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TEACHERS BOOK
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CONTENTS
Plan of the students book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The Students Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Book Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Common european framework of reference for languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Teaching strategies for skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Integrating the four skills in the english classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Orientations to develop critical thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
The teachers book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
The sounds of english . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Suggested Year Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
UNIT 1: ADVICE AND SUPPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
57
58
59
62
88
89
91
UNIT 3: PROFESSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
UNIT 4: BEING ACTIVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
UNIT 5: AT WORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Answers to workbook activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Test question bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Thematic bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
UNIT
UNIT 2
UNIT 3
28
GETTING INTO
THE UNIT .................................... 29
GETTING READY FOR
THE UNIT .................................... 30
LESSON 1
Reading
Earth (school newspaper
interview) .................................... 32
Language Note
The First Conditional ..................... 33
Application Task Writing
A school earthquake plan ............ 37
LESSON 2
Listening
Water (TV programme) ................ 38
Language Note
Connectors of condition to link
two ideas ...................................... 40
Application Task Speaking
Description of pictures in detail ..... 41
CONSOLIDATION
ACTIVITIES ................................. 42
JUST FOR FUN ........................... 44
CHILEAN CONNECTION ............ 45
TEST YOUR
KNOWLEDGE ............................... 46
Final Reflection ....................... 48
SELF-EVALUATION ..................... 49
SYNTHESIS TEST
UNITS 1 & 2 ................................. 50
PROFESSIONS
52
UNIT 4
BEING ACTIVE
UNIT 5
76
AT WORK
106
BIBLIOGRAPHY
FOR THE STUDENT ................138
WEBSITES FOR
THE STUDENT .........................138
SUGGESTIONS FOR
EXTRA READING ....................139
MATERIAL USED IN
THE PREPARATION OF
GLOBAL ENGLISH ..................140
THEMATIC INDEX ...................141
GLOSSARY ................................143
WORKBOOK .............................144
UNIT 1 ........................................144
UNIT 2 ........................................148
UNIT 3 ........................................151
UNIT 4 ........................................154
UNIT 5 ........................................157
LANGUAJE REFERENCE .......160
VERB TENSES ...........................160
MODAL VERBS .........................166
CONDITIONAL SENTENCES ...168
PREPOSITIONAL PHRASES ..170
RUBRICS FOR
SELF-EVALUATION ................172
Unit 1..........................................172
Unit 2..........................................172
Synthesis test
Units 1 & 2 ...............................173
Unit 3..........................................173
Unit 4..........................................174
Synthesis Test
Units 1 to 4 ..............................174
Unit 5..........................................175
Synthesis Test
Units 1 to 5 ..............................175
INTRODUCTION
INTRODUCTION
Learning tip
This is an additional tool we have provided to
make learning more accessible and contents
easier to understand. Learning tips can be done
by the students on their own or you can analyse
them with the whole class, helping the students
to understand and put them into practice.
Writing target strategy
This tool has been designed to raise awareness of
the strategies students need to use when tackling a
writing task. Depending on the specific task
objectives, students will find pre-writing or editing
strategies which will help them go through
the writing process and complete different
application activities.
Speaking target strategy
This tool will provide different strategies that
students can use when preparing and planning
speaking tasks. Speaking strategies are useful to
develop oral fluency and to reduce students
speaking anxiety. Using these strategies, students
will face speaking tasks with a greater sense of
self-confidence.
Reading target strategy
This tool will provide different strategies which
will help students develop their reading skills.
Depending on the specific task objectives,
students will find before-reading, while-reading
or after-reading strategies which will help them
improve comprehension.
Listening target strategies
This tool has been designed to raise awareness of
the strategies students need to use when tackling
listening tasks. These strategies will help students
in different stages of the listening process: before,
while and after.
Consolidation activities
They play an important role in the learning
process because:
they let both teachers and students find out where
they are still lacking;
they help to correct errors and reinforce strengths;
they provide an attractive and entertaining new
setting for the contents of the unit.
BOOK METHODOLOGY
Task-based learning
Global English helps students to develop language
and learning skills to carry out sequences of tasks.
Some advantages of task-based learning are:
increased motivation, as learners become
personally involved;
all four skills - reading, writing, listening, and
speaking - are integrated;
autonomous learning is promoted as learners
become more responsible for their own learning;
there are learning outcomes, learners have an end
product;
the tasks are authentic and therefore the language
input is more authentic;
interpersonal relations are developed through
working in pairs or groups;
there is always a break from routine and the
chance to do something different.
Collaborative work
This approach gives the teacher the grounds for
evaluating what students have learnt and how they
apply that knowledge to real-life situations.
Working in groups develops several very important
skills, including collaboration, error correction, and
respect for other peoples opinions. In addition to
completing the task at hand, you could ask students
to evaluate how well they worked as a group after
each group exercise using this simple instrument:
Our Effectiveness as a Group
Evaluation scale: 1 2 3 4 5 6 7
Low
High
a. The group defined its task.
b. All members of the group
i. accepted the responsibility for the
outcome.
ii. felt free to state their real opinions.
iii.were productive.
iv. were respectful at all times.
v. feel satisfied about the work done.
______
______
______
______
______
______
10
BOOK METHODOLOGY
Learner training
Teachers should constantly encourage students to
analyse their learning process, making them think
about their learning, what problems they have, and
how they could improve their performance so that
they can take the appropriate steps to optimise
their learning.
Mixed ability
Global English caters for mixed-ability classes in a
variety of ways. The teacher needs to develop
techniques which allow students of all levels to
benefit from the lesson. Individual feedback is
advisable in any class, but in a mixed-ability class, this
attention to detail can increase student satisfaction.
Besides, each lesson in Global English offers at least
one activity that can be done by fast learners while
the rest of the class is finishing a task, and there are
additional activities to cater for a variety of learning
styles.
Learning styles
Research and teaching experience have shown that
students are better motivated and learn more when
their different intelligences and learning styles are
taken into account in the teaching and learning
process. As there are different personalities, there
are also different learning styles in a classroom
(visual learners, auditory learners , kinesthetic
learners , tactile learners) Global English has
considered these important facts and it offers
different kinds of activities to suit the variety of
students needs in a class.
Vocabulary
The active vocabulary in each unit is the vocabulary
the students need to carry out the tasks. There is
development of students passive vocabulary
through a rich variety of lexis in the reading and
listening texts. There are specific vocabulary
sections and practice activities.
Students should be trained to develop effective
strategies for learning vocabulary and for keeping
clear vocabulary records. When especially difficult
Common Prefixes
Meaning
Example
two
bicycle
not
decaffeinated
not
dishonest
not
impossible
not
misunderstand
before
preview
again
reactivate
not
untidy
Suffix
-able
-er
-ful
-ly or -y
-ment
-ness
-ous
Common Suffixes
Meaning
Example
able
imaginable
doer
teacher
full of
wonderful
like
heavenly
state of
agreement
state of being
happiness
full of
joyous
BOOK METHODOLOGY
11
CEF level
hours
C2 Mastery or
Proficiency
12
Making connections
While reading
Predicting
Questioning
Before reading
Monitoring
Summarizing
Visualizing
13
While listening
Figure out the purpose for listening.
Listen carefully to the speaker.
Attend to the parts of the listening input that are relevant to the
identified purpose and ignore the rest.
Listen for more information that the speaker tells about an idea.
