between fant asy and reality, right and wrong. Rap historians cite young Jamaican Cliv e Campbell as one of the proponents of rap music. After he had migrated to the Bronx he brought with him the art of Jamaican rapping. In the Bronx, Campbell was known by his nickname, Kool Her c (short for Hercules). Other early rappers had been Jamaicans such as U Roy, Duke Reid, and Sir Coxsone, followed by the next deca de of rappers like MelleMel, Fatback Band, Sugarhill Gang, Grandm aster Flash, and Run-D.M.C. The early nineties saw the entry of whi te American rappers like Ice Cube to the African-American-domi nated world of rap music. Even women rappers surfaced in the mai nstream rap music scene. Women rappers like Salt-N-Pepper, Mon ie Love, and Queen Latifah rapped over R&B melodies and expresse d lyrics that touched on women-related issues. Presently, rap and its close relative hip-hop are enjoying its largest popularity ever as a result of its mainstream acceptance. Thanks to artists like Kid Roc k and Eminem, AfricanAmericans are not the only ones listening anymore. The female audience has also grown steadily with the emergence of ladies behind the microphone like Salt-n-Pepa, Queen Latifah, and Lil Kim.
Adapted from: Baker, S. (n.d.). The History
of Rap and Hip-Hop (The Music Library). (1st ed.).
San Diego CA: Lucent Books.
Mainstream : (adj.) normal, typical.

YOUNG ART
71
Learning abilities
AFTER YOU READ 11 Complete this diagram with information from the text you read.
a. General topic. b. Three types of music in three di erent decades. c. Two di erent origins of rap music a
11. To summarise information in a graphic organiser. 12. To consolidate a language point. 13. To consolidate vocabulary through a game. 14. To consolidate grammar and vocabulary. 15. To participate in a guided dialogue imitating a spoken model. 16. To consolidate a language point in writing. 17. To evaluate progress. 18. To write a new text following instructions. 19. To reect on the contents of the lesson and relate them to own experiences.
Language Note
The Past Perfect tense
1. Study these examples from the text paying special attention to the words in bold and the di erent colours used. a. After he had migrated to the Bronx, he brought with him the art of Jamaican rapping. b. The captives mixed American music with the beats they had heard in Africa. c. Although it had rst been sung in the 1950s, three decades later it took over inner-city schoolyards. 2. Read the verbs highlighted in red and blue. Both of them express an action in the past, but one of them indicates an action that happened before the other one. Decide which action was rst. Answer: the action expressed by the verb form in red happened rst. 3. The Past Perfect expresses the idea that an action occurred before another action in the past. 4. Read these examples. In which of them can you notice which action happened rst? How? a. We went to see Queen Latifahs latest lm. We discussed the lm in class. b. We went to see Queen Latifahs latest lm. We had discussed it in class. 5. Change sentence b. above to indicate that the other action happened rst. 6. Go back to the text and nd more examples of the Past Perfect tense. Copy them into your notebook using di erent colours and compare with other students.
UNIT 4
72
12 Which action happened rst? Complete with the Past Simple or the Past
Perfect tense of the verbs in brackets. The pictures can help you. a. He only ___________ the lm because he ___________ the book. (understand - read)
b. After we ___________ at the cafeteria we ___________ to class. (eat go)
c. Marie ___________ TV once she ___________ her homework. (watch do)
d. Carlos ___________ English before he ___________ to New York. (study travel)
13 Play the Guess the Song game (this game requires previous preparation and
a CD player). a. Choose one person in the class, who is very fond of music, to be the game master. b. The game master should bring a CD of a well-known singer or a band to the classroom. It should have at least 15 songs. c. The game master plays just 15 seconds of the rst song and the group that guesses the title of the song rst scores a point. d. The winner is the group that collects the highest score.
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14
28 Complete the conversation using the Simple Past or the Past Perfect of the verbs in the box. They are in the order they should be used to ll in the blanks. Check with the recording.
listen discover discover meet live be born move live become be give win
Joanne: Eric: Joanne: Eric: Joanne: Eric:
ston, Sean Paul (born in 1973 in King Jamaica)
Joanne: Eric: Joanne: Eric: Joanne: Eric: Joanne: Eric: Joanne: Eric: Joanne:
So, Eric, are you a music fan? I wouldnt call myself that. I just like music. Do you like pop music? Not really, but I _____________ to it before I _____________ rap. What do you mean, _____________ rap? I _____________ a great rap musician when I _____________ in New York. Yeah? Who is he? His names Sean Paul. Is he American? He _____________ in Kingston, and _____________ to New York after he _____________ in Jamaica for more than twenty years. Whats so special about him? Before he _____________ a rapper in the Bronx he _____________ a toaster in Kingston. A toaster? Yes, a singer who tells stories in songs. I think I know him. Hes the singer who _____________ his money to charity after he _____________ a Grammy. The same one. Youre right. Hes a great musician.
15 28 Practise the conversation with a partner and then role play it for the rest
of the class.
16 Copy this text into your notebook putting the verbs in brackets (a - l) in the
correct form.
mit) my application last week, but I I cant believe I (a. get) that at. I (b. sub When I (c. show) up to have a look didnt think I had a chance of getting it. who (d. arrive) before me. Most of at it, there were at least 20 other people and were leaving. The landlord said I them (e. already ll) in their applications could still apply, so I did. t answer all the questions. They I (f. try) to ll in the form, but I couldn I didnt want to list my previous (g. want) me to include references, but him and I knew he wouldnt landlord because I (h. have) problems with father as a reference. recommend me. I (i. end) up listing my me the at. It turned out that the It was total luck that he (j. decide) to give together! He decided that I could landlord and my father (k. go) to school my credit report. Thanks, Dad! have the at before he even (l. look) at
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UNIT 4
17 MINITEST Complete the sentences using the correct form of
the verbs in brackets. 10 pts. a. The fans ____________ very angry with the football players because they ____________ the match. (be - lose) b. Before he ____________ to Valdivia, my father ____________ in the north. (move - work) c. He ____________ with the Rolling Stones after he ____________ the other band. (play - leave) d. Great grandpa Dennis ____________ excellent Italian because he ____________ in Rome. (speak - study) e. Karen ____________ very tired this morning because she ____________ to bed very late last night. (be - go)

You are going to write an article on the history of a painting style or some type of music (not rap or hip hop). a. Work in groups of four or ve students. b. Choose a type of music (pop, classical, rock, etc.) or a painting style (impressionism, cubism, realism, etc.) and one person to take notes. c. Brainstorm what you know about the subject. List all the contributions from group members and then organise the gathered information in some meaningful way (for example, by dates). d. Decide what tasks still need to be carried out, for example, investigate the subject using the Internet or the library, collect and classify pictures, etc. e. Prepare a time line for your chosen style and plan your article by using all the information and the visuals you have gathered. f. Decide how many paragraphs your article will have and choose one heading for each paragraph. g. Finish the article with a conclusion: what was the reason you chose to write about this style? Why is this style especially important for you? h. Remember: i. Keep it simple. Do not use owery language, or too complex sentences. ii. Write about the past in the Past tense. Remember the sequence of events. iii. Avoid writing in the rst person (I, we). i. Check your work. Reread your article and make sure that it makes sense. j. Evaluate your work following these points. Say Yes or No.
ion. cs and the informat pi to e th d se aly an e W s before writing. reed on the We divided the task of the article and ag re tu uc str e th d se We discus headings. title and paragraph t in the lesson. and structures learn ns sio es pr ex ed us ion. We errors and punctuat ed ct rre co d an d ke We chec

a. b. c. d. What vocabulary related to music and music styles have you learnt? What have you learnt about the history of rap? What is your opinion of rappers who insult other singers? There are some people who think that rap is a social tool which young people use to express themselves. Do you agree? e. What do your parents say about the kind of music you like?
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MOBILE ART
BEFORE YOU LISTEN
LISTENING
Learning abilities
1. To connect content and previous knowledge. 2. To express personal attitudes and opinions. 3. To get general meaning from cognates. 4. To predict messages using non-verbal content.
1 In pairs, talk about these activities. Which ones do you enjoy doing? Use the
expressions in the box to express your preferences.
I prefer
I like
more / less than
better than
I dont like
as much as
Going to art galleries
Going to concerts
book Reading a
Attending lectures on art
Listening to music
Taking hs photograp
Painting pictures
Looking at paintings on the web
2 One of the pictures below is painted in a style called cubism and the other in
a style called futurism. Can you guess which one is which? What do you think the words mean? What shapes were used to paint the pictures? Which one do you prefer? Compare the pictures using expressions such as: as _____ as, not so _____ as, more / less _____ than, bigger, smaller, etc.
29 Listen and repeat these words. Do you know what they mean? Which ones sound similar in Spanish? Check all the meanings in a dictionary.
a ordable application brush canvas cheerful colourful saturation stroke thumb walker
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UNIT 4
4 You will hear two people talking about a new art form that involves a device
we use in everyday life. Which of these do you think it is?
a. A microwave oven.
b. An iPhone.
c. An iPod.

30 Listen to the conversation and check your prediction in Exercise 4. 30 Listen again. Which of these two paintings does the speaker have on the wall of her living room? How do you know? List the key words that helped you to decide. Compare with another student.
Learning abilities
5. To validate predictions. 6. To nd specic supporting information. 7. To match specic information. 8. To discriminate between correct and incorrect information. 9. To nd specic information. 10. To infer information.
30 Listen again and write the corresponding name: Belinda, Matthew Watkins, Jorge Colombo or Renata. a. _______________ bought one of the paintings. b. _______________ is the painter of the picture on the wall. c. _______________ used this device to paint a cover of the New Yorker. d. _______________ is the owner of the gallery that sells these paintings.
American v/s British English color/colorful colour/colourful
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30 Listen again and choose the correct option (i iii). a. This painting is __________ many posters. i. cheaper than ii. as cheap as iii. not as cheap as b. Unlike canvas, you can undo and redo strokes __________ you like. i. as rarely as ii. as often as iii. more frequently than c. It looks as if the iPhone is becoming __________ the iPod. i. as hot as ii. not so hot as iii. hotter than
a mobile phone works by sending radio signals through the air? When you talk on a mobile phone, the message doesnt go straight to the person at the other end; it goes to the nearest cell phone tower and into the telephone network. Then it is connected to the phone of the person you want to speak to. Each cell phone tower only covers a certain area, so as you move from one place to another you move from one cell phone tower ranger to the next.
9
a. b. c. d.
30 Listen once more and answer these questions. How much did Renata pay for the painting on her wall? Where did she buy it? How long did it take the painter to paint Renatas picture? Where did he paint it?
10 30 What probably happened after this conversation?

a. Giovanni bought an iPhone to replace his iPod. b. Giovanni bought some futuristic paintings at the gallery. c. Giovanni made a futuristic painting on his iPhone.
Learning abilities
AFTER YOU LISTEN 11 Match the words from the recording in box A with their synonyms in box B.
A
11. To identify synonyms. 12. To expand vocabulary. 13. To consolidate vocabulary and structures. 14. To expand content expressing opinions. 15. To imitate a spoken model. 16. To evaluate learning. 17. To talk about art forms and preferences. 18. To reect on the contents of the lesson and relate them to own experiences.
amateur
B
application canvas circular futuristic gallery owner painter style
exhibition room fabric non-professional program proprietor round technique ultramodern visual artist
12 Fill in the gaps in these sentences with some of the words in Exercise 11.
a. Brushes from an iPhone uses di erent painting ____________. b. First she wanted to buy a rectangular table, but then chose a ____________ one. c. Id rather be a good ____________ than a bad professional. d. Paola used this ____________ for her rst oil painting. e. This ____________ is designed to perform editorial functions. f. We bought the car from the ____________. g. When he went to London, he visited the National Portrait ____________.
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UNIT 4
Language Note
The Past Perfect tense (continued)
1. Read these sentences from the listening text. a. Matthew Watkins told me he had already made 20 and sold most of them. b. Watkins explained he had painted the one I bought while on the underground. c. He said he hadnt needed more than 30 minutes to nish it. 2. What is the rst verb in the three sentences? What do they have in common? 3. We use the Past Perfect to indicate an earlier event in the past in sentences that start with words such as: said, told, explained, answered, indicated, etc. The action of saying, telling, answering, etc. takes place after the action we are talking about. 4. Read some more examples. a. Renata said (second) she had bought ( rst) the painting in London. b. Giovanni told us (second) he had seen ( rst) this lm before. c. The painter explained he had sold the painting to someone else. d. The accident victim answered that he had lost control of the car.
13 Match bubbles to form four sentences and then match the sentences with
a the pictures below. b c
Renata said
he had lived in Paris as a child.
he had painted the picture on the subway.

f
she had gone to school with Belinda.

g
Terrence said
The children explained
The painter told us
they had played football in the park.
4
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14 31 Finish the conversation using your own ideas. Tick your choice in the
pictures and then compare with the recording. Camila: Which art form do you prefer, painting or sculpture? Andy: I much prefer __________________________ __________________________.
Camila: Which do you prefer, modern or traditional art? Andy: I think modern art is ____________________ __________________________.
Camila: Do you think that the colours used in futuristic painting are more or less vivid than in traditional painting? Andy: Theyre de nitely _______________________ __________________________. Camila: Are foreign artists better than national ones? Andy: In my opinion, foreign artists _____________ __________________________.
Camila: Which is more interesting: the Fine Arts or the Modern Arts museum? Andy: I think that ____________________________ __________________________.
Camila: Who do you think is a better painter, Leonardo da Vinci or Picasso? Andy: It depends, but ________________________ __________________________. Camila: And if you could buy one painting, what style would you choose? Andy: I would choose ________________________ __________________________.
15 31 Listen to the recording and then practise the conversation with a

UNIT 4
partner, using your own ideas. Role play the conversation in small groups.
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16 MINITEST Write sentences in your notebook reporting what these
people said. 8 pts. a. I saw Casino Royale on TV, Laurie said. b. I sent the packet three days ago, the man told me. c. The Neanderthal lived thousands of years ago, the scientist explained. d. We have uploaded the exam results on our web site, the university authorities announced.

You will discuss the art form you prefer with your partner. a. Prepare a set of cut-outs with di erent art forms or use an art book from the library. Each of you will need at least one pair of pictures. Each person should take two pictures to compare. b. Make a list of adjectives for each picture. Divide the list into two categories: one to describe the pictures and one with adjectives that describe your feelings while looking at them. Here are some examples: Description: bright, colourful, dull, elegant, magni cent, ugly. Feelings: bored, curious, depressed, excited, indi erent, joyful. c. Take turns to describe and compare the rst pair of pictures, talking rst about what you can see. Then say how the pictures make you feel. You can ask questions such as: What are your impressions of? Which picture is more / less? Which one would you buy? etc. d. Now compare your likes / dislikes and preferences. Do you both agree on all the pictures? Why? Why not? What is di erent? e. Finally get together with another pair and compare your pictures, descriptions and opinions. f. Ask your teacher to listen to the presentations and correct errors and pronunciation. g. Use these points to evaluate your performance. Say Yes or No.
fully. e exercise very care We prepared for th e instructions. estions o ered in th gg su e th ed w llo fo e ces, showing W express our preferen to r he ot ch ea ed lp We he ences. respect for our di er cabulary and others grammar, vo ch ea ed ct rre co e W pronunciation. lesson. and ideas from the s re tu uc str , ds or w We used

a. What have you learnt about art in this lesson? b. Can you name at least ve famous artists? c. What do you think about paintings done with an artists own hands and paintings done using some type of computer software? d. If you could choose between a painting by Leonardo da Vinci and one created on an iPhone to put in your living room, which would you choose? Why?
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1 Complete the diagrams below. In groups or pairs, choose four adjectives from the box to describe each
central idea. Write four sentences comparing rap with other types of music and iPhone painting with other forms of painting. Use expressions such as I prefer ______ to ______, I like ______ more than ______, ______ is better than ______, ______ is more interesting than ______, etc.
African appealing boring colourful disappointing expressive futuristic happy incomprehensible loud modern multi-cultural mysterious original popular
________
________
Rap music
________
________
a. Rap is more appealing than pop because it talks about everyday things. b. _____________________________________________________________________________. c. _____________________________________________________________________________. d. _____________________________________________________________________________.
________
________
iPhone art
________
________
a. _____________________________________________________________________________. b. _____________________________________________________________________________. c. _____________________________________________________________________________. d. _____________________________________________________________________________.
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UNIT 4
2 Complete these questions using the Past Perfect tense of the verbs in brackets.
a. b. c. d. e. ________________________ your homework before you surfed the Internet? ________________________ breakfast before you left for school? ________________________ in Canada before she moved to Mexico? ________________________ his hands before he made the sandwich? ________________________ this guy before he came to the party? ( nish) (have) (live) (wash) (meet)
3 Complete this biography using the Past Perfect tense.
No other artist is more associated with the term Modern Art than Pablo Picasso. He a. (paint) ______________ thousands of paintings, prints and ceramics before he was 50 years old. After he left Malaga where b. (live) ______________ as a young boy, he joined the Barcelona School of Fine Arts at the age of only 14. According to one of many legends about the artists life, his father, also a painter, gave him all his brushes and palettes after he c. (see) ______________ his sons rst painting.
During his lifetime, the artist went through di erent periods of characteristic painting styles. The Blue Period d. (come) ______________ before the artist started the so-called Rose Period. But after he e. (see) ______________ the works of Paul Cezanne, he developed, together with George Braque and Juan Gris, the style called cubism.
In 1937, after the painter f. (learn) ______________ about the barbaric air raid against a Basque village during the Spanish Civil War, he created his landmark painting Guernica. In Guernica, Picasso used symbolic forms such as a dying horse and a weeping woman.
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JUST FOR FUN