After listening
Think about what they have listened.
Monitor their comprehension and the effectiveness of
the selected strategies.
Evaluate if they they achieved the listening comprehension goals.
Evaluate if the combination of listening strategies selected was
effective.
14
Step
3. Revising
Revising is changing,
taking out, or adding
words to make meaning
more clear. The goal of
this phase of the writing
process is to improve
the draft.
4. Editing
Editing is correcting
spelling, punctuation,
and grammar errors. At
this point in the writing
process, writers proofread
and correct errors in
grammar and mechanics,
and edit to improve style
and clarity.
Actions
15
16
Key words
Questions
Examples of tasks
Remembering
Answer questions
Discriminate between true
and false information
Name
Recite a poem
Understanding
Classify the
Elaborate a list of the main
ideas
Compare two characters of the
story.
Apply
Demonstrate, dramatize,
illustrate, show, use
Read a paragraph.
Check and correct a text
written by a classmate.
Analyze
Evaluate
Create
17
18
Level of difficulty
The activities and texts included in the book are
classified according to their level of difficulty This is
shown in the Teachers book with the following icons:
+ = Low ++ = Medium +++ = High
CD
The first 9 tracks of the CD offer examples of
classroom language for the teacher and for the
students It includes all the listening material:
Pronunciation, Listening and Listening test material,
with a variety of accents: British, American, Canadian,
Irish, Scottish, Indian, Chilean, French, Russian, etc , to
expose students to different accents.
Classroom language
The Teachers Book offers a selection of useful
language that the teacher can use with the students
in different situations, with different purposes They
provide examples for students to imitate, or they are
expressions the teacher can use and which students
need to identify and recognise All of them are
recorded in the first nine tracks of the CD.
Test question bank
This is a set of 75 test questions that the teacher can
use when preparing his / her own evaluation
instruments There is one set for each language
ability and one set for grammar and vocabulary
However, many of them can be used for other skills,
different contents, a variety of contexts, etc.
Glossary
The meaning of difficult words from the texts appear
in a glossary in the final pages of the Teachers Book
The meaning provided has to do specifically with
the context in which the word appears.
Thematic bibliography
There is a list of books where the teacher can
find further information on the contents of the
book, divided into reading, listening, speaking,
writing, and grammar and vocabulary.
Bibliography and websites
Both the Teachers Book and the Students Book
offer suggestions of materials that can be used for
reference Some of these materials can be found
in the Centro de Recursos de Aprendizaje (CRA) in
each school.
eat, sleep
silly, baby, it, swim
edge, lead
apple, man
father, calm, *1cant, *2car
*3
odd, want
or*4, daughter, more
put, full
shoe, suit
under, enough, butter
earn, bird, occur
above, support, possible, Africa, mother
*1
*2
*3
*4
/e/
/a/
//
//
ache, pay
Im, right
oil, noise
ear, here
air, dare
pure, tour
out, cow
own, coat
19
CLASSROOM LANGUAGE
Greetings 1
Good morning. / Good afternoon. / Hello. / Hi.
Good bye. / See you tomorrow. / See you later.
Have a nice weekend. / Enjoy your holiday.
Moods and feelings 2
A: How are you today?
B: Im fine. / Im great. / OK. / Very well, thank you. /
Im not very well. / I have a problem. / Im feeling
down. / Im sad.
Asking for clarification 3
Can you repeat that, please?
Can you say that again, please?
Sorry. Im afraid I didnt understand.
Can you help me with this exercise, please?
Encouragement 4
Well done! / Good! / Excellent! / Good work! /
Congratulations!
Do it more carefully. / Say it again. / Try to correct
that, please.
Not too bad. / Youll do better next time. /
Keep trying!
20
CLASSROOM LANGUAGE
The date 5
A: What day is it today?
B: Its Monday. / Its Tuesday. / Its Wednesday. / Its
Thursday. / Its Friday. / Its Saturday. / Its Sunday.
A: Whats the date today?
B: Its (Monday) March 9th. / Its (Monday) 9th March.
The weather 6
A: Whats the weather like today?
B: Its sunny. / Its cloudy. / Its hot. / Its cold. / Its
nice and warm. / Its nice and cool. / Its raining. /
Its snowing.
The time 7
A: Whats the time? / What time is it?
B: Its one oclock. / Its two oclock. / Its three
oclock. / Its ten oclock. / Its twelve oclock.
A: Whats the time? / What time is it?
B: Its quarter past nine. / Its half past ten. / Its five
past eleven. / Its ten past twelve. / Its twenty
past one. / Its twenty five past two.
A: Whats the time? / What time is it?
B: Its quarter to eight. / Its twenty five to nine. / Its
twenty to ten. / Its ten to three. / Its five to four.
21
Expected Learning
Activities
Listening text:
Embarrassing moments.
Notes with additional
information.
Language Note.
10. Page 18
Sentences.
11. Page 13
Language note.
Pictures.
Notes with additional
information.
17. Page 15
Oral Practice.
Notes with additional
information.
22
Resources
13. Page 19
Indicators of Evaluation
Getting into the unit. Students do activities that introduce them to the topic and to some of
the language that they will study in the unit.
Activities
1. 2. 3. 4.
Page
7
Getting ready for the unit. Students do activities that revise their previous knowledge of the 1. 2. 3. 4. 5. 6. 7. 8. 9.
language and skills that are pre-requisites for the new contents.
Track 12
8, 9
Quick Self-Check. Students do a short testing activity within a time limit, assign
themselves points, and analyse their performance.
15.
12.
14
19
1. 2. 3.
24, 25
4. 5. 6. Track 15
25
7. 8.
9.
10.
25
26
26
26
Self Evaluation: Students analyse their performace in the final test and assign
themselves points.
Students reflect on value issues and behaviour while working on the unit.
27
(Teachers book)
1. 2. 3.
4. 5. Track 16
6. 7.
8.
9.
(Teachers book)
65
66
66
66 - 67
67
67
23
Unit
Unit 2
TWO OF THE ELEMENTS
Topics: Earth and water
Pages: 28 - 51 of the
Students Book
Time: 21 hours
Answers: Pages 147 - 149
Expected Learning
Activities
Resources
Reading text:
Earth.
Pictures.
Notes with additional
information.
Listening text:
Water.
Diagrams.
9. Page 33
Language Note.
Dialogue.
10. Page 36
Article:
What to do before and
during a tsunami.
12. Page 40
Sentences.
9. Page 33
Oral Practice.
Language note.
Pictures.
13. Page 37
Article:
What to do before and
during a tsunami.
Pictures.
Notes with additional
information.
13. Page 36
11. Page 40
24
14. Page 41
Chart.
Indicators of Evaluation
Getting into the unit. Students do activities that introduce them to the topic and to some of
the language that they will study in the unit.
Activities
1. 2.
Page
29
Getting ready for the unit. Students do activities that revise their previous knowledge of the 1. 2. 3. 4. 5. 6. 7. 8. 9.
language and skills that are pre-requisites for the new contents.
Track 20
30, 31
Quick Self-Check. Students do a short testing activity within a time limit, assign
themselves points, and analyse their performance.
11.
13.
36
41
1. 2. 3. 4
47
5. 6. 7. Track 23
47
8. 9.
11.
10.
48
48
48
48
Self Evaluation: Students analyse their performace in the final test and assign
themselves points.
Students reflect on value issues and behaviour while working on the unit.