oogle Vincent Van Geet View web site to
How an artist uses the Str travel the world virtually
Google An artist who cannot spare the time to travel is using world Street View to visit stunning locations around the al virtu the year, and capture them in paint. For the past s hour of globe-trotter Bill Gu ey, 45, has spent hundreds s he feels travelling thousands of virtual miles to visit place net giants Inter the Using n. he will never get to see in perso ions locat visit mapping tool, with which web-surfers can been across the globe, Bill, from Kentucky in the U.S. has e. hom from far es able to capture iconic landscap street Creating his amazing set of paintings through their has view counterparts, the 45-year-old graphic artist well as as try coun walked through every state in his home . After England, Italy, France, Switzerland, China, and India most electronically hiking through some of the planets t them at pain to n dow beautiful spots, this father-of-two sits his home studio. down a job He said: Having to look after my family and hold t View Stree have meant that I cannot travel very much, but means I can has really changed everything for me because it paint them go to all of those places I am in love with, sit and as if I am really there. younger Travelling is what really does it for me. When I was tries coun r and single, I travelled around Europe and othe done. across the world and it is the best thing I have ever revisit Now that I have become a painter, I would love to for the but t, pain in some of those places and capture them present, Google is an amazing substitute.
are Working like this I can look for those views I think most still iconic of their countries, but not necessarily their famous buildings, he said. od of To nd his perfect places, Bill uses the odd meth esses. busin in certa for ng looki beginning his Google search ion locat of kind By picking a type of business that ts the to cult I want to nd, I end up in places that would be di ur in discover on foot. For example, if I pick a tattoo parlo of the feel good y prett a certain US state, I seem to have a architecture that will come up on street view. out of a hat On other occasions, Bill simply picks a place name view. ring and virtually walks around until he nds an inspi series He has so far created over 100 paintings and in his on, Lond re, has captured a red phone box in Trafalgar Squa , and a lonely house in Scotland, a yellow taxi in New York 02 76x1 to up e rang s a canal boat in Holland. His piece centimetres and sell for up to 1,500.
travel the world virtually. Mail Online. t Van Google: Artist uses Street View website to Taken from: Daily Mail Reporter. (n.d.). Vincen t-Van-Google-Artist-uses-Street-ViewVincen 494/ -1212 article .dailymail.co.uk/news/ Retrieved October 30, 2011, from: http://www website-travel-world-virtually.html
1 Which of these countries has Bill visited virtually (V) and which of them has he included in his
paintings (P)? ____ China ____ India ____ England ____ Italy ____ France ____ Switzerland ____ Holland ____ The USA
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UNIT 4
2 Match the countries in Exercise 1 with the typical views in these pictures (1 8).
CHILEAN CONNECTION
Talk about gra ti in your group. Do you think it is an art form or vandalism? Can you name a few examples of street paintings you have seen recently?
MURALS IN CHILE
Chile has long been a centre for radical mural painting and it is a place where many colourful and quality murals can be seen in the streets of Valparaiso, Santiago, and other cities. As early as 1940, leading Mexican and Chilean artists, including David Alfaro Siqueiros, Fernando Marcos and Gregorio de la Fuente, were painting murals in Chile. Today, Latin American street art is as innovative as any in the world, and Chile plays a leading part. At present, Chile is part of a very ambitious project called Murals Around the World. This project is a worldwide collaborative e ort that began in 2003. It is produced through submission of mural photographs by supporters of the decorative arts worldwide.
The goal of the project is to document murals from around the world. Only commissioned, private or community murals, produced with permission from the property owner, are accepted. The project is also looking for documentation regarding the mural artist or artistic group, and any facts related to any murals on this site. Art is often temporary and as such, the projects goal is to document as many murals as posible from both the past and the present. Some of the murals have already disappeared, since the project began. On March 10, 2009 the project managers released their rst Windows Media Player version and the murals, from Chile and other countries can be seen on video.
Adapted from: Fulwiler, D. (n.d). Murals around the World. Retrieved October 30, 2011, from http://www.danfulwiler.com/muralsaroundtheworld/
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TEST YOUR KNOWLEDGE

READING
WHO IS BANKSY?
I. He is perhaps the most famous, or infamous, artist alive. To some, he is a genius; to others, a vandal. Always controversial, he inspires admiration and provokes outrage in equal measure. II. Since Banksy made his name with his trademark stencil-style guerrilla art on walls, subways, buses and other public spaces on walls in London, Brighton, and even on the West Bank barrier separating Israel from Palestine - his works have sold for hundreds of thousands of pounds. III. He has dozens of celebrity collectors including Brad Pitt and Christina Aguilera (1) ________________ For example, Banksys painting of a monkey wearing a sandwich board sold for 228,000 this year. He has also painted murals including a Mona Lisa with a rocket launcher sold for another outrageous amount. IV. Yet his most provocative statement, and the one that generates the most publicity, is the fact that Banksys true identity has always been a jealously guarded secret, (2) ________________. Some myths have grown around him. That his real name is Robin Banks. That before he became a painter (3) ________________. That his parents dont know what he does and think that he is an unusually successful painter and decorator. Then theres the suggestion that Banksy is actually a number of artists or that he does not exist at all. V. Such is the curiosity about Banksy that when the great man is supposed to have thrown away a pizza box into a bin in Los Angeles, (4) ________________, with the seller suggesting that the few anchovies left inside might have traces of his DNA! Trying to establish just who the elusive Banksy is has proved as di cult as predicting the location of his next work. VI. Banksy has supposedly been photographed a few times, but each photo appears to be that of a di erent person, so who knows? However, does it really matter who Banksy is? Is art about the artist (5) ________________? The people who buy his art think that the person behind it does not really matter. It seems to support the statement: Art, in the end, is only about art.
Adapted from: Joseph, C. (July 12, 2008). Grafti artist Banksy unmasked ... as a former public schoolboy from middle-class suburbia. Mail Online. Retrieved October 30, 2011, from: http://www.dailymail.co.uk/femail/article-1034538/Grafti-artistBanksy-unmasked---public-schoolboy-middle-class-suburbia.html
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UNIT 4
1 Read the text. Parts of some sentences have
been cut out (a e). Place them back in the correct positions in the text ((1) (5)). 5 pts. a. he had been a butcher b. known to only a handful of trusted friends c. or is it about the art itself d. the box was sold on eBay, the auction site e. who buy his art without actually meeting the man!
LISTENING CONCERT FANS
2 Read the text again and mark with a
tick the paragraph where you can nd this information.
6 pts.
a. A truth about art b. Di culty to prove
II
III IV
VI
Banksys identity c. Famous collectors and pricey paintings d. Invented information about Banksy e. Peoples reactions to Banksys work f. Places he has painted
32 Listen to this conversation and underline the best option. 4 pts. a. Who is going to the concert? i. Dani and Carol. ii. Dani, Carol and Jen. iii. Dani and Jen. b. When is Jens maths exam? i. Tomorrow. ii. On Monday. iii. Today. c. How is Jen doing in maths? i. It is her worst subject. ii. It is her favourite subject. iii. It is her most important subject. d. How is Nelly Furtado described? i. A fantastic jazz singer. ii. The best ballad singer. iii. A wonderful singer. 32 Listen again and write the name of the speaker, Dani or Jen. 4 pts. a. _______: Im studying for my maths exam. b. _______: I have a spare ticket to a Nelly Furtado show. c. _______: Her guitarist and drummer are tops. d. _______: Im a concert fan! 32 Listen once more and circle the word you hear. 4 pts. a. This is your only chance / choice. b. My maths exam is more important / di cult now. c. You cannot / mustnt miss her. d. I can / cant help you with maths tomorrow.
3 Read the text once more and answer these
questions. 4 pts. a. What are some things that Banksy has painted? b. Who are some of Banksys collectors? c. What object supposedly belonging to the artist was sold on eBay? d. Do people who buy his art care about his identity?
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LANGUAGE
SPEAKING
7 John arrived late at di erent places yesterday.
What had happened by the time he arrived at each place? Write the correct sentences using the clues provided and the correct verb form. 4 pts. a. (the station - train - leave) _____________________________________. b. (the theatre - play - start) _____________________________________. c. (his friends house - she - go out) _____________________________________. d. (football stadium - game - nish) _____________________________________.
9 One of these pictures is an example of
surrealism by Chilean painter Roberto Matta and the other one is an example of pop art by American artist Andy Warhol. Work with a partner and compare the two paintings, expressing your preferences. 10 pts.
8 Rewrite these sentences using the
openings provided. 4 pts. a. John: The phone rang at three oclock in the morning! John complained that __________________. b. Tina: The exam began ten minutes late. Tina told us that _______________________. c. Fred: I lived in Dublin before moving to Los Angeles. Fred said that _________________________. d. Marian: The doctor asked me to describe my typical day. Marian explained that __________________.
WRITING
10 Choose a singer or a band that you like.
Write three paragraphs about the artist / artists. Include information about the points below (a c) 10 pts. a. A brief history / biography of the artist(s). b. The type of music he / she plays / they play, giving examples of his / her / their hits. c. Why you think this type of music is worth listening to.
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UNIT 4
SELF - EVALUATION
YOUR TEST RESULTS
10 - 15 Great Grasped all main ideas and answered most questions correctly. 7 - 9 Good Grasped most main ideas and answered most questions correctly. 4 - 6 OK Grasped some main ideas and answered most questions correctly. 0 - 3 Poor Deduced some main ideas and answered just a few questions correctly. Your score
10 - 12 Great Identi ed almost all the information. 7 - 9 Good Identi ed most of the information. 4 - 6 OK Identi ed some of the information. 0 - 3 Poor Deduced just a few bits of information.
7 - 8 Great Understood and applied all items in all cases. 4 - 6 Good Understood and applied most items in most cases. 2 - 3 OK Understood and applied items in some cases. 0 - 1 Poor Understood and applied items in very few cases.
Speaking You are expected to be able to compare two paintings expressing your preferences.
Task Compared the paintings in detail and expressed preferences appropriately. Compared the paintings with a few details and expressed some preferences appropriately. Compared the paintings in general and expressed a few preferences. Compared the paintings vaguely and didnt express preferences. Score 4 3 2 1 Some language mistakes. Language mistakes interfere with comprehension. Language Practically no language mistakes. Very few language mistakes. 2 1 0 Score 3 Interaction Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Score 3 2 1 0
Fluid interaction, some pronunciation mistakes, some hesitation.

Interaction a ected by pronunciation mistakes and a lot of hesitation.
Writing You are expected to write three paragraphs following instructions.

Task Wrote three paragraphs following all the indications. Wrote three paragraphs following most of the indications. Wrote two paragraphs following some of the indications. Wrote one or two paragraphs following very few of the indications. In this unit I critically thought about di erent types of art, expressed my opinion, and showed interest and respect for other peoples ideas. I applied the learnt structures and vocabulary in the exercises. I used di erent strategies to understand and to make myself understood. I participated in the discussions and conversations related to art and artists.
YOUNG ART
Score 4 3 2 1
Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension.
Score 3 2 1 0
Presentation Correct spelling and organisation of the paragraphs. A few spelling mistakes and unclear organisation of the paragraphs. Several spelling mistakes and incorrect organisation of the paragraphs. A lot of spelling mistakes and incorrect organisation of the paragraphs. Always
Score 3 2 1 0

Sometimes Never
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UNIT

READING: ll in graphic organisers with specic information / identify the source of a text / identify scientic language. LISTENING: nd specic information / transfer information to a graphic organiser / identify Internet language. ORAL PRODUCTION: discuss a scientic topic. WRITTEN PRODUCTION: write a scientic article. FUNCTIONS: forming and substantiating hypotheses.

GRAMMAR: reporting verbs and indirect questions. VOCABULARY: words related to science and scientic discoveries.

READING: a scientic article. LISTENING: a web cam lecture.

Why and how science can change our lives for the better. HYPERTEXT: digital resources and activities
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SCIENCE
HOW READY ARE YOU FOR THIS UNIT? 1 Match the names of scientists in the box with the pictures that represent them (1 6) and their
areas of study (a f) Say / write de nitions like this: A(n) ________________________ is a scientist who studies ________________________. 12 pts.
Archaeologist
Astronomer
Enologist
Entomologist
Geneticist
Ornithologist
4 5 a. Ancient cultures and periods of history. b. Birds and their behaviour. c. Celestial bodies and the universe.
6 d. Heredity and variation in organisms. e. Insects. f. Technique and art of producing wine.
2 Classify the nouns in the box under the corresponding heading.

Instruments People Disciplines
9 pts.
astronomy barometer biotechnology chemistry geography geologist inventor microbiology microscope neurology palaeontologist researcher scientist speedometer stethoscope telescope thermometer
Your score: 0 - 6: Look up the words in a dictionary or ask your teacher to help you. 7 -13: Well done, but you could improve your vocabulary looking up some words. 14 - 21: Great job. You are ready to start the lesson.
1. Archaeologist Pict. 2 a. Astronomer Pict. 6 c. Enologist Pict. 1 f. Entomologist Pict. 5 e. Geneticist Pict. 4 d. Ornithologist Pict. 3 b. 2. Instruments: barometer, microscope, speedometer, stethoscope, telescope, thermometer. People: geologist, inventor, palaeontologist, researcher, scientist. Disciplines: astronomy, biotechnology, chemistry, geography, microbiology, neurology.
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THE MAGIC OF DNA

a. b. c. d. e. Why do you think we use scienti c terms? Do the words in the box look or sound similar in Spanish? What do you think their origin is? What do they mean? In which science discipline are they normally used?
READING
Learning abilities
1. To connect content and previous knowledge. 2. To connect pictures and topic. 3. To express opinions. 4. To predict content from the context.
Learning tip
biologist carnivore DNA dinosaur geneticist genome molecular ornithologist permafrost zoologist
According to their origin, scienti c words in English can be: a. taken from ordinary English words: energy, power, womb, etc. b. taken from another language: nimbus, cortex, pelvis, helix, etc. c. Invented: polonium, uranium, watt, etc. While scienti c words are sometimes long and dif cult to pronounce, Internet users have created netspeak or chatspeak, which is very often abbreviated or simpli ed. The same abbreviations appear in texting and instant messaging or in social networking websites. Examples: Blog - the publication of ones thoughts on the Internet. To tweet - to write comments on the Twitter website. To unfriend - to remove someone from Facebook. PAW - parents are watching. 2day - today. b4n - bye for now.
2 Classify the animals in the pictures under the corresponding category, living
or extinct.
10
11
12
13
14
15
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3 In your opinion, which word in each line does not correspond to the
category? Why? a. animal - beast - creature - dangerous b. egg - mother - species - womb c. alive - endangered - extinct - happy d. baker - biologist - geneticist - zoologist
4 You will read a text about scientists cloning extinct animals from their DNA.
Which animals from Exercise 2 do you think will be mentioned?
WHILE YOU READ 5 Read the text and check your predictions in Exercise 4. 6 What is the purpose of this text? Choose the best alternative.
a. To describe. b. To inform. c. To instruct. d. To persuade.
according to scientists, more than one and a half million species exist on the earth today? However, recent estimates state that at least 20 times that many species inhabit the planet. There are more than 1,000 animal species endangered world-wide.
Learning abilities
7 Read the article again. Which of the animals are represented in these
pictures? Which key words helped you to decide?
5. To validate predictions. 6. To identify purpose of a text. 7. To nd specic supporting information. 8. To identify references. 9. To transfer relevant information to a visual organiser. 10. To dierentiate between fact and opinion. 11. To discriminate between correct and incorrect information.
8 What do these words in bold in the text refer to?

a. it (4th paragraph, line 1) b. he (5th paragraph, line 3) c. she (8th paragraph, line 1) d. it (10th paragraph, line 3) e. its (11th paragraph, line 2) f. he (13th paragraph, line 5)
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Dreamed Dreamt
THE MAGIC OF DNA may bring back extinct animals

geneticists The recipe for making any creature is written in its DNA, so when extinct woolly recently published the near-complete DNA sequence of the long bring this mammoth, there was much speculation about whether we could creature back to life. exists only Creating a living, breathing creature from a genome sequence that day, is some ne, someo But in a computers memory is not possible right now. ylvania State sure to try it says Stephan Schuster, a molecular biologist at Penns t. After all, University and a driving force behind the mammoth genome projec of reading e capabl be 50 years ago, we could have only dreamt we would now the sheep! the instructions for making humans or clone animals such as Dolly Schuster added. back to life? Besides the mammoth, what other extinct beasts might we bring for which we Schuster explained that it was only going to be possible with beings there was one, t withou can retrieve a complete genome sequence. He added that d species to no chance. The revival recipe also requires a living and closely-relate the project to act as a surrogate mother, donating an egg and her womb to bring completion. In this case, we can forget about dinosaurs. explained that it So, what does the potential resurrection list look like? Schuster ear. disapp to included some ten creatures either already extinct or about
Woolly Mammoth
ago, but These giant woolly creatures rst appeared around 4.8 million years e change climat to due ly mysteriously disappeared around 5,000 years ago, possib ed. He added or hunting. Schuster told us that their DNA had already been decod be cloned with that if this could be turned into fresh material, the creatures could the African elephant acting as a surrogate mother.
Dodo
17th century. Hunting and habitat destruction led to the birds demise in the late the imagination. However, the phrase dead as a dodo means that it has lived on in to create Ornithologists predict that if suitable DNA is found, it could be used clones nursed through pregnancy by pigeons.
Sabre-toothed Tiger
tal changes Despite becoming extinct 10,000 years ago, likely due to environmen with daggeror over-hunting at the end of the last Ice Age, this fearsome beast sharp fangs has remained a source of fascination. DNA samples Can it be resurrected? Apparently yes. Zoologists announce that would be preserved in permafrost or tar could be used to create clones which grown inside an African lion.
Fearsome: (adj.) awful: causing fear, or dread, or terror. Surrogate: (noun or adj.) one that takes the place of another.
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Tasmanian Tiger
Tissue samples of this marsupial, which was hunted to extinction in the 1930s, are stored in museums around the world. How easy is it to clone it? we asked Jenny White, a geneticist. She replied that once sequenced, the DNA could be used to create clones, brought into the world with the help of Tasmanian devil surrogate mothers.
Modern humans would provide ideal egg donors and surrogate mothers, but as New Scientist says: It is hard to imagine even the most crazed of mad scientists entering such taboo territory.
Woolly Rhinoceros
The woolly rhinoceros became extinct 10,000 years ago. Many specimens are preserved in permafrost and hair, horns, and hooves could provide DNA. Ironically, the surrogates - modern rhino species - are on the brink of extinction.
Irish Elk
Once found across Europe, the Irish elk had antlers almost four metres wide and stood two metres tall at the shoulder. It became extinct 7,700 years ago. Its closest living relative is the much smaller European deer, which could be used as a surrogate for this elk.
Giant Ground Sloth

The giant ground sloth stood nearly six metres tall and is believed to have weighed four tonnes. It disappeared some 8,000 years ago. How feasible is it to resurrect it? we asked an expert. Several specimens have been found with hair, but nding a suitable surrogate mother would be a challenge, as its nearest living relative - the three-toed tree sloth - is tiny by comparison, he answered.
Short-faced Bear
Despite its name, the short-faced bear, which became extinct 11,000 years ago, dwarfed the polar bear - the worlds current largest living land carnivore. Any chance of bringing it back? we asked Prof. Schuster. He responded that there were specimens encased in permafrost from which DNA could be recovered. The species closest living relative is the spectacled bear of South America.
Moa
This huge bird was a distant relative of the ostrich from New Zealand and disappeared only 508 years ago. It might be possible to boot up the Moa genome in an ostrich egg, but no bird of any description has yet been cloned.
The Neanderthal
The Neanderthal, a distant relative of the humans, disappeared 25,000 years ago, although a draft of its genome is expected to be published later this year.
Adapted from: Nicholls, H. (2009). Ten extinct beasts that could walk the Earth again. New Scientist Magazine. (issue 2690).
Hoof / pl. hooves : (noun) the horny toe of a mammal such as a cow or a horse.
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9 Read the text again and ll in the missing information in the table.
Name
a. Woolly mammoth
Became extinct
DNA availability
Surrogate
b.
Late 17th Century DNA samples preserved in permafrost or tar could be used to create clones. Tasmanian devil
c.
d.
e. Irish elk
f.
11,000 years ago A draft of its genome is expected to be published later this year. Modern rhino
g.
h.
i. Giant ground sloth
j.
508 years ago
10 Read these sentences and then read the text again. Do the sentences
express a fact (F) or an opinion (O)? a. ______ The resurrection list includes ten di erent creatures. b. ______ But someone, some day, is sure to try it. c. ______ The European deer is smaller than its ancestor species. d. ______ It is a crazy idea to use humans to clone the Neanderthal. e. ______ The Moa disappeared in the 16th century.
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11 Read the text once more. Are these statements true (T) or false (F)? Correct
the false statements. a. _____ To clone any creature we need its DNA. b. _____ The Neanderthal was a relative of humans. c. _____ The modern three-toed sloth is an ideal surrogate for the giant sloth. d. _____ Tissue samples of the Tasmanian tiger can be found in many museums around the world.
AFTER YOU READ
Learning abilities
Language Note
Reporting verbs
1. Examine these pairs of sentences from the text, paying special attention to the parts in bold. a. It is only going to be possible with creatures for which we can retrieve a complete genome sequence, Schuster explained. b. Schuster explained that it was only going to be possible with creatures for which we can retrieve a complete genome sequence. c. Without one, there is no chance, he added. d. He added that there was no chance without one. e. If suitable DNA is found it could be used to create clones nursed through pregnancy by pigeons, ornithologists predict. f. Ornithologists predict that if suitable DNA is found it could be used to create clones nursed through pregnancy by pigeons. 2. What do you notice about sentences a, c and e? How are sentences b, d and f di erent? 3. Notice the verbs in bold in the sentences. We call them reporting verbs and we use them to communicate what someone said more accurately than using say or tell. Other reporting verbs are:
12. To apply new vocabulary and structures. 13. To consolidate grammar and vocabulary. 14. To participate in a guided oral activity. 15. To evaluate learning. 16. To create a new text. 17. To reect on the contents of the lesson and relate them to own experiences.
add admit agree announce answer claim comment complain con rm consider deny doubt estimate explain feel insist mention observe persuade propose remark remember repeat reply report reveal say state suggest suppose tell think understand
4. Notice that if the reporting verb is in the Past tense the rest of the sentence experiences some tense changes. Past Simple Present Simple Present Continuous Past Continuous Future Simple (will) would Present Perfect Past Perfect 5. Go back to the text and nd more examples of sentences reporting what someone said. Write them in two groups in your notebook. _________________ _______________ that _______________
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12 Write what the people said exactly.

Example: Schuster explained that it included some ten creatures either already extinct or about to disappear. It includes some ten creatures either already extinct or about to disappear, Schuster explained. a. She replied that once sequenced, the DNA could be used to create clones, brought into the world with the help of Tasmanian devil surrogate mothers. b. He added that if this could be turned into fresh material, the creatures could be cloned with the African elephant acting as a surrogate mother. c. We asked an expert how feasible it was to resurrect it. d. He responded that there were specimens encased in permafrost from which DNA could be recovered.
13 Read what Wanda told her friend (a e) and match each situation with one
of the pictures (1 6). Then re-write the sentences using di erent reporting verbs + that. Be careful to include any necessary changes. a. Jack, I cant go to the party on Wednesday with you, I told him. ______________________________________ ______________________________________. b. I have some really important homework to do, I explained. ______________________________________ ______________________________________. c. But we have to go out some time soon, he insisted. ______________________________________ ______________________________________. d. I will go to the cinema with you on the weekend, I promised. ______________________________________ ______________________________________. e. Call me on Friday to decide on the lm, I suggested. ______________________________________ ______________________________________. f. Yes, the best lms are romantic comedies, I agreed. ______________________________________ ______________________________________.
14 34 Listen to the recording to check your answers. Listen and practise the
dialogue. Then role play it for the class.
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15 MINITEST Read this story and complete the sentences (a d) according to

the context. Then re-write the sentences in blue (i - iv) using the corresponding reporting verbs. 16 pts.
ed This happened last summer. I was walking down the beach when I saw this pretty girl. I approach said. I name, lovely her and asked her name. She answered (a.)________. Carla! (i.) You have a that I followed her and asked her if she lived there all year round. She looked back at me and replied added. I too. (b.)________. Great! (ii.) Im from Benton City ___. She seemed more relaxed now and asked me which school I went to. I told her that (c.)_____ by amazed also was I d. exclaime she too. What a coincidence! (iii.) My boyfriend goes to that school, couldnt I Now ___. the coincidence and asked her boyfriends name. She answered that (d.)_____ laughing. believe it. (iv.) My name is George too! I shouted. I looked at her again and saw that she was joke. I was laughing too. I took her hand and we ran down the beach together, laughing at our little

iii. Do not use contractions. For example, dont In your group, you are going to write a scienti c article. must be do not, isnt must be is not, etc. a. Choose a subject you are currently studying in iv. Use the appropriate tenses. The Past tense your biology, physics, or chemistry class. For to re ect work that has been completed, example, if you are currently studying the cell, the Present tense to indicate permanent choose one speci c type of cell, such as the processes, etc. nerve cell, the blood cell, the gland cells, etc. f. Write the article as a group; check each others b. Distribute research tasks among the group grammar and spelling. members: parts of the cell, reproduction, ageing, g. At the end of your article, provide the references etc. you based your article on. For example: Cell c. Think about and develop a list of points to be included in the article. reproduction - http://anthro.palomar.edu h. Follow these points to evaluate your work. Say d. Think what title you would like to give the Yes or No. article. Scienti c articles do not have catchy required. titles, but rather informative ones. and the information c pi to e th d se aly an were We e. Consider these important suggestions when sks and did what we ta ch ar se re e th ed We divid writing your article. expected to do. and agreed on i. Be clear and concise. Write brie y and to ucture of the article str e th d se us sc di e W the point. e lesson. the title. ii. Use the right terminology. Scienti c structures learnt in th d an ns sio es pr ex We used nctuation. articles do not use colloquial expressions. rrected errors and pu co d an d ke ec ch e W

a. b. c. d. e. What new scienti c terms have you learnt? What are the main characteristics of a scienti c article? What is your opinion of science and its importance in our lives? What do you think about bringing back extinct animals? Would you visit a Jurassic park with dinosaurs which are fed with hundreds of live cows? What would be the consequences of that feeding system?
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ASKING THE RIGHT QUESTIONS

BEFORE YOU LISTEN
LISTENING
Learning abilities
1. To connect content and previous knowledge. 2. To connect the topic and personal experiences. 3. To express opinions. 4. To infer the meaning of key words and identify their pronunciation. 5. To predict content from cognates and familiar words.
1 Which of the following processes (a e) do you think we use in science?

a. b. c. d. e. Classifying - arranging or organising according to class or category. Experimenting - carrying out tests to check a hypothesis or an assumption. Hypothesising - making suppositions about something. Measuring - establishing dimensions such as weight, length, height, etc. Observing - looking at objects or phenomena in order to form hypotheses.
2 Can you identify an example of each of the processes above (a e) in these

pictures (1 5)?

a. In what other areas of life can we use the processes in the pictures? b. Have you ever used them? What for?
35 Listen to these words. What do they mean? Which ones sound similar in Spanish?
analyse conclusion experiment hypothesis journal method palaeontologist universe
5 You will listen to a lecture by science professor Digby Jones, who will be
talking about a scienti c method. Which words from Exercise 4 would you expect to hear?
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UNIT 5

36 Listen to the lecture and check your predictions in Exercise 5. 36 Listen again. What question did each of these people ask?
Learning abilities
6. To validate predictions. 7. To nd specic supporting information. 8. To transfer information to a graphic organiser. 9. To nd special words. 10. To discriminate between correct and incorrect information. 11. To identify textual clues.
a. Columbus ______________ _________________________ _________________________
b. Newton _______________ _________________________ _________________________
c. Darwin ________________ _________________________ _________________________
d. Paleontologists _________ _________________________ _________________________
e. Lemaitre _______________ _________________________ _________________________
scienti c process.
36 Listen again and complete this diagram that represents the steps of a
Ask _____________
Construct __________
Think again
Test your __________
Analyse your ________ and draw __________ If hypothesis is _______ If hypothesis is _______
Communicate ________ HYPERTEXT: digital resources and activities

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36 Listen again and tick () three words taken from Internet slang that Prof Jones uses. a. ______ blogger b. ______ chilax c. ______ cu soon d. ______ to text e. ______ to tweet f. ______ to unfriend
10 36 Are these statements true (T) or false (F)? Correct the false statements.
a. ____ For the scienti c process to start, people should ask themselves a question with how, what, when, who, which, why, or where. b. ____ A hypothesis is a presumption about how things work. c. ____ You should never do an experiment more than once. d. ____ If your hypothesis is wrong, construct a new one. e. ____ Scientists usually do not communicate the results of their work.
11 36 Listen to the lecture very carefully once more, and nd out what the
words in bold in these sentences refer to. a. You asked me to explain. It refers to ___________________________________________________. b. It must be about something that you can measure. It refers to ___________________________________________________. c. In such cases, theyll construct a new hypothesis. It refers to ___________________________________________________. d. Text them to your colleagues. It refers to ___________________________________________________.
Learning abilities
AFTER YOU LISTEN 12 Match the words from the listening text in box A with their synonyms in box B.
A
12. To consolidate vocabulary. 13. To apply new vocabulary. 14. To consolidate key words and expressions. 15. To consolidate a language item. 16. To consolidate a language item and imitate a spoken model. 17. To evaluate learning. 18. To discuss a scientic topic. 19. To practise and consolidate language through a game. 20. To reect on the contents of the lesson and relate them to own experiences.
data
B
discover
factor examine
process nd out
result
test method
aspect
consequence
information
13 Fill in the gaps in these sentences with some of the words in Exercise 12.
a. If you work hard and prepare yourself, you can expect good ___________. b. The _______________ provided by the computer programme must now be analysed. c. There are several _______________ you can use: measuring, testing, analysing. d. The most important _______________ to consider is temperature of the mixture.
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14 Choose the best option to ll in the gaps in these sentences.

a. The anthropology professor _______________ a few more comments on historical analysis. i. added ii. predicted iii. said b. The librarian _______________ a few more databases specialising in English literature. i. debated ii. said iii. suggested c. Geologists _______________ that the rocks were younger than what the carbon dating ultimately showed. i. asked ii. wondered iii. said d. The students _______________ useful questions while revising for the nal exam. i. alerted ii. asked iii. said e. The job applicant _______________ his relevant experience and educational background. i. described ii. requested iii. told f. The announcer _______________ the most important instructions several times. i. admitted ii. complained iii. repeated g. The accused strongly _______________ that she had sold stolen goods. i. announced ii. denied iii. commented
Language Note
Reporting verbs indirect questions
1. Read these sentences from the recording. a. Darwin wanted to know why caterpillars were sometimes so beautifully coloured. b. Columbus wondered what the shortest way to India was. c. Newton asked what made an apple fall. d. Palaeontologists wanted to discover when exactly dinosaurs disappeared. e. Lemaitre asked where the universe was expanding to. 2. Compare the sentences with their direct speech equivalents. a. Why are caterpillars sometimes so beautifully coloured? Darwin asked. b. What is the shortest way to India? Columbus wondered. c. What makes an apple fall? Newton asked. d. When exactly did dinosaurs disappear? e. Where is the universe expanding to? Lemaitre asked. 3. What do you notice about all the sentences in Point 1? They all lost the typical interrogative order. They no longer look like questions, the question word (why, when, what, where, which) is moved to the middle of the sentence and none of them has a question mark. 4. These reporting verbs are generally used to introduce indirect questions:
ask
enquire
wonder
want
would like to know
discover
nd out
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15 Re-write these questions using the corresponding reporting verb.

a. Why does the teacher get angry so often? the child asked. _____________________ why _____________________. b. When do we use a microscope? I wondered. _____________________ when _____________________. c. When should I talk to the coach about the match? I enquired. _____________________ when _____________________. d. How much meat do we need for the meat pie? my mother wanted to know. _____________________ how much _____________________. e. Which colour does Susan prefer: blue or green? Georgina wondered. _____________________ which colour _____________________.
16 37 Re-write the questions below as indirect questions using the openings

provided in the dialogue. Check with the recording and then practise and role play the dialogue with a partner. a. Could you give me some information? b. What time do museums generally close? c. Where can I buy a map? d. How can I get to a handicrafts centre from here? e. Who designed that magni cent building?
Tourist: Guide: Tourist: Guide: Tourist: Guide: Tourist:
Excuse me, I wonder if you (a.) ____________________. Of course, what would you like to know? First, Id like to know (b.) __________________________. At half past ve. Then do you happen to know (c.) ___________________? You can get one at the Tourist Information Centre on the corner. Great. And could you tell me (d.) ___________________ to a handicrafts centre from here? Guide: Walk along this street and turn right at the corner. There is a small handicrafts market very near the big building you can see there. Tourist: Do you have any idea (e.) ___________________ that magni cent building? Guide: Yes. It was designed by Juan Jos de Goycolea y Zaartu. 10 pts.
17 MINITEST Look at the pictures and nish the sentences.

a. My son asked me why ___________________ _____________________________________. b. I wanted to know when __________________ _____________________________________. c. My young wife wondered where __________ _____________________________________. d. I asked my dad how much _______________ _____________________________________. e. My teacher enquired how many ___________ _____________________________________.
REVISE AGAIN 0 to 2 GOOD JOB! 3 to 6 7 EXCELLENT! to 10
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UNIT 5