49
1. 2.
3. 4. Track 24
5. 6. 7.
51
51
51
8.
9.
51
51
(Teachers book)
1. 2. 3.
(Teachers book)
98
4. 5. Track 25
98
6. 7.
8.
9.
98 - 99
99
99
25
Unit
Unit 3
PROFESSIONS
Topics: Professional conduct
and job applications
Pages: 52 - 75 of the
Students Book
Time: 21 hours
Answers: Pages 149 - 150
Expected Learning
Activities
Resources
Reading text:
Preparing a CV.
Notes with additional
information.
Listening text:
Advertising for jobs.
Chart.
13. Page 61
Language Note.
Pictures.
12. Page 66
Situations.
11. Page 60
Game.
13. Page 61
Pictures.
16. Page 62
Oral Practice.
Notes with additional
information.
Oral Practice.
Notes with additional
information.
26
15. Page 67
Indicators of Evaluation
Activities
Page
Getting into the unit. Students do activities that introduce them to the topic and to some of
the language that they will study in the unit.
1. 2. 3. 4.
53
Getting ready for the unit. Students do activities that revise their previous knowledge of
the language and skills that are pre-requisites for the new contents.
1. 2. 3. 4. 5. Track 29
54, 55
Quick Self-Check. Students do a short testing activity within a time limit, assign
themselves points, and analyse their performance.
14.
14.
61
67
1. 2.
73
3. 4. 5. Track 32
73
6. 7.
9.
8.
74
74
74
74
Self Evaluation: Students analyse their performace in the final test and assign
themselves points.
Students reflect on value issues and behaviour while working on the unit.
75
(Teachers book)
1. 2.
(Teachers book)
126
3. 4. 5. Track 33
126
6. 7.
8.
9.
126 - 127
127
127
27
Unit
Unit 4
BEING ACTIVE
Topics: Travelling experiences
and television quiz shows
Pages: 76 - 103 of the
Students Book
Expected Learning
Activities
Resources
Reading text:
Flying.
Chart.
Notes with additional
information.
Listening text:
A competition.
Time: 21 hours
Answers: Pages 151 - 153
28
14. Page 85
Pictures.
15. Page 86
Textual clues.
18. Page 87
16. Page 91
Oral Practice.
Oral Practice.
21. Page 93
Indicators of Evaluation
Getting into the unit. Students do activities that introduce them to the topic and to some of
the language that they will study in the unit.
Activities
1. 2. 3.
Page
77
Getting ready for the unit. Students do activities that revise their previous knowledge of the 1. 2. 3. 4. 5. 6. 7. 8.
language and skills that are pre-requisites for the new contents.
Track 37, Track 40
78, 79
Quick Self-Check. Students do a short testing activity within a time limit, assign
themselves points, and analyse their performance.
15.
19.
86
92
1. 2. 3. 4.
99
5. 6. 7. Track 40
99
8. 9.
100
10.
11.
100
100
100
Self Evaluation: Students analyse their performace in the final test and assign
themselves points.
Students reflect on value issues and behaviour while working on the unit.
101
101
1. 2. 3. 4.
5.
6. 7. 8. 9. Track 41
103
104
104
104
105
105
105
(Teachers book)
1. 2. 3.
(Teachers book)
156
4. 5. 6. Track 42
156
7. 8.
9.
10.
156 - 157
157
157
29
Unit
Unit 5
AT WORK
Topics: Different types of jobs
Pages: 98 - 127
of the Students Book
Time: 21 hours
Answers: Pages 153 - 155
Expected Learning
Activities
Resources
Reading text:
Volunteering.
Diagram.
Chart.
Pictures.
Listening text:
Applying for a job.
Pictures.
Language Note.
Language Note.
Pictures.
complete a conversation;
Textual clues.
Oral Practice.
Oral Practice.
Guidelines to create a
PowerPoint presentation.
30
Indicators of Evaluation
Activities
Page
Getting into the unit. Students do activities that introduce them to the topic and to some of
the language that they will study in the unit.
1. 2. 3.
107
Getting ready for the unit. Students do activities that revise their previous knowledge of
the language and skills that are pre-requisites for the new contents.
1. 2. 3. 4. 5. 6. 7. 8.
Track 46
108, 109
Quick Self-Check. Students do a short testing activity within a time limit, assign
themselves points, and analyse their performance.
18.
19.
116
122
1.
2. 3.
4. 5. Track 49
130
131
131
6. 7.
8.
9.
131
132
132
132
Self Evaluation: Students analyse their performace in the final test and assign
themselves points.
Students reflect on value issues and behaviour while working on the unit.
133
133
1. 2. 3. 4.
135
5. 6. 7. Track 50
136
8. 9.
10.
11.
12.
136
137
137
137
(Teachers book)
1. 2. 3.
(Teachers book)
190
4. 5. 6. 7. Track 51
190 - 191
8. 9.
191
10.
11.
191
191
31
WORKBOOK
It offers additional practice of the abilities and of the vocabulary and grammar contents in the corresponding units.
Unit
Reading
Text Type
Listening
Text Type
Grammar
1. Advice and
support
Pages 141 - 144
Keys to a good
friendship
Conversation
Linking words
The First Conditional
2. Two of the
elements
Pages 145 - 147
Earthwatch Institute
International Rescue
Corps
Track 22
Interview
3. Professions
Pages 148 - 150
Coolwork summer
adventures
Interview with a DJ
Track 31
Interview
Modals to express
recommendations and
suggestions
4. Being active
Pages 151 - 153
What is parkour?
5. At work
Pages 154 - 156
32
Phone help
Track 48
Interview
Prepositional phrases
Vocabulary
Activities
Game
Answers
Words related to
Synthesise information. Discriminate between correct and incorrect
Word Search puzzle
friendship, feelings and information. Use connectors. Use the First Conditional. Identify
adolescence
speaker. Find specific information. Complete sentences about the
listening text with the First Conditional. Identify synonyms. Use words
from the unit to complete sentences.
Page 170
Page 170
Hangman
Page 170
Words related to
parkour
Page 171
Page 171
33
UNIT
LEARNING OBJECTIVES
READING: to read teenagers letters and an agony aunts answers that
contain the communicative function of asking for and offering advice,
consider the importance of teen issues, include a variety of connectors
and introductory expressions, and
identify main ideas by choosing a title for the text.
find specific information by answering questions.
match information by relating letters and replies.
discriminate between correct and incorrect information by correcting
wrong information.
If available, use of complementary material such as English language newspapers and magazines with an
agony aunt section, personal letters in English and Spanish, postcards, e-mails, etc. Good online sources
are www.teenmag.com and www.seventeen.com. For comparison, you can use Chilean teen magazines
so that students can compare and see if the issues that worry / interest them are the same that worry /
interest their foreign peers.
Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries,
definitions, printed handouts, library material, and notes.
34
UNIT 1
PAGE 6
INTRODUCTION
Invite students to examine and describe the
photograph and relate it to the name of the unit.
Form groups and ask them to read the objectives of
the unit and make comments on the things they
already know, what they can do, what will be new, etc.
Elicit from students what values they think will be paid
more attention to, and ask them to anticipate what
issues will be discussed in connection with them.