You will discuss a scienti c topic in groups of seven to ten students. You will need to prepare for the discussion beforehand using your own knowledge, available literature, articles from the Internet, or talking to your science teacher. a. Choose one of these topics. i. The Earth is in danger of being hit by an asteroid. ii. The dangers of the swine ue pandemic. iii. Making fuels from plants. iv. Animals in danger of extinction. b. Sit in a circle. c. It would be good to establish some ground rules, such as: i. everyone should listen respectfully to the others (even if they disagree); ii. the person who is speaking should not be interrupted; iii. only one person should speak at the same time; iv. no ones ideas should be made fun of; v. if you disagree with someone, disagree with their ideas, but dont attack the person. d. Choose a moderator who will decide on the order of speaking. As participants o er their views, he / she can encourage group members to respond to each other by asking questions like: What does everyone else think? or Is there anyone else who agrees? Anyone else who disagrees? e. Start the discussion with setting the purpose and what and why you are discussing. f. Use these ideas to evaluate your discussion. Answer Yes or No. n. rpose of the discussio We followed the pu ts esent our argumen We were able to pr logically. s well. eements and con ict We handled disagr oup got a chance to Everyone in the gr participate.
19 Play the radio interview game in groups of six students.

a. Choose a famous character you would like to interview. b. On separate pieces of paper, write the questions you would like to ask your character. Put them face down on the table. c. On other pieces of paper, write openings for indirect questions, like: would like to know, wonder, ask, etc. Put them on a separate pile face down on the table. d. Choose one person in the group to be the famous person, to answer the questions. e. To act out the interview, the rest of the players must take turns to pick up a piece of paper from each pile and ask the corresponding question, inventing the name of the listener of the programme who asked that question. Example: Martha Bravo, from Linares, would like to know where you were born.

a. What have you learnt about the scienti c process? b. Has the lesson changed your perception about science? c. If important leaders in history, either positive or negative, could be cloned, what would be the consequences of such an action? d. If you had the possibility of choosing the physical characteristics of your future child or cloning all his / her vital organs, what would you prefer to do? Why?
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1 Professor Digby Jones was interviewed by Teen Science Blog. Read the blog and write the questions he
was asked.
es explained that In his interview, Professor Digby Jon ies fossil organisms; he palaeontology is a science that stud because we do not have said that we cannot clone dinosaurs their DNA. Jurassic Park was just He told our journalist that the lm working on a new a fantasy and revealed that he was hypothesis about dinosaurs. visit Finally, he suggested that we should laboratory. him at his
a. __________________________________________________________________________________? b. __________________________________________________________________________________? c. __________________________________________________________________________________? d. __________________________________________________________________________________? e. __________________________________________________________________________________?
2 The sentences on the left (a d) are written using scienti c terms. Match them with their everyday
language equivalents on the right (i - iv).
a. The hypothesis that dinosaurs became extinct because of a fallen meteorite is now widely accepted. b. The marsupial was created by the genetic manipulation of its DNA. c. Some animals are carnivores and some are herbivores. d. The ornithologist examined the fossilised remains and established it was a dodo.
i. Some animals eat meat and some eat plants. ii. The bird specialist looked at the old bones and said it was a dodo. iii. What scientists believe about the extinction of dinosaurs is now accepted by most people. iv. The kangaroo was cloned in a lab.
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UNIT 5
3 Match the sentences (a - e) with the pictures (1 - 5). What questions were these people asked? Write
the dialogues using the clues and your own ideas and then role play them for the class.
a. John asked the waiter what the soup of the day was. John: ____________________________________________________________________________? Waiter: ___________________________________________________________________________. b. Belinda asked the mechanic when the car would be ready. Belinda: __________________________________________________________________________? Mechanic: _________________________________________________________________________. c. Emily asked the doctor how many pills she should take. Emily: ____________________________________________________________________________? Doctor: ___________________________________________________________________________. d. Fred asked the police o cer why she was arresting the young man. Fred: _____________________________________________________________________________? Police o cer: ______________________________________________________________________. e. Gillian asked the usher what time the lm would start. Gillian: ___________________________________________________________________________? Usher: ____________________________________________________________________________.
4 Nelly is going to the USA on holiday. All her friends and relatives gave her some advice. Re-write their
advice using reporting verbs. a. Take your digital camera with you, aunt Sybil recommended. b. Dont talk to strangers, Ursulas father warned her. __________________________________________________________________________________. c. Send me en e-mail when you arrive, Vivians mother told her. __________________________________________________________________________________. d. Buy a Yankees T-shirt, Richards brother suggested. __________________________________________________________________________________.
SCIENCE
__________________________________________________________________________________.
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JUST FOR FUN

Do numbers control your destiny?
You know the saying, there is power in numbers. This means that the more people get together, the more powerful they become. Here we will talk about an alternative power, one that you might think is true or not it really depends on you. We are talking about the strange art of numerology. We will now explain how numerology works. Get a pencil and paper. Start by writing out your full birth name ( rst, middle, and last). Assign numbers to each letter using the chart below as a guide. (Note 1: This chart is read downwards so that 1 is A, J, S; 2 is B, K, T; etc.) Take a look at the following example and youll get the idea. Now lets assign numerical values to Henrys full name at birth. Henry Quincy Mathers Sum the numbers up = = = = 8, 5, 5, 9, 7 =34 = 3+4=7 8, 3, 9, 5, 3, 7 =35 = 3+5=8 4, 1, 2, 8, 5, 9, 1 = 30 = 3 7 + 8 + 3 =18 = 1 + 8 = 9
So Henrys full name is reduced to 9. Okay, you have your Destiny Number. Now what does it mean? On the chart below is a quick interpretation of the numbers 1 through 9 and the two master numbers (11 and 22). You should be aware that some numerologists attach special signi cance to other two-digit numbers. However, they are not universally recognised in numerology circles.
1 A J S
2 B K T
6 F
9 I
C D E
G H Y Z
The Numbers Revealed!

1 is ambitious, independent, and self-su cient. 2 is supportive, diplomatic, and analytical. 3 is enthusiastic, optimistic, and fun-loving. 4 is practical, traditional, and serious. 5 is adventurous, mercurial, and sensual. 6 is responsible, careful, and domestic. 7 is spiritual, eccentric, and a bit of a loner. 8 is money-oriented, decisive, and stern. 9 is multi-talented, compassionate, and global. 11 is enlightened, intense, and high-strung. 22 is goal-oriented, a global planner, and inspired.
Adapted from: Sunshinez (2006, March 3). Numerology and the Secrets of Your Name. Retrieved September 30, 2011 from http://www.mysticboard.com/numerology/6620_numerology_and_the_secrets_of_your_name.html
L M N O P Q R U V W X
In this example, we will use Henry Quincy Mathers as the birth name, and we will say that he was born on November 11, 1922, which is 11/11/22, the way it is usually written. (Note 2: 11 and 22 are generally considered master numbers in numerology).
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CHILEAN CONNECTION
What do these numbers in the text refer to? 1.2 - 2.2 - 3.58 - 3.6 - 4 - 27 - 100 - 160 - 300 - 600 - 1960 2,400 - 67 million.
WATCHING THE SKIES IN THE NAME OF SCIENCE

The La Silla Observatory, 600 km north of Santiago de Chile and at an altitude of 2,400 meters, has been a European Southern Observatory stronghold since the 1960s. Here, ESO operates several of the most productive 4-meter class telescopes in the world. La Silla is a mountain bordering the southern extremity of the Atacama Desert in Chile. It is located about 160 km north of La Serena, 27 km south of the Las Campanas Observatory, and 100 km north of the Cerro Tololo Observatory. The 3.58-meter New Technology Telescope (NTT) broke new ground for telescope engineering and design and was the rst in the world to have a computer-controlled main mirror (active optics), a technology developed at ESO and now applied to most of the worlds current large telescopes. The ESO 3.6-meter telescope is now home to the worlds foremost extrasolar planet hunter: HARPS (High Accuracy Radial velocity Planet Searcher), a spectrograph with unrivaled precision. The La Silla Observatory is the rst world-class observatory to have been granted certi cation for the International Organization for Standardization (ISO) 9001 Quality Management System. The infrastructure of La Silla is also used by many of the ESO member states for targeted projects such as the Swiss 1.2-meter Euler telescope, as well as more common user facilities such as the 2.2-meter Max Planck telescope. The 67-million pixel Wide Field Imager on the 2.2-meter telescope has taken many amazing images of celestial objects, some of which have now become icons in their own right.
With about 300 refereed publications attributable to the work of the observatory per year, La Silla remains at the forefront of astronomy. La Silla has led to an enormous number of scienti c discoveries, including several rsts. The HARPS spectrograph is the undisputed champion at nding low-mass extrasolar planets. It detected the system around Gliese 581, which contains what may be the rst known rocky planet in a habitable zone, outside the Solar System (ESO 22/07). Several telescopes at La Silla played a crucial role in linking gamma-ray bursts the most energetic explosions in the universe since the Big Bang with the explosions of massive stars. Since 1987, ESO La Silla Observatory has also played an important role in the study and follow-up of the nearest recent supernova, SN 1987A.
Adapted from: Mundo Andino (n.d). La Silla Observatory. Retrieved October 30, 2011, from: http://www.eso.org/sci/facilities/lasilla/ and http://www.mundoandino.com/Chile/La-Silla-Observatory
meter - organization - standardization - unrivaled metre - organisation - standardisation - unrivalled

SCIENCE
109
TEST YOUR KNOWLEDGE

READING
FINDING WATER ON THE MOON

traces of water tists said they had found en sci ; ms see it ce pla ll over the y du ical signature of water all The moon is not the dr em ch the nd fou es ob pr ent t space the unexpected measurem ted in the dirt. Three differen ub do rst at o wh ts ing the scientis ents and tests. moons surface, surpris tedly by several experim ea rep d an y ntl de en ep but if until it was conrmed ind foster life on the moon to e ur ist mo gh ou en t et fuel it was no drinking water and rock s Scientists revealed that rce ou res ide ov pr t tities, it migh ar day. processed in mass quan s and goes during the lun me co ter wa e Th s. nt ita ab for future moon inh lunar dirt, there would a two-litre soda bottle of k too u yo If . ter wa of ty of Maryland It is not a lot water in it, said Universi of l nfu oo sp tea a of er e water. She said the probably be a quart tists who discovered th en sci e th of e on e, hin astronomer Jessica Suns to the surface. water was simply sticking ce on Thursday and a shed in the journal Scien bli pu s die stu ree th th the moon dropped after The discovery, wi e moon. The appeal of th in st ere int us oc ref cent desolation. NASA brieng, could o and called it magni ag ars ye 40 it d ite vis d near astronauts probe purposely smashe SA NA a e for be s ek mes two we e last decade, The announcement co k up buried ice. Over th kic uld co it if e se to le poles, but this the moons South Po und ice on the moons ro rg de un of ns sig me so clinging to the astronomers have found d and pervasive water cte pe ex un s nd It t. differen latest discovery is quite ed into it. rb so ab surface of soil, not ew by. All three r circled the moon or he eit at th t raf ec ac sp by mething was The water was spotted entists thought that so sci , rst At . nt me tru op of e of ins moon did not have a dr e ships used the same typ th ew kn e on ery ev e nts becaus wrong with the instrume oblem was, water on the surface. to nd out where the pr s lve rse ou t gs on am hs d the mont at belongs to NASA an th We argued literally for e ob pr t en fer dif a ed en they us of NASAs Cassini one scientist said, but th ked back at the records loo o als m tea e th y, all ssed by the result was the same. Fin e of instrument and it pa typ me sa e th s ha It n. at the Satur revealed. Experts say th probe, which is circling s wa ult res me sa e th , ferent re enough e same way on three dif th in moon ten years ago. Su d ne tio nc lfu ma s ent instrument ts testing lunar chance that three differ s that it is water. Scientis rm n co is th so , ro ze t t they had spaceships is almos nd traces of water, bu did uts na tro as by rth samples returned to Ea rth air. tion from moisture in Ea gured it was contamina new nd tist Paul Spudis called the en sci ior sen te titu Ins y e from? Lunar and Planetar : Where did that water com ion est qu l ica log the sed into the exciting and said it rai or asteroids that crashed ts me co m fro me ca it s: e surface, or the There are two possibilitie ed water from below th pp tra up ed fre es sh cra t, thus forming moon and those d with oxygen in the dir bin at th ms ato en og dr solar wind carries hy water molecules.
water in moon dirt. . Its not lunacy, probes nd 23) ber tem Sep 09, (20 satoday. S. , 2009, from: http://www.u Adapted from: Borenstein Press. Retrieved 30 October ed ciat _N.htm Asso ater The on-w 9 mo 200 23ht 09USA Today - Copyrig com/tech/science/2009-
110
UNIT 5
1 Read the article. Which of these is the main
2 pts. conclusion you can draw from it? a. The presence of water on the moon means that life existed there before. b. If there is water on the moon, people might one day install human colonies there. c. If there is water on the moon, we might one day bring it to Earth.
2 Read the text again and complete these
sentences. 5 pts. a. Scientists said they were surprised ________. b. They also revealed that _________________. c. Scientists argued for months ____________. d. Lunar senior scientist Paul Spudis called the new nding __________________________. e. He also asked the question where ________.
You Your partner c. I clearly remember when iii. _____clearly remembers when ____________ ________________ _______________. _______________. d. My parents complain that iv. ____ s parents complain that _____________ ________________ _______________. _______________. e. I have learnt how much v. _________ has learnt how much _________ ________________ _______________. _______________. LISTENING MYSTERIES OF SCIENCE
3 Read the article once more and answer these
questions. 3 pts. a. What did astronauts call magni cent desolation? b. Why did the NASA probe smash into the moon? c. What are the two explanations for the presence of water on the moon?
38 Listen to two people talking about some mysteries of science. Tick () the speaker who mentioned these points. 6 pts.
Speaker I Speaker II a. A Spanish geologist b. A British researcher c. Low ozone levels d. Global warming e. Acoustic resonance f. Various instruments
SPEAKING
4 Complete the sentences in column A

with your own ideas. Then ask your partner the appropriate questions to complete the same sentences in column B with his / her answers.
10 pts.
6
a.
38 Listen again and circle the word you hear. 4 pts. Jess Martnez-Fras, a planetary geologist, went to investigate the accident / incident. Ice balls have fallen in other parts of the world, some up to 100 /200 kilograms in weight. The phenomenon is clearly caused by an acoustic resonance / response. In many booming dunes, the sand grains are unusually uniform in shape / size.
SCIENCE
You Your partner i. In our chemistry class a. In our chemistry class I _________ discovered discovered that ______ that _____________. _______________. ii. Our English teacher b. Our English teacher explained that _______ explained that _______ _______________. _______________.
b. c. d.
111
LANGUAGE
WRITING
7 Change these sentences into Reported

Speech. a. Jane:
4 pts. What programme did you see on Saturday? b. Shop assistant: Can I help you? c. Customer: How much does the computer cost? d. Sandra: Its not a good idea to leave so late.
9 Write two short paragraphs (maximum 150

words) with the information in the interview below. Use the reporting verbs in the box. 10 pts.
asked answered enquired explained indicated replied said told wanted to know
Reporter: Prof Maine: Reporter: Prof Maine: Reporter: Prof Maine: Can you tell me a little about the Nazca Lines? The Nazca Lines are an enigma. No one has proved who built them or why. Is it true what some people say, that they are old landing sites for extraterrestrials? Some people say so, but we scientists are sure that it is not true. What is the speci c location of the lines? They are located in the Nazca Desert, a high arid plateau between the towns of Nazca and Palpa on the pampa. And how big are they? They cover nearly 400 square miles of desert. What is the scienti c name for such structures? Figures produced on the ground by the clearing of stones are called geoglyphs and they can be found in Egypt, Malta, the United States, Chile, Bolivia and several other countries.
8 Look at the pictures and answer
the questions. 4 pts. a. A: What did the tourist ask you? B: ___________________________________.
b. A: What did you tell Susan? B: ___________________________________. c. A: What did the policeman say? B: ___________________________________. d. A: What did the astronomer explain? B: ___________________________________.
Reporter: Prof Maine: Reporter: Prof Maine:
112
UNIT 5
SELF - EVALUATION
YOUR TEST RESULTS
8 - 10 Great Grasped all main ideas and did most tasks correctly. 6 - 7 Good Grasped the majority of main ideas and did most tasks correctly. 3 - 5 OK Grasped some main ideas and did most tasks correctly. 0 - 2 Poor Deduced some main ideas and did just a few tasks correctly. Your score
8 - 10 Great Identi ed almost all the information. 6 - 7 Good Identi ed most of the information. 3 - 5 OK Identi ed some of the information. 0 - 2 Poor Deduced just a few bits of information.
7 - 8 Great Understood and applied all items in all cases. 4 - 6 Good Understood and applied most items in most cases. 2 - 3 OK Understood and applied some items in some cases. 0 - 1 Poor Understood and applied very few items in very few cases.
Speaking You are expected to be able to ask and answer questions using reporting verbs.
Task Asked and answered all the questions using appropriate reporting verbs. Asked and answered some questions using some reporting verbs. Asked and answered half of the questions using one or two reporting verbs. Asked and answered only 1 or 2 questions using one reporting verb. Score 4 3 2 1 Language mistakes interfere with comprehension. Language Practically no language mistakes. Very few language mistakes. Some language mistakes. 1 Score 3 2 Interaction Fluid interaction, good pronunciation, and no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction a ected by pronunciation mistakes and a lot of hesitation. Score 3 2 1 0
Writing You are expected to write a short text based on an interview.

Task Wrote text following all indications, using all reporting verbs. Wrote text following most indications, using most reporting verbs. Wrote text following some indications, using half of reporting verbs. Wrote text, but followed very few indications, not using the reporting verbs. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Correct spelling and organisation of paragraphs. A few spelling mistakes, unclear organisation of paragraphs. Several spelling mistakes, incorrect organisation of paragraphs. A lot of spelling mistakes, incorrect organisation of paragraphs. Score 3 2 1 0

In this unit I re ected on the implications of genetic manipulation and cloning. I actively participated in discussions and conversations related to science issues. I used di erent strategies to understand and to make myself understood. I showed respect for other students opinions and ideas.
SCIENCE
Always
Sometimes
Never
113
UNIT

READING: dene and infer. LISTENING: identify specic information. ORAL PRODUCTION: discuss professions and occupations. WRITTEN PRODUCTION: write a business letter. FUNCTIONS: complain / disagree / apologise / warn.

GRAMMAR: reporting verbs questions / indirect questions. VOCABULARY: words related to business activities and commercial letters.

READING: business / commercial letters. LISTENING: conversations.

The importance of following specic procedures in formal situations.
114
IN BUSINESS
HOW READY ARE YOU FOR THIS UNIT? 1 List two jobs for each category.
a. b. c. d. e. They require great physical strength. They require long years of study. They require a lot of patience. They require spending a lot of time away from home. They are really dangerous. 4 pts. 5 pts.
2 Match each of these situations (a d) with the cartoon that best represents it (1 4).
a. A complaint. b. A warning. c. A disagreement. d. An apology.
Excuse me; there seems to be something wrong with this laptop.
I dont like your idea of buying new earphones for the iPod.
Young man! Ill have to give you a ne if you dont get up from the grass.
Im very sorry for interrupting.
3 Why do people normally write letters? In pairs, list four reasons.

Your score: 0 - 4: Look up the words in a dictionary or ask your teacher to help you. 5 - 9: Well done, but you could improve your vocabulary looking up some words. 10 - 13: Great job. You are ready to start the lesson.
4 pts.
1. Possible answers (any two of these): a. Athlete, builder, luggage handler, lumberjack, miner. b. Doctor, lawyer, musician, scientist, teacher. c. Artist, nurse, secretary, shop assistant, teacher. d. Pilot, soldier, tourist guide, train driver, travelling salesperson. e. Diver, reman, stuntman, window cleaner, zoo keeper. 2. a. Cartoon 1. b. Cartoon 3. c. Cartoon 2. d. Cartoon 4. 3. Possible answers (any four of these): To apply for a job, to provide / ask for information, to complain about something, to keep in touch, to apologise, to confess something, to declare love, etc.
115
o Less
n1
BUSINESS LETTERS
READING
Learning abilities
1. To connect content and previous knowledge. 2. To dierentiate between formal and informal language. 3. To infer the meaning of key words. 4. To deduce the communicative purpose of texts. 5. To predict general information using previous knowledge. 6. To identify format of business letters.
a. In what situations do people complain? b. Have you ever had to return an article you bought? What was the reason? How did you do it? Were you satis ed with the result? 2 Match the informal expressions in column A with their formal equivalents in column B.
A a. Ask your dad to help you with your homework.
B i. I request the pleasure of your company at the party to be held on the occasion of my birthday. b. I totally agree with you, but theres ii. Mr Jensen, a young gentleman is waiting nothing I can do to help you. for you to make a complaint. c. John, there is a guy here waiting for you; iii. The item is not working; therefore he wants to complain. I would like you to replace it. d. This thing is broken, so I want it changed. iv. I thoroughly understand your position; however, there is nothing I can do to help you. e. Will you come to my birthday party? v. You should request your fathers help to do your homework.
3 Which of these words sound or look similar in Spanish? Find the meaning of
the rest in a dictionary.
account client issue department justifiably discriminate purchase
Learning tip
invoice
When using formal English, we often use the expression: Im afraid It means something like I would help you if I could, but I cant. Examples: Im afraid the train is late. Im afraid I cant offer you a refund. Im afraid Mr Smith is out of the of ce at the moment.
4 Match the names of letters in the box with their de nitions (a e).
Letter of apology Letter of complaint Order letter Resignation letter Thank you letter
a. _______________: you write it when you are not satis ed with a product or a service. b. _______________: you send it to your employers when you can no longer work for them. c. _______________: you o er your gratitude for something done for you. d. _______________: you ask for a product or a service to be delivered. e. _______________: it shows you are sorry and says that you value your relationship with the other party.
116
UNIT 6
5 In your opinion, which of these are characteristics of business letters? Mark

them with a tick (). a. _____ They are fairly short and to the point. b. _____ They are usually handwritten. c. _____ They are usually rude and o ensive. d. _____ They are written to express personal feelings. e. _____ They follow a strict format. f. _____ They have a very speci c purpose, such as a complaining, enquiring, requesting, etc. g. _____ They use formal language.
6 These diagrams show what a one-page business letter should look like. Have
a look at the letters on pages 118 - 119 you are going to read and decide which style they are. a. Block Style b. Semiblock Style c. Modi ed Block Style
WHILE YOU READ 7 Read the letters on pages 118 - 119 and check your predictions in Exercise 5. 8 Match the letters (I V) with the de nitions in Exercise 4 (a e). 9 Mark with a tick () the letter that mentions the following points.
I a. A product required by a certain date. b. An inconvenience caused by a new sta member. c. A request for an explanation. d. Someones plans for the future. e. Someones positive qualities. II III IV V
Learning abilities
7. To validate predictions. 8. To identify denitions. 9. To nd and support specic information. 10. To discriminate between correct and incorrect information. 11. To identify explicit and implicit information. 12. To infer information.
IN BUSINESS
117
January 30, 2010 Marina I HRM MaStanley nager Vanguard Telecommunication Inc . 1, High Street Glasgow Dear Ms Stanley, Please accept this letter as noti cation that I am leaving my pos ition as Call Center Agent with Van Telecommunication Inc. on March guard , 1 of this year. I would like to take this opportunity to express my sincere thanks for being able to work for such an imp as Vanguard Telecommunication ortant company s. I feel that I have learnt a lot as a member of your sta . One of the bene ts is that, thanks to my inte most important racting with international clients , I have enormously improved my con dent talking to people, I am English. I now feel familiar with client services and I have learnt how to work in a tea the opportunity you have given me m - all this thanks to over the past year. I will try to use all these new skills in my future The reason for my leaving is tha positions. t I have decided to take up my stu dies again. I will be starting a cou technology on March, 13. I hope rse in information to become a computer engineer in the future. I will be happy to train my replace ment or do anything else you fee l will help make the transition sm me know if you nd this arrange oother . Please let ment satisfactory. Thank you very much for giving me this opportunity. Sincerely yours, Valeria Santos
II
August 12, 2011 Mr. Ray Daniels Teen Delight 226 Oak Tree Avenue Maryland Dear Mr. Daniels, was his went to your shop to buy a few products. It Last Friday, my 16-year old son, Andrew, ter swea a and s pant forward to buying a pair of rst shopping trip alone and he was looking high had He king in a local fast food restaurant. all paid for with the money he earned wor . did not want any adults to accompany him hopes for his rst shopping trip alone and to buy e back without any of the things he wanted Unfortunately, after an hour or so he cam oached was looking at di erent clothes, he was appr and he was also extremely upset. While he extensively on matters I nd di cult by one of your guards, who questioned him what him what his name was. en he asked him to understand. First of all, the guard asked . were nts pare then wanted to know where his the purpose of his visit to the shop was. He s. hase purc he left the shop without making any ese questions made my son really upset and the son was simply looking around a shop with I feel that your guard acted incorrectly. My is that e ched and discriminated against in a plac intention of buying a few things. He felt wat agers. supposed to specialize in products for teen was. what the reason for this kind of treatment I would like some kind of explanation as to son, who upset given that the situation a ected my You will understand that I feel justi ably . now does not want to go shopping on his own rm us of your ndings? Will you please investigate the issue and info Sincerely, Michelle Ortega
American v/s British English Mr., Mrs., Ms. Mr, Mrs, Ms
Smooth : (adj.) happening or continuing without problems. Approach : (verb) come near someone.
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UNIT 6
III
June 22, 2010 Karen Bewley Human Resources Manager Royal National Hospital 1400 Jackson Street Denver, Colorado 80206 Dear Karen, my Just a quick note &to &thank you &for viewing nter i & &interview on June 21. I &found your your &style &very &refreshing, and I appreciate openness and &honesty. t I am &very &excited about &the accountan an Hum s ital assistant &position at &the &hosp &to work Resources Department and &the chance &is &exactly with &such a great &team. This &position &sincerely what I &have &been &looking &for, and I &for as &well. &hope I am &the &person you are &looking erns , &please If you &have any questions or conc &feel &free &to &contact me at 736-7374. &forward &to Thank you once again, and I &look &talking &further. Yours &sincerely, Samuel H. Morgan
IV
Will you &kindly &send me & five (5) &boxes of A4, white &printing &paper, &suitable &for &use with &both &inkjet and &lase r &printers as advertised &in yo ur July catalogue on &page 23 &under &the number TP0987? Please charge &this &purchase &to my &bank account, detail s of which you will &find &i n a &previous &invoice, as I ha ve made other &purchases wi th your company &in &the &past (&ink cartridges, &printing &paper, and office &stationery ). I &shall &especially appreciate your &usual &prompt delivery, as Im currently wo rking on &several &importan t &projects and must &print a &large number of documents &by August, 25. Please delive r &the &five &boxes &to my &usua l address: 124 Meadow Street , San Juan, Texas. I would appreciate &it &if you could &let me &know &the date of & the delivery &in advance &to ma ke &sure &there &is &someone &to &receive &it. Please &send &the &inv oice with &the &boxes. Sincerely yours, Christina Hamilton
Dear Mr. Derwin,
August 6, 2010 Mr. Joey Derwin 415 Greenhills Street San Fernando, Texas
V
American v/s British English apologize, organization apologise, organisation
Adapted from: Phillips, E. (1999). Shocked, Appalled and Dismayed! How to Write Letters of Complaint that Get Results. (1st ed.). New York: Vintage Books
Dear Mr. Reavis, I would like to apologize for the mix-up on your last order. We recently hired a new sales pers on who was not familiar with your systems. We hav e corrected your order and shipped it out this morning. We understand your disappointment and appreciate the inconvenience this must have caused your organization , which is why we have applied a 10% discount on you r order. Again, I apologize for our mistake and regret any inconvenience caused as a result. Yours faithfully, Gerald Belknap Customer Service Manager
March 19, 2011 Mr. Steve Reavis 225 Gilbert Road Loves Park, IL 61111
Disappointment : (noun) sadness because sth has not happened or been as good as expected. Concern : (noun) feeling of interest or worry.
IN BUSINESS
119
10 Are these statements true (T) or false (F)?

a. b. c. d. e. ____ The sender of Letter I was very happy with her job. ____ The name of the recipient of Letter II is Michelle Ortega. ____ The sender of Letter III would like to work as an accountants assistant. ____ The sender of Letter IV does not have a bank account. ____ The sender of Letter V is asking for a 10% discount.
11 Read the letters again. Do these sentences express explicit (E) or implicit (I)
information? a. _____ Christina Hamilton is often out. b. _____ Valeria Santos is going back to university. c. _____ Michelle Ortegas son did not buy the clothes he wanted. d. _____ The sales person has been working with Gerald Belknap for a short time. e. _____ Samuel Morgan will be delighted to get the job.
12 What can you infer from these sentences in the letters? Choose the best
alternative. a. Letter I: I will be happy to train my replacement or do anything else you feel will help make the transition smoother. i. Valerias boss is very demanding. ii. Valeria is willing to help the company and her replacement. iii. Valeria is relieved to be leaving the company. b. Letter II: I feel that your guard acted incorrectly. i. Ms Ortega does not agree with the guards actions. ii. Ms Ortega nds the guards attitude correct. iii. Ms Ortega is unhappy with her sons reaction. c. Letter III: I &found your &interviewing &style &very &refreshing, and I appreciate your openness and &honesty. i. Samuel disliked the interviewer. ii. Samuel felt uncomfortable at the interview. iii. Samuel liked the interview. d. Letter IV:
You &will &find &the details of my &bank account &in a &previous &invoice. i. Mr Derwin knows Ms Hamilton very well. ii. Ms Hamilton has made purchases from this company before. iii. Ms Hamiltons bank account details are public. e. Letter V: We recently hired a new sales person who was not familiar with your systems. i. An employee caused the problem. ii. Computers and an employee caused the problem. iii. Computers caused the problem.
120
UNIT 6
AFTER YOU READ 13 Use some of the words in Exercise 3 to ll in the gaps in these sentences.
a. You have bought another video game! Its such an unnecessary _______________________. b. If you need more information, please contact the Human Resources _______________________. c. What must I do to open a bank _________________________? d. One of the most important _____________________ people talk about is global warming. e. It is very important to answer the complaint letter sent by one of your _______________________.
Learning abilities
14 The words in the rst column of this chart appeared in the letters you read.
They are in American English. Complete the chart with the correct word in British English and tick the correct column (Spelling or Vocabulary). Then, add two more examples of your own for each type of di erence.
13. To consolidate key vocabulary. 14. To identify and classify dierences between American and British English. 15. To practise a language item. 16. To use information to complete a conversation. 17. To imitate a spoken model. 18. To evaluate learning. 19. To write a new text following a model. 20. To reect on the contents of the lesson and relate them to own experiences.
Spelling Di erence Vocabulary Di erence Apologize Center Learned Organization Pants Specialize
Language Note
Reporting verbs questions (continued)
1. Read these sentences from Letter III and the original direct questions. a. He asked him what his name was. What is your name? the guard asked. b. The guard asked him what the purpose of his visit to the shop was. What is the purpose of your visit to the shop? the guard asked. c. He also wanted to know where his parents were. Where are you parents? the guard wanted to know. 2. What do you notice about the indirect questions? a. The tenses change. b. The word order changes. c. Nothing changes. 3. The answer is a. and b. If the reporting verb is in the Past then the rest of the sentence also undergoes a verb change (see Language Note Unit 5, Lesson 1, Page 97). There is also a change of the word order. Direct question: Why is Sonia late? Henry asked. Indirect question: Henry asked why Sonia was late.
IN BUSINESS
121
15 Change these direct questions into indirect ones.

a. b. c. d. e. What time is it? Sally wanted to know. Who is your maths teacher? my brother asked. Where is the bathroom? the child asked his father. How tall are you? the doctor enquired. How much are these Coldplay CDs? I wanted to nd out.
16 Use information from Letter I and the visual clues on the left to complete the
conversation between Valeria and her boss, Marina. Marina: So Valeria, I understand that you are leaving the Call Center. Valeria: _______________________________________________________ Marina: And when exactly are you planning to leave? Valeria: _______________________________________________________ Marina: What are your plans for the future? Valeria: _______________________________________________________ Marina: I believe that you liked working for us. Valeria: _______________________________________________________ Marina: And what is the most important thing that you learned here? Valeria: _______________________________________________________ Marina: And what other skills have you learned from working with us? Valeria: _______________________________________________________ Marina: Do you think you could help us train your replacement? Valeria: _______________________________________________________
17 40 Now listen to the conversation and check your answers. Then practise
and role play the dialogue for the class.
18 MINITEST Report what these people asked. Use a di erent reporting
American v/s British English center / learned centre / learnt
verb for each sentence. 10 pts. a. Mollys mother: Molly, where is your father? ____________________________________________________________. b. The teacher: How did you nd the information to write the report? ____________________________________________________________. c. Sarah: How many languages can you speak? ____________________________________________________________. d. Kelly: Why dont you answer my messages? ____________________________________________________________. e. The interviewer: What is your experience with learning disabilities? ____________________________________________________________.
122
UNIT 6