Before you start this unit, please remember:
no student or class is ever the same, so what
worked with another group might not work with
this class. Get to know your students before you
start planning;
identify slow and fast learners so that you can help
the former to move forward and get the latter to
enjoy a challenge;
use local context as much as possible, so a class
located in the regions will not have to deal only
with examples based on other realities;
avoid stigmatising your students; each one has a
value to add to the class;
remember that repetition is one of the keys to
success so, if you repeat things enough times, they
are bound to be learnt.
PAGE 7
GETTING INTO THE UNIT
Explain to students that this page of each unit will
contain activities meant to identify and activate
their previous knowledge of the topic and related
vocabulary, to establish the starting point for the
activities that will follow.
Give students time to form groups and discuss the
exercises that have to be done in groups;
encourage them to reflect and be honest to do
those that require individual responses.
Talk to students about situations where they
generally ask for or offer advice. When they offer
advice, is it generally from a personal point of view or
do they use other peoples experiences? What
expressions would they use to offer personal
opinions about a situation? Help with these prompts:
In my view
I think
I believe
In my opinion
If you ask me
Personally speaking
UNIT 1
Possible answers
I read self-help books and articles. I ask a
psychologist. I talk to my parents. I talk to
someone in my family. I talk to a teacher. I phone a
radio programme. I visit a fortune
teller. I dont ask for help and support.
Answers
a. Picture 4. b. Picture 3. c. Picture 1. d. Picture 2.
Answers
Picture 1 (c.): An opinion. Picture 2 (d.): An opinion.
Picture 3 (b.): A piece of advice. Picture 4 (a.): A
suggestion.
Make notes of any useful information about
what students already know that you can use
later when developing the lessons.
35
PAGES 8 - 9
GETTING READY FOR THE UNIT
Before starting this unit, the students need to know:
characteristics of different types of sentences.
how to find main idea(s) in written texts.
how to use some connectors.
Talk and write about habits and routines.
Talk and write about future events.
how to identify number of speakers in an oral text.
how to adapt and role play a dialogue.
36
UNIT 1
Answers
a. i. S. ii. Cd. iii. Cx. b. i. Cx. ii. Cx. iii. Cx.
c. i. Cx. ii. S. iii. Cd. d. i. Cd. ii. S. iii. Cx.
Answers
Set a. Main idea a. Set b. Main idea c.
Set c. Main idea d. Set d. Main idea b.
Answers
and, as, because, but, so, while.
Answers
a. because. b. and. c. but.
UNIT 1
Answers
Three speakers.
Answers
a. ii. b. i. c. iv. d. iii
++
PAGE 10
LESSON 1 READING
LETTERS TO AUNT ANNE
37
Skimming
Draw students attention to the Reading strategy
box. Explain to them that a useful before-reading
strategy is to skim the text to get a general idea of
what it is about.
38
UNIT 1
ADDITIONAL ACTIVITY
The Prediction Wheel
You can go through all the prediction steps with
any other simple text of your choice.
Step 1: ask students to predict what the text will be
about, paying attention to the title, pictures,
previous knowledge, vocabulary you have
provided. Ask them to make at least two
predictions, for example, what do you think it will be
about? Who do you think the protagonists will be?
Step 2: students read the text and find evidence to
validate their predictions. Follow the instructions in
the wheel.
Step 3: after validating, checking, or abandoning /
correcting their predictions, students write a
summary of the text.
Taken from: Zygouris-CoeV. and Glass, C. (2004) For-pDs reading
strategy of the month. Prediction Wheel. Retrieved on March 12,
2012, from http://forpd.ucf.edu/strategies/stratWheel.html
UNIT 1
Correct meaning
Mistake
Spanish aviso (notice,
Consejo
advertisement, warning)
Spanish parientes
Padres
(parents)
39
Answers
Letter I: so = as es que result; however = sin
embargo contrast.
Letter II: as long as = en tanto que, mientras
condition; although = aunque contrast;
because = porque reason; besides = adems
something additional.
Letter III: however = sin embargo contrast;
provided that = siempre que condition.
Letter IV: because = porque reason; so = as es
que result.
WHILE YOU READ
The letters in this section were adapted from letters
written to Seventeen Magazine for British
Teenagers (hardcopy issues). You can access
Seventeen online at www.seventeen.com
40
UNIT 1
UNIT 1
41
PAGE 13
language item).
LINKING WORDS
This section deals with linking words. They enable
the writing to flow from one idea to the next in a
logical way, showing cohesion. The information in
this section will help students to join shorter
sentences into longer ones.
The two most important types of linking words are:
Conjunctions: and, but, so, or, for, nor, yet.
Sentence connectors of logical / sequential
order: firstly, secondly, thirdly, etc.; next, last, finally; in
addition; furthermore; also; at present , presently.
Sentence connectors of order of importance:
most / more importantly, most significantly, above all,
primarily, it is essential / essentially.
42
UNIT 1
UNIT 1
ADDITIONAL ACTIVITY
Write this short text on the board, but do not
highlight the linking words. Ask the students to
copy it into their notebooks, underlining all the
linking words. Ask them to compare with another
student and then correct on the board.
Examples:
Uruguay is a small country; however, their football
team did very well in the 2010 World Cup.
I met Lucy the other day and she told me about her
bad experience. She was driving to work while listening
to the news, but she was not paying attention to the
traffic around her. As a consequence, she was stopped
by a policeman and given a ticket. She was really upset
about it, so she tried to argue with the policeman, but
he was firm; as a result, Lucy will be fined because she
was driving over the speed limit.
Learning tip
43
PAGE 14
DATE
Dear Susan,
GREETING
It feels like such a long time since l last saw you, although I
know it's only been a few weeks. So far, my summer has
been great!
I spend all my weekends at the beach. I am getting a nice
tan and you can no longer say I am paler than you. I have
been playing lots of volleyball, surfing, and building a nice
collection of sea shells. Just this past weekend I took second
place in a sandcastle building contest!
I hope the summer's been going well for you too. There's
only a month and a half left of summer vacation and after
that it's back to school. Would you like to meet up some
time before school starts?
Your friend,
Teresa
44
ADDRESS
UNIT 1
INTRODUCTION
BODY
CLOSING
SIGNATURE
UNIT 1
13
10
45
46
UNIT 1
UNIT 1
++
PAGE 16
LESSON 2 LISTENING
EMBARRASSING MOMENTS
Mistake
Embarrassing Spanish embarrando
(covering in / with mud)
or embarazando (getting
pregnant, getting
somebody pregnant)
Embarrassed
Spanish embarrado
(covered in mud) or
embarazada (pregnant)
Embarrassment Spanish embarrada
(blunder) or embarazo
(pregnancy)
Correct meaning
Embarazoso,
vergonzoso
Avergonzado
Vergenza, bochorno
47
Before listening
Draw your students' attention to the title and the
questions. Explain to student that this befoprelistening strategy will help them predict what the
recording is about.
48
UNIT 1
UNIT 1
Answers
The four words that contain the sound // are
anyone, crush, hung and up.
TRANSCRIPT PRONUNCIATION
PAGE 17
11
/ /
bug
cut
crush
done
fun
Gus
/ /
ham
fan
Nat
Patty
rat
tag
/ /
hum
fun
nut
putty
rut
tug
ADDITIONAL ACTIVITY
You can give keener or faster learners a list of
words and ask them to circle the ones they think
are pronounced with //. Check answers orally
and tell students to practise the pronunciation of
the words in pairs. Invite them to act as models
for the class to repeat.