You are going to work with a partner to write a business letter. a. Choose one of the following situations: i. You have ordered a PC for your brothers birthday, which is in four days. The company you ordered it from is: PC Quick Deals, 12 Dalton Street, Minneapolis, USA. The sales manager is Ms Edna Carrow. OR ii. You are leaving your job because you found another one closer to your home. You work for QMC Department Store, 234 Garden Avenue, Wicklow, Ireland. The Human Resources Manager is Miss Kiara Spencer. OR iii. You went to your local Municipal O ce to obtain a driving licence. You found the service exceptionally good and quick. You would like to thank the Customer Service manager, Mr Steve Soames, for the service. The address is: 17 Coleman Parade, Waverley, Victoria, Australia 3150. b. According to the situation you have chosen, decide what type of letter you are going to write apology, order, resignation, etc. In pairs, discuss the details: format of the letter, what information you should include, and what kind of language to use. c. One of you should write the letter on a clean sheet of paper following the agreed format. d. Keep the letter brief and to the point. In a onepage letter, you will usually need only three or four paragraphs, single spaced. Use a double space in between paragraphs. e. Remember not to use shortened verb forms (dont instead of do not; its not instead of it is not). f. Finish the letter with a salutation (Yours sincerely, Yours faithfully, etc.). g. Always sign the letter by hand. h. Proof-read the letter and then read it aloud. Ask and answer these questions: Does it make sense? Does it sound polite? Does it have all the relevant information? Does it follow a business letter format? i. If you answered yes to all the questions above, write the letter on a clean sheet of paper. j. Ask your teacher to read the letter and give you his / her opinion. Do not tell her / him what type of letter you were going to write. Does she / he consider that you have achieved your objective? Evaluate your performance. Say Yes or No.
ed the instructions. We read and follow ter. e purpose of our let e. We determined th t format and purpos an lev re e th g in ep ke r We wrote the lette g and grammar. We checked spellin

a. What have you learnt about writing business letters? b. Can you name two situations in which you would use formal and informal language? c. What would you do if one of your best friends needed a job, but he / she didnt have a good CV? Would you send a letter recommending her / him to your boss? d. What do you think of these quotations? How much do you agree with them?
A friendship founded on business is better than a business founded on friendship. John D. Rockefeller, Jr.(1874 - 1960)
Success is never nal.
Winston Churchill (1874 - 1965)
Competition brings out the best in products and the worst in people. David Sarno (1891 - 1971)
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o Less
n2
DESCRIBING JOBS
BEFORE YOU LISTEN 1 Answer and discuss these questions in your group.
LISTENING
Learning abilities
1. To connect content and previous knowledge. 2. To connect pictures and content. 3. To describe and guess jobs. 4. To infer the meaning of key words. 5. To predict content.
a. How do people know what to do in a speci c job before they start working? b. Why do you think we need a job description? c. What information should a job description include?
2 Look at the pictures (1 4) and complete the short job descriptions for each
one (a d).
American v/s British English Mailman / Mailwoman Postman / Postwoman
a. A security guard is a person who ________________________________. He or she usually _____________________________________________. b. A postman / postwoman is a person who __________________________. He or she usually _____________________________________________. c. A pilot is a person who _________________________________________. He or she usually _____________________________________________. d. A sports commentator is a person who ___________________________. He or she usually _____________________________________________.
3 Work with your partner. Each of you must choose a job and describe it. Use
the descriptions in Exercise 2 as a model. Can your partner guess the job? These pictures can give you some ideas.
2
UNIT 6
124
41 Listen to the words and indicate which ones look or sound similar in Spanish. Find the meaning of the rest in a dictionary.
applicant committee loan maintenance quali cations require salary supplies
5 You will listen to three conversations. What do you think the common
subject of the three will be? a. Looking for a job. b. Jobs people like and dislike. c. How to apply for a job.

42 Listen to the three conversations and check your prediction in Exercise 5. 42 Listen again and tick the jobs mentioned. Three of them are not mentioned.
Learning abilities
a. ____ Accountant
b. ____ Loans o cer
c. ____ O ce assistant
6. To validate predictions. 7. To nd specic information. 8. To nd and match specic information. 9. To match non-textual information and visuals that represent it. 10. To nd and classify information. 11. To nd specic supporting information.
d. ____ Pilot
e. ____ Receptionist
f. ____ Safety o cer
42 Listen again and ll in each blank in these sentences with ONE word. Then write the corresponding name of the jobs you identi ed in Exercise a. ____________: this person usually ____________ loan ____________, analyses ____________ reports and ____________ and reviews loan ____________. b. ____________: this person will investigate ____________ and suggest preventive ____________; he / she will examine potential unsafe working ____________, direct the activities of a ____________ committee and may provide safety ____________. c. ____________: this person will run the photocopying ____________ and perform special ____________ such as ____________, binding, cutting and stapling ____________. He / she will be ____________ for the maintenance of the ____________ and ordering ____________.
American v/s British English High school Secondary school
Staple : (verb) keep together with staples (staple: (noun) a piece of metal in the shape of a square bracket).
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42 Listen to the conversations again and match each one with a picture (1 3). Identify two details (clues) that helped you to decide.
1
Conversation _________ Clues: _______________ ____________________ ____________________
American v/s British English Counselor Counsellor
2
3
10 42 Tick which conversation mentions each of these points.

I a. A diploma b. A job counsellor c. An application form d. Maintenance e. Maths skills f. The salary g. Training h. Two years experience II III
11 42 Listen again and choose the best answer (i or ii) for these questions (a f).
Conversation I a. Who are the participants in this conversation? i. A job counsellor and a job seeker. ii. Two friends. Conversation II b. Where does this conversation take place? i. At a job centre. ii. In a school. c. What does the man in this conversation think of the job? i. It is ideal for him. ii. It is too dangerous. Conversation III d. Where did the girl in this conversation nd the job advertisement? i. On a bulletin board. ii. In a newspaper. e. What did she do immediately? i. She phoned. ii. She sent her CV. f. What is the situation of the girl in this conversation? i. She needs some experience. ii. She doesnt need any experience.
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UNIT 6
AFTER YOU LISTEN 12 Use some of the words in Exercise 4 to complete these sentences.
a. If you want to work in program analysis you must have the right _____________________. b. She applied for a bank _____________________, but did not get it. c. Tammy sent a letter to order some _____________________. d. The interviewing _____________________ will meet today and decide who will get the job. e. There were over 500 _____________________ for the job we advertised. f. David is in charge of the general _____________________ of the building and the gardens.
Learning abilities
12. To use new vocabulary. 13. To use new vocabulary and structures. 14. To reinforce a language point. 15. To participate in a guided conversation. 16. To evaluate learning. 17. To summarise (ideas, information) through discussion and oral work. 18. To reect on the contents of the lesson and relate them to own experiences.
Language Note
Indirect questions
1. Read these examples from the recording. a. She wanted to know if I was good at any speci c school subjects. b. I asked her if I had to take a special course. c. They asked if I could start next week. d. I enquired if I needed any experience. 2. Can you match the indirect questions above with their direct equivalents? a. Do I have to take a special course? b. Do I need any experience? c. Are you good at any speci c school subjects? d. Can you start next week? 3. Which of these statements is true about the indirect questions? a. They all include the word if. b. They dont have a question mark at the end. c. They all use the word ask. d. They look like a sentence in the a rmative form. 4. a., b. and d. are true. Notice that we use the word if when the direct question does not have a question word (what, when, where, etc.) and requires a simple yes / no answer.
American v/s British English Program (noun and verb, all cases) Program (noun and verb in connection with computers) Programme (radio, TV, etc.)
Learning tip
13 Change these direct questions into indirect ones.

a. Can you take me to the station? Emily asked. b. Do you have a spare pen? the man enquired. c. Does the new employee know anything about computers? Annie wondered. d. Did we switch o the lights at home? Helen asked. e. Are you coming to my party? Stephen wanted to know. f. Have you ever applied for a scholarship to study abroad? the interviewer asked me.
When you want to ask a question that is quite sensitive, dif cult, or embarrassing, try using one of these openings: Can / Could you tell me if ? Id be interested to hear / know if Id like to know if Would you mind telling me if ?
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14 Read and complete the indirect questions in these conversations.

I Rosa: Can you tell me if _________________________________? Assistant: Sorry, Mrs White is not in at the moment. Rosa: Would you mind telling me what time ________________? Assistant: Yes, she will be back in about half an hour. Rosa: I was wondering if ________________________________. Assistant: Of course you can leave her a message. Tell me. II Peter: Id like to know if __________________________________. Tourist guide: Sorry, the Fine Arts Museum is closed right now. Peter: Can you tell me if _________________________________. Tourist guide: Yes. It opens at 10 am on Mondays. Peter: I cant remember if ________________________________. Tourist guide: No, its not in the city centre. It is in Marylebone. Peter: Id also like to know if ______________________________. Tourist guide: Yes, you have to pay an entrance fee, but it is not much.
15 43 Listen to the recording and check your answers. Practise and role play
the two conversations.
16 MINITEST Complete these sentences using your own ideas.
8 pts. a. George asked Fred and Myra if they ______________________________. b. The doctor asked me if I ________________________________________. c. The Finance Minister asked if the President ________________________. d. The hairdresser wanted to know if Frances _________________________. e. The Japanese tourist wondered if anyone _________________________. f. Teresa would like to know if you _________________________________. g. The children asked if they ______________________________________. h. Mr Thomas wanted to know if the band ___________________________.
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UNIT 6
17 APPLICATION TASK - SPEAKING

Gathering information is a critical step in making an e ective career decision. Work in pairs. a. Make two copies of the worksheet opposite for a job you think you would like to have. b. Read the form through and nd out the meaning of any words you do not understand. c. With your partner, discuss each heading and the points provided. For example, if your chosen job is an accountant (job title) what responsibilities would be the most important? d. Make notes of the relevant information in the answers. e. Make a presentation to the class about the job of your choice. Use the notes you have taken to help you. f. Did anyone else choose the same job? Are his / her ndings the same as yours? If not what is di erent? g. Now that you have researched the profession you liked and talked about the positive and negative aspects do you still see yourself doing it? h. Ask your teacher and classmates to evaluate your presentation using these points. Say Yes or No.
uctions. cording to the instr ac rm fo e th in d lle I levant information. I included all the re the lesson. tures and ideas from I used words, struc spelling cted grammar and rre co d an d ke ec ch I mistakes.
1. Occupation / Profession / Job title: ________________________________________ 2. Primary responsibilities What do people in this occupation do? Mention at least two specific responsibilities for this occupation. 3. Requirements Key skills and abilities required. Personality traits that are important for this occupation. 4. Employment In what setting is this occupation found? Indoors? Outdoors? Both? In what kind of organisations? (small businesses, public schools, hospitals, etc.) 5. Educational preparation What programme of study or training is required or suggested for entry into this occupation? What licenses or certifications are required? 6. Salary range What is the typical salary for someone entering this occupation? 7. Job characteristics How many working hours are there in an average week for this occupation? Is shift work involved? Is travel involved? How often? Short / Long distances? Overnight? 8. Positive features Mention two positive aspects of this occupation. 9. Negative features Mention two negative aspects of this occupation. 10. Related occupations Mention two occupations that are similar to the one you researched.

a. Can you now describe jobs? b. What information must you include in a job description? c. Why is it necessary to list someones duties and tasks before he or she starts working? d. If you had the opportunity to earn a lot of money doing something that goes against your principles or is very controversial, would you do it?
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1 Read the beginnings of three letters (I III). What type are they? Choose from the alternatives in the box.
a follow-up letter a letter of complaint a resignation letter a thank you letter an application letter an order
I
Avicom Computer Company Sales Department 23rd Street, Washington, Washington DC 29 January, 2008 Dear Sirs, have does not work. It is the second time I Im afraid that the enclosed software from attached correspondence). I bought it had to return software this month (see e, I war soft the g Washington. While installin the Avicom store at Newtown Street, . was careful to follow your instructions
II
19 February, 2010 Dear Frederick, given me with my &job Thank you &for all &the &help you &have rmation and advice you &search. I &especially appreciate &the &info ave &shared with me. Your &have &provided, and &the contacts you &h ing &this &process. assistance &has &been &invaluable &to me dur
III
Mr. George Gulliver Trenton Hospital 87 Delaware Road, Hat eld, CA 08065 17 January, 2011 Dear Mr. Gulliver, k Head Nurse as advertised in the New Yor I am writing to apply for the position of on, my completed job application, my certi cati Times. As requested, I am enclosing a . ious employers and teachers resume and three references from prev
130
UNIT 6
2 Match these answers (a - c) with the three letters in Exercise 1 (I - III).

a Dear Ms Stevens, ver, I must inform ur application letter. Howe yo of t eip rec the rm n co the day before we I would like to for the nursing job closed d rio pe ion cat pli ap the you that because ion. t consider you for the posit no can we , ter let ur yo ed receiv
Dear Tom, software you ny problems installing the ma so d ha ve ha u yo ry r and we would I am terribly sor you are a valued custome t tha u yo ure ass can I n to see bought at our store. e will send an IT technicia W e. vic ser ion lat tal ins not present any like to offer you a home y check that your PC does all ion dit ad to d an ion lat to the instal problems. c
Dear Sue,
us er. I am glad that you could I really appreciate your le search. assisted you during your
e my help and that it has
3 Re-write the direct questions (a d) in these cartoons (1 4) in indirect form.

Where is the nearest post ofce?
a b
Are you having a good time?

c
How much does it cost?

d
How old are you?
a. __________________ b. __________________ c. __________________ d. __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________
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JUST FOR FUN

1 Read the text and ll in the blanks completing the calculations.
at what you are asking for. So you want a day off? Lets take a look work. There are 365 days per year available for means that 52 already have 2 days off per week. That There are 52 weeks per year in which you e only (b.) ________ subtract it from the 365 days, we will hav weeks by 2 gives us (a.) ________. If we available for work. s, leaving only y from work, you have used up 170 day Since you spend 16 hours each day awa (c.) ________ days available. year, leaving only ee break, which counts for 23 days each You spend 30 minutes each day on coff (d.) ________ days available. (e.) ________ days e used up another 46 days, leaving only With a one hour lunch each day, you hav available for work. sick leave. You normally spend 2 days per year on per year available for work. This leaves you only (f.) ________ days __ days. lable working time is down to (g.) ______ avai r you so , year per s day holi 5 off We are lable for work. , which leaves only (h.) ________ day avai year per tion vaca s day 14 give sly erou We gen off! Theres no way Ill let you take that day
2 Match each cartoon (1 3) with a punch line (a c).
His heart is too soft to be a good chef!
I hate summers! It always means unemployment for us. b
I know that you are a teacher; that is why I will give you a short SENTENCE! c
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UNIT 6
Answers:
a. 104 b. 261 c. 91
d. 68 e. 22 f. 20
g. 15 h. 1
CHILEAN CONNECTION
How do you think foreigners see us behave in business activities, formally or informally? In which months are business meetings in Chile not advisable?
CHILEAN BUSINESS ETIQUETTE FOR VISITORS FROM OVERSEAS

This guide to doing business in Chile highlights some key areas for consideration when doing business in Chile. Meeting and Greeting When meeting someone in Chile, a handshake is customary. You may see women patting each other on the right forearm or shoulder rather than shaking hands. When meeting large groups, it is good etiquette to shake hands with all those present. When addressing people, start formal and wait for an invitation to go informal. Address people by their surnames and Mr, Mrs or Miss. Gestures In Chile, people leave little space between each other when interacting. Do not be surprised if the person you are speaking with places a hand on your shoulder when talking with you. Eye contact is important in Chile, as it conveys trust, sincerity, and interest. Entertaining Business entertaining usually takes place at hotels or restaurants. If you are the one inviting them, you should pick up the bill. If you are invited to a persons home in Chile, it is good etiquette to send owers or chocolates to the hostess in advance. If you wish to convey your thanks after the meal, do so by phone rather than in writing. Business Meetings and Negotiating Appointments should be made a few weeks prior to arrival in Chile. January and February are the summer holidays, so try to avoid them. Chileans negotiate in a serious and straight talking manner. Be upfront, but not overbearing. Hard sell tactics or pressure never work. Always be prepared to compromise, as this shows you value the relationship more than the nancial aspects of the deal.
Adapted from: Kwintessential (n.d.). Doing Business in Chile. Retrieved on October 3, 2011, from: http://www.kwintessential.co.uk/etiquette/doing-business-chile.html
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TEST YOUR KNOWLEDGE

READING
I
THE BUSINESS OF LETTER WRITING

II
Dear Mr Castle, rn that the Easy Spin It was distressing to lea ught from us last washing machine you bo erly. I am also sorry month did not work prop r of the store in to hear that the manage your needs properly. Essex did not attend to up immediately and This issue will be taken d I will keep in touch to investigated further, an . let you know the outcome store to replace the I have now instructed the damaged goods to item. Please turn over the delivery of the new the driver at the time of machine. this unfortunate I am sincerely sorry that dly ask for your incident occurred and kin lieve me when I say understanding. Please be hly valued by Easy that each customer is hig Spin. ines Easy Spin Washing Mach General Manager Dustin Cole
Re: Replacement of washing machine Dear sir or madam, blem This letter is to notify you about a pro hing was Spin y I am having with the Eas store machine that I bought at your Essex last October. I am dissatised with your product because it does not heat up water not correctly and when it washes, it does ady alre e remove all the detergent. I hav ing attempted to solve this problem by talk to the store manager, but without any results. I also found him quite rude and unwilling to nd a satisfactory solution to my problem. I hope that you can investigate this matter further. Having received no satisfactory solution ng from your store, I am hereby requesti or that you replace the faulty machine refund my money. Yours faithfully, Jordan Castle.
III
Dear Sir,
gratulate companies on the do not take the chance to write and con I would like to say that people usually excellent service they received. quite pleased with your Petersburg campsite I have to say I am However, after vacationing at your St. welcoming place. Upon I have ever been at a more efcient and eve beli t don I el. onn pers and ns fortable. operatio who made our check-in short and com bers mem f staf l erfu che by ted gree e our arrival, we wer various functions of us and went out of their way to explain rteo cou ly eme extr e wer es loye emp r All of you ly kept. the campsite, which was clean and nice end the St. there. I am pleased to say I will recomm ing stay le whi time ly love a had I and My family Petersburg site to my friends. Sincerely yours, John Davis and family
Adapted from: Bly, R. (1998). The Encyclopaed (Paperback). ia of Business Letters, Fax, Memos, and E-Mail Career Press. NJ: , Plains ton Pomp
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UNIT 6
1 Read the letters (I III) and match them

with these types of letters (a c). a. A letter of apology. b. A thank you letter. c. A letter of complaint.
3 pts.
LISTENING PLACING A JOB ADVERTISEMENT
44 Listen to a conversation and choose the picture that best represents it. What clues did you hear? 2 pts.
2 What can you infer from these sentences
in the letters? 3 pts. a. Letter I: I hope that you can investigate this matter further. i. The writer expects the Essex store manager to be congratulated. ii. The writer expects the Essex store manager to talk to the General Manager. iii. The writer expects the General Manager to deal with an employees bad attitude. b. Letter II: I have now instructed the store to replace the item immediately. i. The customer will get his money back. ii. The customer will receive a new machine. iii. The customer will receive further instructions. c. Letter III: (Your employees) went out of their way to explain various functions of the campsite. i. The employees got lost. ii. The employees were very helpful. iii. The employees worked outside the camp.
3 Are these statements true (T) or false (F)?