Ask them to write sentences with the words that
contain the sound and then read them aloud.
Possible words to use:
butt //
duck //
super /u/
cool /u/
enough //
supper //
cup //
fun //
shut //
do /u/
pup //
tool /u/
49
While listening
Draw your student's attention to this while-listening
strategy. Ask them to focus on the part of the
information in the text that answers the questions.
TRANSCRIPT LISTENING
EMBARRASSING MOMENTS
12
50
UNIT 1
UNIT 1
Answers
a. If a black cat walks towards you, you will have
good fortune.
b. If someone is sweeping the floor and sweeps
over your feet, youll never get married.
c. If your right hand starts to itch, you will come
into money in the near future.
OPTIONAL ACTIVITY GAME
Form groups of four or six students.
Give the groups some time to think of or find
other superstitions that they could express using
the First Conditional. Tell them to find two or
three, which they should write in their notebooks
using the First Conditional.
Alternatively, you can write some superstitions on
pieces of paper and give one to each group.
Each group must choose one superstition and get
ready to present it through mimicry to the class or
to another group.
Possible superstitions to present
through mimicry:
If you touch wood, you will make something come
true / you will prevent something from coming true.
If you find a four-leafed clover, you will be very lucky.
If you cut your hair when the moon is waxing, it
will grow faster.
If you open an umbrella indoors, you will have
bad luck.
If you drop a table knife, you will receive a male
visitor; if you drop a fork, you will receive a female
visitor.
51
OPTIONAL ACTIVITY
You can use this monologue to ask students to
work in pairs and write at least four questions
beginning with the question words How - What When - Where - Who. Then, they ask and answer the
questions with a partner. You can ask some
students to ask their questions to the whole class.
Possible questions and answers:
What will the girl do if it is sunny this weekend?
Shell go to the seaside.
Who will go to the seaside with her?
Her best friend Susan.
How will they travel to the seaside?
By car or by train.
What time are the trains to the seaside?
At 10:30 and at 10:45.
Where do the trains leave from?
From the Central Station and from the Northern
Station.
What will the girls have for lunch?
They will have a picnic lunch or lunch at a seafood
restaurant.
Who will the girl buy a present for?
For her boyfriend Tom.
52
UNIT 1
UNIT 1
Answers
Students own ideas, but ask some of them to
write their answers on the board and help
them to notice the correct use of verb tenses.
ADDITIONAL ACTIVITY
You can ask faster students to copy and complete
the letter in their notebooks, adding the missing
elements of a complete letter.
53
Answers
a.(a.) Ill answer it again.
(b.) are only going to flirt.
(c.) person you want to be.
(d.) flirt with her boyfriend?
(e.) not harmless fun.
(f.) What will happen.
(g.) he dumps his girlfriend.
(h.) if you keep chatting with him.
b. i. She is beginning to chat and flirt with her
friends boyfriend.
ii. She should stop chatting with him, she
should think about the kind of person and
friend she wants to be.
Answers
a. The correct order of the pictures is:
4-2-8-7-3-5-1-6
b. i. Bailey went very quiet and there was a big
bump in his tummy.
ii. The vet kept pulling things out of Baileys
tummy: two gloves, one hand towel, and
five socks.
iii. Yes, he is, but he keeps eating things.
PAGES 22 - 23
JUST FOR FUN
See notes on this section on Page 8 of the
Introduction. Remind students that they should do
the activities on their own, without much intervention
from you, but help and support when necessary.
54
UNIT 1
Answers
1. a. Any five of these: finger, mouth, thumb, arm,
legs, knees, head, throat.
b. Fence, floor, bedroom.
c. Sofa, wardrobe, cupboard.
d. Hamster, turtle, goldfish.
2. Paragraph I Picture 5.
Paragraph II Picture 8.
Paragraph III Picture 4.
Paragraph IV Picture 2.
Paragraph V Picture 7.
Paragraph VI Picture 3.
Paragraph VII Picture 1.
Paragraph VIII Picture 6.
PAGE 23
CHILEAN CONNECTION
Let students read the section on their own and then
comment on it in their groups. Promote comparison
between the foreign and the Chilean contexts
encountered in this short text and in the unit, making
sure students give each one its own value.
It is important to offer students learner-generated
contexts from their own surroundings. According to
Lev Vygotsky, it makes learning more pleasant and
assimilation easier. Vygotsky says that it is the
childs culture that gives him the cognitive tools
needed for development.
Consider three of Vigotskys theories when teaching
a classroom that is diverse and has different
individual needs:
1. Learning and development is a social,
collaborative activity.
2. School learning should occur in a meaningful
context and not be separated from learning and
knowledge children develop in the `real world.
3. Out-of-school experiences should be related to
the childs school experience.
Lev Vygotsky - http://www.ced.appstate.edu/vybio.html
UNIT 1
PAGES 24 - 26
TEST YOUR KNOWLEDGE
15
Answers
READING SEEKING SUPPORT
1. Letter I c. Tough life decision.
Letter II b. Difficult family situation.
2. a. talk. b. alone. c. grateful. d. united. e. argue.
f. upset.
3. a. Because they are having problems at work
and they are not very young.
b. She says her family was a loving one and that
they used to do things together.
WRITING
9. Students use their own ideas and opinions to complete the letter. Assign points according to these
criteria.
Final
Task
Score
Language
Score
Presentation
Score
score
Filled in all the blanks with
Practically no grammar or
Correct spelling, heading and
4
4
4
appropriate information.
vocabulary mistakes.
greeting.
Filled in most of the blanks with
Very few grammar or vocabulary
A few spelling mistakes,
3
3
3
appropriate information.
mistakes.
incorrect heading or greeting.
Filled in some of the blanks with
Some grammar and vocabulary
Several spelling mistakes,
2
2
2
appropriate information.
mistakes.
incorrect heading or greeting.
Filled in only one or two of the blanks
with appropriate information.
SPEAKING
10. Assign one point for each correct expression placed in the blanks.
Im not sure - your opinion - if you ask me not certain - I can see from my point of view
Assign points to the role play according to these criteria.
Task
Completed the dialogue with five
or six of the correct expressions.
Completed the dialogue with three
or four of the correct expressions.
Completed the dialogue with one
or two of the correct expressions.
Used only one of the correct
expressions.
Score
Language
Score
Practically no language
mistakes.
Interaction
Score
Final
score
3
2
1
0
55
15
56
UNIT 1
PAGE 27
SELFEVALUATION
See notes on this section on Page 9 of the
Introduction.
As this is the first time students will be doing this
section, go through the different parts with them.
For YOUR TEST RESULTS, they have to work out their
score in the TEST YOUR KNOWLEDGE section, read
their results, and reflect on them. Help them to
think of what they can do to improve results, solve
problems, give or get help, etc.
UNIT 1
If you like,...
Tammyll be annoyed...
Youll be late...
Cut up one broken sentence for each pair of students. Hand out the pieces at random. Students then
stand up and try to find the other half of their sentence by reading their half aloud. Redistribute the
pieces and repeat, this time with students memorising the words.
PHOTOCOPIABLE MATERIAL
ELTgames.com 2007
57
PHOTOCOPIABLE MATERIAL
58
UNIT 1
Dear Teen,
Its really sad that these days we measure how bright a
person is by his or her class grades. I know it must be tough
for you, but it is definitely not worth worrying so much.