6 pts. a. _____ The writer of the rst letter has a problem with a clothes dryer. b. _____ The writer of the rst letter will accept a new machine or his money back. c. _____ Mr Castle bought his machine in Essex. d. _____ Letter II is o ering a satisfactory solution to a problem. e. _____ The writer of letter III went to the campsite alone. f. _____ The sta at the campsite were very friendly.
44 Listen to the conversation and choose the best answer to the questions. 5 pts. a. Where does the person want to place an advertisement? i. In a newspaper. ii. On a website. b. What position is the ad for? i. A pilot. ii. A ight attendant. c. How many words does the ad have in total? i. 80. ii. 65. d. What must the ideal candidate for the job have? i. Experience. ii. A high school diploma. e. When will the ad be published? i. Next week. ii. Tomorrow. 44 Listen again and ll in the contact details of the person placing the ad. 5 pts. Name: __________________________________ Surname: _______________________________ Position: ________________________________ E-mail address: __________________________ Telephone number: ______________________
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LANGUAGE
SPEAKING
5 pts.
7 Change the direct questions into indirect

questions using the provided openings. a. Has Sean been to New Zealand?
9 Use the expressions in the box to complete the
I wonder _____________________________ _____________________________________. b. Are Manchester United winning the match? The football fans asked the commentator _____________________________________ _____________________________________. c. Have I left my umbrella at home? I cant remember ______________________ _____________________________________. d. Can you play the accordion? The music teacher asked ________________ _____________________________________. e. Did you learn English at school? Our new friends enquired _______________ _____________________________________.
interviewers part, and your own ideas to complete the applicants part of this interview (a l). Then practise and role play it with a partner. 16 pts.
Can you tell me I cant remember I wonder if I would like to know Id like to ask you Im afraid
Interviewer: (a.) __________________________ ________________________________________. Applicant: Well, my name is (b.) _____________ and Im (c.) _____________ years old. Interviewer: (d.) _________________________ ________________________________________. Applicant: Yes, I sent my application form by e-mail last Wednesday. Interviewer: (e.) __________________________ ________________________________________. Applicant: Im sorry that you cannot nd it, but I have another copy with me. Interviewer: (f.) __________________________ ________________________________________. Applicant: Yes, I have some experience. I worked as a(n) (g.) ____________ for (h.) ____________. Interviewer: (i.) __________________________ ________________________________________. Applicant: Im applying for the job because (j.) _____________________________________. Interviewer: (k.) __________________________ ________________________________________. Applicant: I could start work next (l.) _________ ______________________________ if necessary.
8 Fill in the blanks in this paragraph with the

phrases in the box.
5 pts.
he knew his home address he was from his name was his parents were old he was
The police found the little boy wondering alone on the beach. They asked him where (a.) ________________, but he looked scared and did not answer. They took him to the police station and gave him something to eat and drink. Then a police psychologist asked him what (b.) ________________ and how (c.) ________________. The psychologist also enquired if (d.) ________________, but the boy was quiet. It was only after a while that a policewoman asked in three di erent languages where (e.) ______________.When she at last spoke in Portuguese, the boy smiled and said he was Brazilian.
WRITING
10 You ordered ve (5) boxes of A4, white printing
paper, suitable for use with both inkjet and laser printers, but the order did not arrive. You phoned once and spoke to the secretary, but did not get a positive answer. Write a letter of complaint (maximum 150 words) requesting that the order be delivered as soon as possible. 10 pts.
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UNIT 6
SELF - EVALUATION
YOUR TEST RESULTS
10 - 12 Great Grasped all the main ideas and did most of the tasks correctly. 6 - 9 Good Grasped most of the main ideas and did most of the tasks correctly. 3 - 5 OK Grasped some of the main ideas and did most of the tasks correctly. 0 - 2 Poor Deduced some of the main ideas and did a few tasks correctly. Your score
10 - 12 Great Identi ed almost all the information. 6 - 9 Good Identi ed most of the information. 3 - 5 OK Identi ed some of the information. 0 - 2 Poor Deduced just a few bits of information. 2 - 4 OK Understood and applied some items in some cases. 0 - 1 Poor Understood and applied a few items in very few cases.
8 - 10 Great Understood and applied all items in all cases. 5 - 7 Good Understood and applied most items in most cases. assign the rest of the points following these criteria. Score 4 3 2 1
Speaking You are expected to be able to ask and answer questions using reporting verbs. Assign 1 point to each correct indirect question and
Task Asked and answered all the questions appropriately. Asked and answered some of the questions appropriately Asked and answered half of the questions appropriately. Asked and answered only one or two of the questions appropriately. Language Practically no language mistakes. Very few language mistakes. Some language mistakes. Language mistakes interfere with comprehension. Score 3 2 1 0 Interaction Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Score 3 2 1 0
Fluid interaction, some pronunciation mistakes, some hesitation. Interaction a ected by pronunciation mistakes and a lot of hesitation.
Writing You are expected to write a letter of complaint.

Task Wrote letter following all indications, using indirect questions / reporting verbs. Wrote letter following most indications, using some indirect questions/ reporting verbs. Wrote letter following some indications, using a few indirect questions / reporting verbs. Wrote letter, but followed very few indications and did not use indirect questions / reporting verbs. In this unit Score 4 3 2 1 Language Score Presentation Score Practically no grammar or vocabulary Correct spelling and organisation of the mistakes. 3 paragraphs. 3 Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. 2 1 0 A few spelling mistakes, unclear organisation of paragraphs. Several spelling mistakes, incorrect organisation of paragraphs. A lot of spelling mistakes, incorrect organisation of paragraphs. 2 1 0

I re ected and gave my opinion on moral issues related to work and business. I participated in the discussions and conversations related to business issues. I applied the learnt structures and vocabulary in the exercises. I showed respect for other students opinions and ideas.
Always
Sometimes
Never
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ANSWERS
UNIT 1.
TEST YOUR KNOWLEDGE READING THREE LOVE LETTERS LANGUAGE
7 A
1 Letter I c. Letter II a. Letter III b. 2 a. Because Brad makes her laugh really hard.
b. Because he left Krissy / because he feels guilty. c. Probably yes, but only as a friend. 3 a. - ii. b. - iii. c. - i. LISTENING LOVE REUNITED 14
4 a. 5 a. 6 a. 42 / 17. b. ended / France. c. mothers / Spain.

d. answered / right. e. 30 / kissing. SPEAKING
B What time might it be? Im not sure. It might be around 5 p.m. A possibility She might miss the plane if she does not hurry. A possibility Where might we go at the weekend? A suggestion Whatever you prefer - you might have salad or pasta. A possibility Might I take this chair if you are not using it? A request 8 (Other sensible answers are acceptable). a. so. b. absolutely. c. such. d. really.
9 (Other sensible answers are acceptable according to your reality).
You might have lunch in the school cafeteria. / You might ask Carlos. You might join the drama class. / You might call Jenny. You might need to ll in a form. Assign points to the activity according to the following criteria.
Task Score 4 3 2 1 Language Practically no language mistakes. Very few language mistakes. Some language mistakes. Language mistakes interfered with comprehension. Score 3 2 1 0 Interaction Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction aected by pronunciation mistakes and a lot of hesitation. Score 3 2 1 0
Completed the dialogue with four or five of the correct alternatives. Completed the dialogue with three or four of the correct alternatives. Completed the dialogue with two or three of the correct alternatives Used only one or two of the correct alternatives in the dialogue
WRITING
10 Assign points according to the following criteria.

Writing You are expected to complete a letter using alternatives and your own ideas to start and finish.
Task Filled in all the blanks with appropriate information. Filled in most of the blanks with appropriate information. Filled in some of the blanks with appropriate information. Filled in only one or two of the blanks with appropriate information. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Correct spelling, opening and closing. A few spelling mistakes and incorrect opening or closing. Several spelling mistakes and incorrect opening or closing. A lot of spelling mistakes and incorrect opening and closing. Score 3 2 1 0
138
MINITEST
2 Bella Swan main female character. Billy Burke
13 P. 13 Possible answers
13 P. 17 Possible answers
a. You might visit (interesting place in students area). b. Helen / Ian, might I borrow your T-shirt? c. Mum, I have looked everywhere. Do you know where my favourite jeans might be? d. You might buy crisps, biscuits and soft driks.
supporting actor. Catherine Hardwicke director. Melissa Rosenberg screenwriter. Robert Pattinson main male actor. Stephanie Meyer author / writer. fangs, co ns and stakes through the heart. b. In Portland, Oregon. c. It ties in to the story perfectly; the soundtrack ts the tone of the lm (with its moody rock songs).
3 a. No. There are no clichd stereotypes with
This happened a month ago. The day was terribly hot and I really wanted a drink. I looked around and saw a little kiosk with soft drinks and ice-cream, but it was so crowded I decided to look somewhere else. Then, a boy standing right in front of the kiosk waved to me. He was very cute! He had a bottle of orange crush in his hand and he was o ering it to me. I was quite impressed. And now, a month later, we are dating! I still think he is absolutely fabulous.
LANGUAGE
4 Answers will vary. 5 a. He was playing football when I saw him
UNIT 2.
TEST YOUR KNOWLEDGE READING UNUSUAL VAMPIRES
yesterday. (present participle) b. There is only one great passion in his life: writing books. (gerund) c. Thank you for giving me such a beautiful gift. (gerund) d. What is she doing here? (present participle) e. I hate doing the same thing twice. (gerund) 20
LISTENING OPINIONS FROM MOSCOW
6 a. librarian. b. romance. c. fantasy.

d. last week. e. people.
1 a.
SPEAKING
7 a. RYM. b. BT. c. RYM. d. RYM. e. BT.
8 (Other sensible possibilities are acceptable).

Juliet: Im sure Ive seen that James Bond film before.
Brenda: Juliet: Brenda: Juliet: Brenda: Juliet: Brenda: I think youre wrong. Youve seen Casino Royale, but not Quantum of Solace. Youre right about Casino Royale but Im not certain if I saw the other film too. he two films certainly are quite similar. Now that I remember, Quantum of Solace was filmed in Latin America, wasnt it? Argentina, I think. No, I am quite certain it was a dierent country. Let me thinkChile! Yes, thats right, it was Chile. Im not really sure. They filmed it somewhere in the desert, didnt they?
Assign points to the activity according to the following criteria. Speaking You are expected to be able to complete and participate in a guided dialogue.
Task Completed the dialogue with seven or eight of the correct alternatives. Completed the dialogue with five or six of the correct alternatives. Completed the dialogue with three or four of the correct alternatives. Used only one or two of the correct alternatives in the dialogue. Score 3 2 1 0 Language Practically no language mistakes. A few language mistakes. Language mistakes interfere with comprehension. Score 2 1 0 Interaction Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction aected by pronunciation mistakes and a lot of hesitation. Score 3 2 1 0
139
WRITING

Writing You are expected to write a short film review.
Task Wrote a review including all the required details. Wrote a review with most of the required details. Wrote a review with some of the required details. Wrote a review with very few or none of the required details. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Correct spelling, neat presentation. A few spelling mistakes, some presentation problems. Several spelling mistakes, quite a few presentation problems. A lot of spelling mistakes, poor presentation. Score 3 2 1 0
MINITEST
13 P. 33
7 a. light.
Possible answers a. is sitting. b. Eating. c. watching. d. is helping. e. doing. f. learning. g. is enjoying. h. Arriving. a. repairing all kinds of things. b. arriving late. a. Eating fruits and vegetables. a. doing her homework.
b. cut. c. on TV. d. tiny. b. Invention 1, the molecular clippers, is useful because we can use it to hold very tiny objects. c. Invention 2, the mini laser, is useful because it is used to cure skin cancer.
15 P. 37
8 a. A nanometre is 1 billionth part of a metre.
UNIT 3.
TEST YOUR KNOWLEDGE READING - GREEN SHIPS FIGHT GLOBAL WARMING
LANGUAGE
9 a. The doctor suggested that I drink lots of
1 c. 2
B The amount of benefit for each pound spent on stratospheric aerosols. The number of ships to be used in the project. 2,000 5.3 billion The total cost of cloud whitening. 150 billion The cost governments are considering spending on the reduction of CO2 emissions. 15 A
water and have three light meals a day. b. The teacher insisted that we submit the paper on Monday at the latest. c. Marie proposed that we sell the tickets at three pounds each. d. The scientist recommended that we take the necessary steps to reduce global warming now.
10 a. In fact. b. as long as. c. Even though. 11 Answers will vary. Check the use of that and the
Subjunctive.
3 a. True. b. False. c. True. d. False. 4 a. It is much cheaper than other methods.

LISTENING CUTTING EDGE TECHNOLOGY
b. The impact it has on di erent industries. 26
5 Interview I: b. Interview II: c. 6 c. d.
140
SPEAKING
12 Assign 1/2 points for each correct match picture - introduction.

a. Picture 2. b. Picture 3. c. Picture 1. d. Picture 4. Assign the rest of the points according to these criteria.
Speaking You are expected to role play dialogues of introduction.

Task Role played the four dialogues appropriately. Role played three of the dialogues appropriately. Role played two of the dialogues appropriately. Role played only one or none of the dialogues appropriately. Score 3 2 1 0 Language Practically no language mistakes. A few language mistakes. Language mistakes interfere with comprehension. Score 2 1 0 Interaction Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction aected by pronunciation mistakes and a lot of hesitation. Score 3 2 1 0
WRITING
13 Assign points according to these criteria.

Writing You are expected to write a summary.
Task Wrote a summary following all the indications. Wrote a summary following most of the indications. Wrote a summary following some of the indications. Wrote a summary, but followed very few of the indications. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Score Correct spelling and neat presentation. 3 A few spelling mistakes and some presentation problems. Several spelling mistakes and quite a few presentation problems. A lot of spelling mistakes and poor presentation. 2 1 0
MINITEST
15 P. 53
Possible answers a. The teacher suggested that we read Don Quijote de la Mancha as a good example of Spanish literature. b. The doctor recommended that I take the cough mixture after I eat. c. I demand that you return my money! The computer is not working. d. She insisted that we drink some milk before we set o . e. I propose that we y to Mexico and there we can rent a car. f. The President urges that we all vote in the next elections.
Will vary. Check that the Subjunctive is used correctly.
13 P. 57
UNIT 4.
TEST YOUR KNOWLEDGE READING - WHO IS BANKSY?
1 a. (3). b. (2). c. (5). d. (4). e. (1). 2 a. VI. b. IV. c. III. d. IV and V. e. I. f. II. 3 a. A monkey wearing a sandwich board, Mona
Lisa with a rocket launcher. b. Brad Pitt, Cristina Aguilera. c. A pizza box. d. No, they dont.
141
LISTENING CONCERT FANS 32 4 a. ii. b. ii. c. i. d. ii.
5 a. Jen. b. Dani. c. Dani. d. Jen. 6 a. chance.

b. important. c. cannot. d. can.
c. By the time he arrived at his friends house, she had gone out. d. By the time he arrived at the football stadium, the gamed had nished.
8 a. John complained that the phone had rung
LANGUAGE
7 a. By the time he arrived at the train station,

the train had left. b. By the time he arrived at the theatre, the play had started.
at 3 oclock in the morning. b. Tina told us that the exam had begun 10 minutes late. c. Fred said that he had lived in Dublin before moving to Los Angeles. d. Marian explained that the doctor had asked her to describe her typical day.
SPEAKING

Speaking You are expected to be able to compare two paintings expressing your preferences.
Task Compared the paintings in detail and expressed preferences appropriately. Compared the paintings with a few details and expressed some preferences appropriately. Compared the paintings in general and expressed a few preferences. Compared the paintings vaguely and didnt express preferences. Score 4 3 2 1 Some language mistakes. Language mistakes interfere with comprehension. Language Practically no language mistakes. Very few language mistakes. 2 1 0 Score 3 Interaction Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Score 3 2 1 0
Fluid interaction, some pronunciation mistakes, some hesitation.