Being young is a beautiful gift and to be cherished. Dont
throw it away at any cost. Your `problem as you call it seems
(a.)
right now, but believe me good
marks are not the only things that matter. There are many
more (b.)
things in life such as what
kind of person you (c.)
; you have to be
bright from within. Also remember that many of the really
successful people in life didnt have a college degree. I am
not minimising the importance of a college education - I am
just telling you to perk up. Study well, but relax.
As for your classmates teasing you, I am (d.)
it is because they dont know you well enough. Show a
positive attitude and be confident. Dont apologise for what
you are. Once you start being confident about yourself, the
world will look up to you.
I would also (e.)
that you approach a
caring teacher or counsellor at school, or maybe you can get
your parents to talk to your school mistress. This might put
an end to the insensitive remarks of some of the teachers.
So cheer up! Concentrate on your (f.)
.
Most dyslexics have outstanding talents. Find yours and
shine in life.
GLOBAL ENGLISH 3 MEDIO
Love
Anne
Taken from: Chakravarthula, S. (2003). Teen Talk. Retrieved July 9th,
2008, from http://www.boloji.com/teens/articles/letters.htm
Dear Anne,
I am a 15-year-old girl and
an only child.
My problem is that my
parents dont let me go
out anywhere. I cant go to
parties or to the cinema,
like other people my age.
My folks are also very
suspicious of my friends
and keep asking me
questions.
1 pt.
b.
c.
Dear Anne,
I am deeply unhappy. My
problem is that I think I am
not very intelligent. The
doctors have diagnosed
me as dyslexic. I study a lot,
but never manage to get
good marks. I am older
than most of the others in
my class. I am really weak in
maths and never manage
to even pass.
Dear Anne,
I have a strange problem and
hope you can help me out.
I am 16 and I am in love with
two people. There is this
childhood friend of mine (we
grew up together) and we
are kind of going steady.
Then last month a new guy
moved onto my block and I
fell for him. He is so
handsome and he likes me
too. What shall I do?
ADVICE AND SUPPORT
59
a.
b.
c.
d.
e.
f.
i. attractive
i. important
i. are
i. happy
i. like
i. problems
ii. terrible
ii. pretty
ii. can
ii. sad
ii. suggest
ii. studies
6 pts.
iii. ugly
iii. worrying
iii. choose
iii. sure
iii. tell
iii. talents
a.
b.
c.
a.
b.
c.
d.
e.
LISTENING - AN EMBARRASSING
MOMENT
d.
3 pts.
e.
5 pts.
LANGUAGE
GLOBAL ENGLISH 3 MEDIO
5 pts.
.
.
60
UNIT 1
UNIT 1
5 pts.
WRITING
10 pts.
hard.
Georgia
0
to 10
11
to 24
KEEP TRYING
REVIEW
25
to 37
38
to 50
SPEAKING
Dear Anne,
a &boyfriend. I &feel &very
I am 16 and &have never &had
s me down.
out of &place and &it &really get
­ and &self-&conscious;
The &trouble &is Im &extremely
cant &seem &to change &it.
Ive &tried not &to &be, &but I &just
I &really &like. Ive only
There &is &this guy at &school
nths. Hes in my group of
&known &him a couple of mo
&speak; &when &we are &in class
&friends, &but we &hardly &ever
&sides of &the &room; &we &keep
&together &we &sit on opposite
&try &to &smile at &him, &but &he
making &eye &contact and I
e. Ive &tried &studying &his
&just &looks away all &the &tim
nervousness, &etc.) and &it
&body &language (&eye contact,
ut Im &thinking &this might
&would &suggest &he &likes me, &b
&be all &in my &imagination.
I &would &really &like &to date
I dont &know &what &to do,
ell just &laugh or &be
&him, &but Im &scared &that &h
&frightened off.
Please give me &some advice.
50
PTS
TOTAL
61
UNIT
LEARNING OBJECTIVES
READING: to read a school newspaper interview that contains the communicative
function of expressing condition, includes a variety of expressions to express
recommendations, and
identify text organisation by deciding how the interview has been divided.
relate information presented in different forms by identifying what some
numbers refer to.
discriminate between correct and incorrect information by deciding if it is
true or false.
distinguish explicit and implicit information by classifying certain items.
Complementary material such as English language science books, newspaper cuttings on earthquakes
and the elements, encyclopaedias, etc. A reliable online source is the US government Earthquakes for Kids
at http://earthquake.usgs.gov/learning/kids/ with a wealth of information and activities or, alternatively
the BBC resource http://news.bbc.co.uk/2/hi/science/nature/4126809.stm
Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries,
definitions of chemistry terms, printed handouts, library material, notes, etc.
62
UNIT 2
PAGE 28
INTRODUCTION
Invite students to examine and describe the
photograph and relate it to the name of the unit.
Form groups. Ask them to read the objectives of the
unit and make comments on anything they already
know, what they can do, what will be new, etc.
Elicit from students what values they think will be paid
more attention to, and ask them to anticipate what
issues will be discussed in connection with them.
Before you start this unit, please remember to:
constantly communicate with your students
parents or tutors. This is an important aspect of
their educational progress;
communicate clear expectations - be specific
about what you expect students to know and be
able to do;
create an environment in which there is genuine
respect for students and a belief in their capability
remember that each student is different, has
different needs, and a different pace of progress;
assign students research projects that focus on
issues or concepts that apply to their own
community or cultural group.
PAGE 29
GETTING INTO THE UNIT
Remind students that this page of each unit will
contain activities meant to identify and activate
their previous knowledge of the topic and related
vocabulary, to establish the starting point for the
activities that will follow.
Give students time to form groups and discuss the
exercises that have to be done in groups;
encourage them to reflect and be honest to do
those that require individual responses.
Before doing the exercises, ask students to give
examples of natural phenomena. Alternatively, give
them a list and ask them to decide if they are
caused by humans or if they occur naturally.
Examples: car crash, drought, earthquake, flood,
H1N1 flu outbreak, hurricane, landslide, mine
explosion, nuclear disaster, rain, snow, terrorist attack,
tornado, etc.
UNIT 2
Answers
a., a., a., a., b.
BACKGROUND INFORMATION
Natural phenomena (plural) natural phenomenon
(singular).
A natural phenomenon is a non-artificial event in
the physical sense, and therefore not produced by
humans, although it may affect humans. For
example, bacteria, natural disasters, etc. Common
examples of natural phenomena include volcanic
eruptions, weather conditions, earthquakes, and the
elements in general.
When natural phenomena cause a lot of damage,
they are called natural disasters. Here is a definition
of the most common natural disasters.
Tornado: characterised by violent winds that swirl
in a counter clockwise direction north of the
equator and clockwise south of the equator.
Volcanic eruptions: escape of boiling hot magma
through the vent of a volcano.
Drought: unusually dry weather within a
geographic area where rainfall is normally present.
Flood: excessive amount of water that leads to the
overflowing of rivers, lakes, and seas.
Earthquake: shaking of the ground caused by the
sudden dislocation of material within the earths
outer layer or crust.
Tsunami: the Japanese word meaning tidal wave. A
tidal wave is a large sea wave caused by a
submarine earthquake or volcanic explosion.
Avalanche: a fall or slide of a large mass of snow or
mud down a mountainside.