Interaction aected by pronunciation mistakes and a lot of hesitation.
WRITING

Writing You are expected to write three paragraphs following instructions.
Task Wrote three paragraphs following all the indications. Wrote three paragraphs following most of the indications. Wrote two paragraphs following some of the indications. Wrote one or two paragraphs following very few of the indications. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Correct spelling and organisation of the paragraphs. A few spelling mistakes and unclear organisation of the paragraphs. Several spelling mistakes and incorrect organisation of the paragraphs. A lot of spelling mistakes and incorrect organisation of the paragraphs. Score 3 2 1 0
142
MINITEST
17 P. 75
UNIT 5.
TEST YOUR KNOWLEDGE READING - FINDING WATER ON THE MOON
a. were / had lost. b. moved / had worked. c. played / had left. d. spoke / had studied. e. was / had gone. a. Laurie said she had seen Casino Royale on TV. b. The man told me he had sent the packet three days ago. c. The scientist explained that the Neanderthal had lived thousands of years ago. d. The university authorities announced that they had uploaded the exam results on their website.
1 b. 2 (Be exible to accept other correct answers).
16 P. 81
a. Scientists said they were surprised to nd out there was water on the moon. b. They also revealed that it was not enough moisture to foster / support life. c. Scientists argued for months to nd out what the problem with the instruments was. d. Lunar senior scientist Paul Spudis called the new nd exciting. e. He also asked the question where the water came from. b. To see if it could bring up buried ice. c. (1) The water came from comets or asteroids that crashed into the moon. (2) The solar wind carries hydrogen atoms that bind with oxygen, this way making water.
3 a. The moon.
SPEAKING

Speaking You are expected to be able to ask and answer questions using reporting verbs.
Task Asked and answered all the questions using appropriate reporting verbs. Asked and answered some questions using some reporting verbs. Asked and answered half of the questions using one or two reporting verbs. Asked and answered only 1 or 2 questions using one reporting verb. Score 4 3 2 1 Language mistakes interfere with comprehension. Language Practically no language mistakes. Very few language mistakes. Some language mistakes. 1 Score 3 2 Interaction Fluid interaction, good pronunciation, and no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction aected by pronunciation mistakes and a lot of hesitation. Score 3 2 1 0
143
LISTENING - MYSTERIES OF SCIENCE
38
5
a. A Spanish geologist b. A British researcher c. Low ozone levels d. Global warming e. Acoustic resonance f. Various instruments
I II P P P P P P
b. The shop assistant asked if she could help me. c. The customer asked how much the computer cost. d. Sandra said it was not a good idea to leave so late.
8 Check the use of the correct tenses and
6 a. incident. b. 200. c. resonance. d. size.

LANGUAGE
appropriate pronouns. Possible answers a. The tourist asked me where the museum was. b. I told Susan I was happy. c. The policeman said he wanted to see my documents. d. The astronomer explained that the telescope was working again.
7 a. Jane asked what programme I had seen on

Saturday. WRITING

Writing You are expected to write a short text based on an interview.
Task Wrote a text following all the indications, using all the reporting verbs. Wrote a text following most of the indications, using most of the reporting verbs. Wrote a text following some of the indications, using half of the reporting verbs. Wrote a text, but followed very few of the indications, not using the reporting verbs. Score 4 3 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 Presentation Correct spelling and organisation of paragraphs. A few spelling mistakes, unclear organisation of paragraphs. Several spelling mistakes, incorrect organisation of paragraphs. A lot of spelling mistakes, incorrect organisation of paragraphs. Score 3 2
MINITEST
15 P. 99
17 P. 104
a. that her name was Carla. b. she did. c. I went to Alexander Fleming school. d. his name was George. i. I told her / I said she had a lovely name. ii. I added that I was from Benton City too. iii. She exclaimed that her boyfriend also went to that school. iv. I shouted that my name was George too.
Possible answers a. My son asked me why I was so tired / sad. b. I wanted to know when we would go on holiday. c. My young wife wondered where we would buy our rst home. d. I asked dad how much the TV cost. e. My teacher enquired how many students knew the answer.
144
UNIT 6.
TEST YOUR KNOWLEDGE READING THE BUSINESS OF LETTER WRITING
LANGUAGE
7 a. I wonder if Sean has been to New Zealand.

b. The football fans asked the commentator if Manchester United was winning the match. c. I cant remember if I left my umbrella at home. d. The music teacher asked if I played / could play the accordion. e. Our new friends enquired if we had learnt English at school.
1 I - c. II - a. III - b. 2 a. iii. b. ii. c. iii. 3 a. False. b. True. c. True. d. True. e. False. f. True.
LISTENING PLACING A JOB ADVERTISEMENT 44
4 a. 5 a. i. b. ii. c. i. d. ii. e. ii. 6 Name: Pauline.
8 a. his parents were b. his name was

c. old he was e. he was from
d. he knew his home address
Surname: Brown. Position: Human Resources manager. E-mail address: pbrown@nationalair.co.uk. Telephone number: 44 028 786765.
SPEAKING
9 Assign one point to each correct indirect question and assign the rest of the points following
these criteria. Speaking You are expected to be able to ask and answer questions using reporting verbs.
Task Asked and answered all the questions appropriately. Asked and answered some of the questions appropriately Asked and answered half of the questions appropriately. Asked and answered only one or two of the questions appropriately. Score 4 3 2 1 Language Practically no language mistakes. Very few language mistakes. Some language mistakes. Language mistakes interfere with comprehension. Score 3 2 1 0 Interaction Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Score 3 2 1 0
Fluid interaction, some pronunciation mistakes, some hesitation. Interaction aected by pronunciation mistakes and a lot of hesitation.
145
WRITING
10 Assign points following these criteria.

Writing You are expected to write a letter of complaint.
Task Wrote the letter following all the indications, using indirect questions / reporting verbs. Wrote the letter following most of the indications, using some indirect questions / reporting verbs. Wrote the letter following some indications, using a few indirect questions / reporting verbs. Wrote the letter, but followed very few of the indications and did not use indirect questions / reporting verbs. Score 4 3 2 1 Language Score Presentation Score Practically no grammar or vocabulary Correct spelling and organisation of the mistakes. 3 paragraphs. 3 Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. 2 1 0 A few spelling mistakes, unclear organisation of paragraphs. Several spelling mistakes, incorrect organisation of paragraphs. A lot of spelling mistakes, incorrect organisation of paragraphs. 2 1 0
MINITEST
18 P. 122
16 P. 128
(Accept variations in the reporting verbs). a. Mollys mother wanted to know where her father was. b. The teacher asked how we had found the information to write the report. c. Sarah enquired how many languages we could speak / spoke. d. Kelly wondered why I didnt answer her messages. e. The interviewer wanted to nd out what my experience with learning disabilities was.
Check each students answers individually or ask them to exchange minitests with a partner and correct each others answers.
146
THEMATIC INDEX
A biography: Pablo Picasso. A brochure: Planet saving technology. A conversation about iPhone art. A conversation between two girls. A lm poster. A lm review: Unusual Vampires. A lm review. A news story. A song. A web cam lecture: Asking the right questions. An article about science and technology. An article on numerology . An article: Vincent Van Google . An article: Who is Banksy? An interview with a famous person. Business letters. Chilean Connection. Extract from a novel. Gerunds. Indirect questions. -ing forms. Intensi ers. Job interviews. Love letters. Magazine article: The Rapping Years . Reporting verbs. Scienti c article: The Magic of DNA . 83 50 77 87 31 42 31 23 15 101 62 - 109 - 110 108 84 86 35 59 - 118 - 119 - 130 - 131 - 134 21 - 41 - 61 - 85 - 109 - 133 30 36 103 - 127 32 16 63 10 - 22 70 - 71 97 - 121 94
147
Teen Science Blog. Telephone conversation: placing a job advertisement. The modal verb might. The Past Perfect tense. The Subjunctive with that. Three conversations about jobs. To apply new vocabulary and structures. To ask and answer questions. To classify information. To classify words. To connect content and previous knwoledge. To connect pictures and content. To connect pictures and topic. To connect the topic and experience. To consolidate a language point. To consolidate vocabulary. To create a new text. To deduce the communicative purpose of texts. To describe and guess jobs. To di erentiate between fact and opinion. To di erentiate between formal and informal language. To discriminate between correct and incorrect information. To discuss a scienti c topic. To discuss an issue. To draw conclusions. To evaluate learning. To expand content expressing opinions. To expand vocabulary. To express opinions.
106 135 12 72 - 79 52 - 56 125 52 - 98 - 127 32 34 12 - 48 34 - 48 - 54 - 69 - 76 - 76 - 92 - 100 - 116 - 124 34 92 100 12 - 17 - 32 - 35 56 - 73 74 104 122 - 128 17 - 35 - 55 - 57 - 73 - 74 - 79 - 98 - 102 - 121 17 - 53 - 75 - 99 - 123 116 124 96 116 15 - 29 - 35 - 78 - 97 - 102 - 120 105 57 55 13 - 17 - 33 - 37 - 53 - 57 - 75 - 81 - 99 - 104 - 122 - 128 80 12 7 - 35 - 68 - 93 -100
148
To express personal attitudes. To nd general and supporting information. To nd meaning of words / to make predictions. To nd speci c information.
7 29 - 55 8 - 14 - 34
9 - 49 - 55 - 69 - 77 - 78 - 93 - 101 - 102 - 117 - 125 - 126 54 - 100 121 34 - 48 - 69 - 76 120 117 93 93 35 15 69 - 11 102 49 14 - 15 48 - 69 120 48 54 - 78 - 116 125 29 - 48 - 77 49 - 98 52 48 - 100 54 - 93 - 125 77
To nd the meaning of key words and identify their pronunciation. To identify and classify di erences between American and British English. To identify cognates. To identify explicit and implicit information. To identify format of business letters. To identify purpose of a text. To identify references. To identify speakers. To identify stressed word. To identify synonyms. To identify textual clues. To identify textual references. To identify tone of message. To identify type of text. To infer information. To infer meaning of words / expressions. To match information. To participate in a guided oral dialogue. To practise a structure. To predict content from cognates and familiar words. To predict content from the context. To predict messages using non-verbal content. To re ect on the contents of the lesson and relate them to personal experiences. To relate content to personal experiences.
17 - 33 - 36 - 53 - 57 - 68 - 75 - 81 - 99 - 105 - 123 - 129 17
149
To role play an interview. To role play dialogues imitating a spoken model.
37 17 - 32 - 37 - 56 - 74 - 80 - 104 - 122 129 81 29 - 49 - 69 72 - 96 101 122 29 - 35 - 48 - 55 - 69 - 77 - 93 -101 - 117 - 125 17 - 33 111 22 42 62 86 110 134 40
To summarise (ideas, information) through discussions and oral work. To talk about art forms and preferences. To transfer relevant information to a visual organiser. To use information to complete a conversation. To validate predictions. To write a text. Two presentations about mysteries of science. Unit Test 1 Unit Test 2 Unit Test 3 Unit Test 4 Unit Test 5 Unit Test 6 Writing tips.
150
BIBLIOGRAPHY
Blandchard, K.R. and Root C.T. (1996). For Your Information. (1st ed.). White Plains, New York: Addison Wesley Longman. Burke, J.M. et al. (2003). Reading Reminders: Tools, Tips, and Techniques. (2nd ed.). Portsmouth, NH: Boynton / Cook Publishers, Inc. Chapman, N. et. al. (1997). The Macmillan Visual Dictionary. (1st ed.). Mexico DF: Prentice Hall Hispanoamericana. Fox, Gwyneth associated editor et al. (2007). Diccionario Macmillan Castillo Espaol Ingls, Ingls - espaol. (1st ed.). Mexico DF: Editorial Macmillan de Mxico S.A. de C.V. Jara, H. et al. (1995). Technical English 1. (3rd ed.). Santiago: S.l, Salesiana. Mascull, B.L. (1997). Collins Cobuild Key Words in Science and Technology. (1st ed.). Glasgow: Heinemann Publishers. Murphy, R.M. (1997). Essential Grammar in Use. (2nd ed.). Cambridge: Cambridge University Press. Peregoy, S.F. et al. (2005). Reading, Writing and Learning in ESL. (3rd ed.). Columbus, Ohio: Allyn & Bacon. Rinvolucri, M. et al. (1995). More Grammar Games. (1st ed.). Cambridge: Cambridge University Press. Sandler, C. and Keefe, J. (2004). 1001 Letters for All Occasions: The Best Models For Every Business and Personal Need. (1st ed.). Avon, MA: Adams Media.
WEB SITES
http://www.ingles.mineduc.cl/ http://www.bbc.co.uk/programmes/p002vsmz http://kids.nationalgeographic.com/ http://kids.nationalgeographic.com/Stories/ http://dsc.discovery.com/ http://dsc.discovery.com/games/games-tab-03.html http://www.mansioningles.com/index.htm http://www.isabelperez.com/ http://www.teachingenglish.org.uk/
151
Global English, English 4 Medio Original text Jolanta Polk Reyes Teaching English as a Foreign Language, Dublin, Ireland Teacher training, translation and English Literature, University of Silesia, Poland
Reimpresin 2013 Ediciones Cal y Canto ISBN: 978-956-8623-97-5 N de Inscripcin: 197.520 Reimpresin 2012 Ediciones Cal y Canto ISBN: 978-956-8623-97-5 N de Inscripcin: 197.520 2011 Ediciones Cal y Canto ISBN: 978-956-8623-97-5 N de Inscripcin: 197.520 Original illustrations Design Original illustrations Design General Manager Senior Editor English Editor Assistant Editor Design Cover design Layout Proofreading Illustrations General Production Production Assistant Recording Producer Recording Engineer Photos Ediciones Cal y Canto
Ediciones Cal y Canto Ediciones Cal y Canto Ediciones Cal y Canto Jorge Muoz Rau
Alicia Manonellas Balladares Gloria Caro Opazo Lina Alvarado Jantus Mara Jess Moreno Guldman Mara Jess Moreno Guldman Cristina Seplveda Aravena Thomas Connelly Venus Astudillo Vera Cecilia Muoz Rau Lorena Briceo Gonzlez Rodrigo Gonzlez Daz Ignacio Arriagada Maia 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. Impreso RR Donnelley Chile Se termin de imprimir 183.800 ejemplares en el mes de diciembre de 2012.
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EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN PROHIBIDA SU COMERCIALIZACIN

Inglés - IV° Medio

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TEXTO DEL ESTUDIANTE

Jolanta Polk Reyes Jolanta Polk Reyes

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN PROHIBIDA SU COMERCIALIZACIN

Jolanta Polk Reyes

Este libro pertenece a:

GET TO KNOW YOUR BOOK

iviti king act es are record spea ed. d an

the CD with your teach

2 What shapes are these instruments?

In this unit you will learn to:

You will also learn:

3 Classify the words in the box under the corresponding category.

You will use the following text types:

You will pay special attention to these values

HYPERTEXT: digital resources and activities

HYPERTEXT: digital resources and activities

1. To connect pictures and content. 2. To connect content and previous knowledge.

2 Answ er these quest

location soundtrack stunt

4 Classify the words

the correct headi ng.

5 Which words and

15 MINITEST Finish these sentences using the Subjunctive.

JUST FOR FUN

3 Complete these sentences with your

Ore : (noun) rock, earth, etc. from

: (adj.) living, not dead. which metal can be obtained. Live

HYPERTEXT: digital resources and activities

Did you know that...

TEST YOUR KNOWLEDGE

THREE LOVE LETTERS

American v/s British English

1 Read the three letters. What type of letter is

2 Read the letters again and nd the answers to

3 These chunks (a c) have been removed

Reading You are expected to be able to identify

Language You are expected to apply and identify

two language items.

complaint. Writing You are expected to write a letter of

A lot of spelling mistakes, incorrect organisation of paragraphs.

YOUR GENERAL PERFORMANCE

PLAN OF THE BOOK

WEB SITES ...............151

In this unit you will learn to:

You will also learn:

You will use the following text types:

You will pay special attention to these values

3 Classify the feelings in the box under the correct picture.

2 Which of the actions in the statements (a h) and / or in the pictures (1 5)

9 Here is a summary of one of the letters. Which letter (I IV) does it

To add Cc To add CCO Subject: To enclose a file

Tammy Carter I love you!

Fast contacts Loading...

American v/s British English recognize recognise/ recognize

The modal verb might

11 Match the sentences in column A with what they express in column B.

Enjoyable: (adj.) giving pleasure.

HYPERTEXT: digital resources and activities

13 MINITEST Write one sentence using might for each situation.

14 10 Match the questions (a c) and answers (i iii) to form dialogues. Check

American v/s British English French fries chips

15 APPLICATION TASK WRITING

16 Answer and discuss these questions in your group.

___________ _ _ _ _ ___________

. . . .

Event map d. Brief summary of story ___________ _ ___________

b. Time ____________ e. End _ _ ___________