TWO OF THE ELEMENTS
63
64
UNIT 2
Plural
Answers
Singular
bacterium
corpus
criterion
curriculum
datum
medium
memorandum
phenomenon
stratum
Plural
bacteria
corpora
criteria
curricula
data
media
memoranda
phenomena
strata
UNIT 2
Possible answers
Picture 1: bottled water. If we have clean
water, we will not be thirsty.
Picture 2: British English: torch / American English:
flashlight. If we have a torch, we will be
able to find our way in the dark.
Picture 3: a battery-operated radio. If we have a
radio, we can know what is happening in
other places.
Picture 4: batteries. If we have batteries, we can use
the radio and the torch.
Picture 5: a first-aid-kit. If we have a first-aid-kit, we
can cure injuries.
Picture 6: canned / tinned food. If we have canned
food, we will not go hungry.
Picture 7: matches. If we have matches, we will be
able to build a fire.
Picture 8: a mobile phone. If we have a mobile
phone, we will be able to let others know
where / how we are.
Picture 9: chocolate. If we have chocolate, we will
keep our sugar levels up.
Picture 10: blankets. If we have blankets, we will not
get cold.
PAGES 30 - 31
GETTING READY FOR THE UNIT
Before starting this unit, students need to know:
characteristics of different types of sentences.
how to find main idea(s) in written texts.
how to use some connectors.
the Simple Present.
the Simple Future.
how to identify number of speakers in an oral text.
how to adapt and role play a dialogue.
Answers
a. see. b. will leave. c. have. d. takes place.
Answers
If you see a flying saucer, will you run? / Will you
run if you see a flying saucer?
If we win the lottery, will we buy a new house? /
Will we buy a new house if we win the lottery?
If it is sunny tomorrow, we will go to the beach/ We
will go to the beach if it is sunny tomorrow.
BACKGROUND INFORMATION
To make the Imperative, we use the Infinitive of the
verb without to, and to make a negative Imperative,
we put do not or dont before the verb.
We use the Imperative form to give an order, a
warning or advice, and, if we use please, to make
a request.
Examples: Come here! Be quiet! Dont go! Dont open
the box! Try again, please. Listen to me carefully, please.
The Imperative can be used for all subjects, you, he,
they and we; you can also use lets before the verb if
you are including yourself in the Imperative.
Examples: Lets stop now. Lets have some lunch. Lets
not argue! Lets not tell her about it.
We can also use do with an Imperative in polite
requests, complaints, and apologies.
Examples: Do sit down! Do be a little more careful!
Do forgive me I didnt mean to interrupt.
65
Answer
Text II.
Answers
a. Text I. b. Text II.
Answers
Picture 1 - d. Picture 2 - f. Picture 3 - e.
Picture 4 - c. Picture 5 - a. Picture 6 - b.
66
UNIT 2
Answers
a. It is Mexico City, with twenty one point two
million people.
(Source: www,mapsofworld.com. Last updated Jan 17, 2013).
Answers
The following programme is sponsored by
Watertech, the company in charge of our
drinking water.
UNIT 2
++
PAGE 32
LESSON 1 READING
EARTH
ADDITIONAL ACTIVITY
You can tell students that to place their ideas in
easy compartments they may use a concept wheel.
Draw one on the board and tell them to copy it into
their notebooks. There must be as many
compartments as concepts. In this case, the central
idea is earthquakes. They then fill the concepts into
the compartments and say how each word can be
related to the central concept. After they finish, tell
them to put one or two more examples into the
wheel, for example: disaster, tsunami, weather, etc.
Victims
and damage
Magnitude
Related
phenomena
Earthquake
Protection
and
prevention
Origin
Meaning of the words
Damage = physical harm = dao.
Crowded = having a lot of people or too many
people = lleno/a. Epicenter = the point on the
earths surface where the effects of an earthquake
are felt most strongly = epicentro. Fall = to drop
down from a higher level to a lower level = caer.
Magnitude = the size of an earthquake = magnitud.
Movement = the act of moving = movimiento.
Noise = a sound, especially when it is loud,
unpleasant or disturbing = ruido. Prevent = to stop
something from happening = prevenir. Tsunami =
an extremely large tidal wave in the sea = maremoto.
Volcano = a mountain with a large opening at the
top through which gases and lava are forced out
into the air = volcn. Withstand = to be strong
enough not to be damaged = soportar.
67
Before reading
Draw your students' attention to the Reading target
strategy box. Encourage them to use their previous
knowledge to understand the information in
the graph.
Observation and
reflection (2)
Forming abstract
concepts (3)
68
UNIT 2
UNIT 2
69
Answers
a. Number of houses destroyed in the Valdivia
earthquake.
b. Number of people left homeless.
c. The magnitude of the Valdivia earthquake on
the Richter Scale.
d. Hours after the earthquake when the Puyehue
volcano erupted.
e. The year of the Great Chilean Earthquake.
f. The highest magnitude on the Richter Scale.
You can use this exercise as embedded
evaluation of reading skills.
Feedback: 0 1 correct answer: needs a lot of
extra reading work. 2 4 correct answers: good,
but could improve with extra reading work. 5
6 correct answers: very good, could try to help
classmates who did poorly.
AVOID THIS MISTAKE
Explain to students that in English, the comma is
used as a thousands separator and the period as a
decimal separator, exactly the opposite of what we
do in Spanish. Read the numbers in the exercise
first (notice the use of and after the hundreds). Then
tell them to copy and do these exercises in their
notebooks.
1. Write these numbers in words.
a.
b.
c.
d.
e.
f.
g.
2,200:
25.75:
10,000:
22.2:
1,237: 2.5
0.3:
8,497:
70
UNIT 2
UNIT 2
PAGE 33
71
BACKGROUND INFORMATION
Emergency services telephone numbers.
European Union: 112.
United Kingdom: 999 / 112.
USA, Canada: 911.
Australia: 000.
Chile: Ambulance: 131, Fire Department: 132,
Police: 133.
Answer
See Transcript below.
PAGE 36
72
UNIT 2
UNIT 2
73
74
UNIT 2
Answers
a. If there is a tsunami, try to go as far away from
the coast as possible.
b. You will find information on earthquake and
other emergency procedures if you look on the
Internet.
c. If Renata sees an accident, she will call for an
ambulance immediately.
d. Paul will let us know if there is an emergency.
UNIT 2
75
BACKGROUND INFORMATION
Element: a simple chemical substance that consists
of atoms of only one type and cannot be split by
chemical means into a simpler substance.
76
UNIT 2
TRANSCRIPT PRONUNCIATION
18
Before listening
As a class, analyse this before-listening strategy.
Point out the advantages of using previous
knowledge as a tool to predict and understand a
text or audio better.
UNIT 2
Answers
In this exercise, all the words have a silent t.
castle /`ksl/ chestnut /`tesnt/ Christmas
/`kr I sms/ fasten /`fsn/ listen /`l I sn/
mortgage /`mg I d/ mustnt /`msnt/
often /fn/ soften /`sfn/ whistle /`w I sl/
77
Answers
a. Presenter. b. Student (1). c. Student (3).
d. Student (2). e. Expert. f. Expert.
78
UNIT 2
Answers
Stage 2, step d: FeCl3 iron or ferric chloride.
Stage 5, step i: NaClO - sodium hypochlorite.
UNIT 2
Nick:
PAGE 40
AFTER YOU LISTEN
Remind students to check the learning abilities they
will develop with each of the activities and
comment on their expectations and interests.
CONNECTORS OF CONDITION
For more information on the Language Note, see
Page 8 of the Introduction.
This section provides information on connectors of
conditions such as when, if and unless.
To talk about repeated predictable actions, in the
sense of whenever, we can use if or when; it does
not really matter which one we use, as there is very
little difference in meaning.
79
80
UNIT 2
PAGE 41
13
UNIT 2
81
PAGES 42 - 43
CONSOLIDATION ACTIVITIES
For more information on this section, see Page 8 of
the Introduction.
Promote discussion and comments about
mythology, guiding students to mention Chilean
legends and myths that include water and water
creatures: La Pincoya, Las tres Pascualas, El Millalobo,
El Caleuche, etc.
82
UNIT 2
Answers
a. If there is another tremor, that wall will collapse
/ fall down.
b. If you dont like tap water, you can drink bottled
water / mineral water.
c. Of course we will, unless it is raining / it is very
cold / the weather is horrible.
PAGES 44 - 45
JUST FOR FUN
For more information on the JUST FOR FUN section,
see Page 8 of the Introduction.
Students can work in pairs or small groups and
check their answers on their own, using the answers
provided in their book.
AVOID THIS MISTAKE
Draw students attention to question 7 of the
questionnaire: What do we call a person who
studies the stars? There may be a risk of negative
transfer from Spanish, leading learners to say How
do we call?
Ask students to work in pairs and write two more
questions. They can refer to jobs, parts of the body,
objects, etc.
Possible questions
What do you call a person who repairs cars / takes
photos / designs clothes / drives a bus /cooks
professionally?
What do you call this in English? (pointing at
object or part of the body).
CHILEAN CONNECTION
For more information on this section, see Page 8 of
the Introduction.
One of the most important requisites for language
teachers is to incorporate cultural material into their
teaching, both from the target language and from
their own mother tongue culture. This way, students
will be able to compare their daily reality with the
UNIT 2
83
PAGES 46 - 48
TEST YOUR KNOWLEDGE
READING RYANS STORY
1. c.
2. a. 1998: the year Ryan learnt that people did
not have clean water to drink. He decided
that raising money for these people would be
a good thing and worked for four months to
earn some money.
b. US$70: the first money Ryan earned to help
people who didnt have clean water to drink.
c. 16: the number of countries that have
received water and sanitation projects from
Ryans foundation.
d. 621,712: the number of people who have
benefited from Ryans project.
3. a. False. b. False. c. True. d. True.
4. a. To earn money to build a well / to help
people who were dying because they didnt
have clean water to drink.
b. The need for clean water around the world.
c. He plays basketball and ice hockey, and loves
playing video games.
d. He will be attending the University of Kings
College in Halifax, Nova Scotia.
SPEAKING
10. Assign points according to these criteria.
Task
Talked to a partner using all
the expressions suggested.
Talked to a partner using most
of the expressions suggested.
Talked to a partner using some
of the expressions suggested.
Tried to talk to a partner, but
used very few or none of the
expressions suggested.
84
UNIT 2
Score
Language
Score
Practically no language
mistakes.
Interaction
Fluid interaction, good pronunciation,
no hesitation.
Fluid interaction, a few pronunciation
mistakes, some hesitation.
Fluid interaction, some pronunciation
mistakes, some hesitation.
Interaction affected by pronunciation
mistakes and a lot of hesitation.
Score
3
2
1
0
Final
Score
UNIT 2
WRITING
11. Students use the information in the interview in Lesson 1 to write a letter. Draw students attention
to the number of words the letter should have in each paragraph and in total. Assign points
according to these criteria.
Task
Changed the whole interview
into a correct letter.
Changed most of the interview
into an appropriate letter.
Changed some of the interview
into an acceptable letter.
Changed very little of the
interview into a letter.
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
interfered with comprehension.
23
Score
Presentation
Score
2
1
0
Final
Score
2
1
0
85
24
LISTENING A NEW ROLE
3. a. The interviewer. b. Miley. c. The interviewer.
d. The interviewer. e. Miley.
4. a. teen. b. nearly. c. leaves. d. cool .
LANGUAGE
5. a. If you dont listen to the radio all the time, you
will not know if the flood is subsiding.
You will not know if the flood is subsiding if
you dont listen to the radio all the time.
b.If you dont stay calm and relaxed, others
around you will panic.
Others around you will panic if you dont stay
calm and relaxed.
6. a. iii. b. ii. c. i.
7. a. therefore. b. although. c. so.
WRITING
8. Students use the information in the units and in the test to write advice on what to do if there is an
earthquake. Assign points according to these criteria.
86
Task
Score
Practically no grammar or
vocabulary mistakes.
UNIT 2
Language
Score
Presentation
Score
Final
Score
UNIT 2
SPEAKING
9. Assign points according to these criteria.
Task
Talked to a partner about natural
disasters, offering appropriate advice
and tips.
Talked to a partner about natural
disasters, offering mostly appropriate
advice and tips.
Talked to a partner about natural
disasters, offering some appropriate
advice and tips.
Tried to talk to a partner about
natural disasters, but couldnt offer
appropriate advice and tips.
Score
Language
Score
Presentation
Score
Practically no language
mistakes.
1.5
Language mistakes
interfered with
comprehension.
24
Final
Score
Miley:
87
PHOTOCOPIABLE MATERIAL
63
62
61
60
59
58
57
49
50
51
52
53
54
55
56
48
47
46
45
44
43
42
41
33
34
35
36
37
38
39
40
32
31
30
29
28
27
26
25
17
18
19
20
21
22
23
24
16
15
14
13
12
11
10
Snake: go down.
Ladder: go up.
Sun: move forward 3 spaces.
Write the short instructions above on the board. Tell students to work in groups and re-write the instructions
in the First Conditional using if, when and unless. Photocopy the snake and ladders board by the number of
groups in the classroom.
Examples:
If you land on number 29, you should go up.
When you land on a snake, you must go down.
Unless you land on a sun, you cannot move forward 3 spaces.
88
UNIT 2
UNIT 2
II
The man continues to walk down the trail. He
comes to a frozen stream called Indian Creek. He
begins to walk on the snow-covered ice. It is a trail
that will lead him straight to Henderson Creek and
his friends. As he walks, he looks carefully at the ice
in front of him. Once, he stops suddenly, and then
walks around a part of the frozen stream. The ice is
thin. If he steps there, he will break through the ice
into a pool of water. To get his boots wet in such
cold weather might kill him. His feet will turn to ice
quickly, he could freeze to death.
III
At about twelve o'clock, the man decides to stop to
eat his lunch. He takes off the glove on his right hand.
He opens his jacket and shirt, and pulls out his bread
and meat. This takes less than twenty seconds. Yet, his
fingers begin to freeze. He makes a fire, beginning
with small pieces of wood and adding larger ones. He
sits on a snow-covered log and eats his lunch. He
enjoys the warm fire for a few minutes. Then he stands
up and starts walking on the frozen stream again.
IV
Half an hour later, it happens. At a place where the
snow seems very solid, the ice breaks. The man's
feet sink into the water. It is not deep, but his legs
V
He works slowly and carefully. At sixty degrees
below zero, a man with wet feet must not fail in his
first attempt to build a fire. While he was walking,
his blood kept all his body warm. Now that he has
stopped, cold is forcing his blood to withdraw
deeper into his body. His wet feet have frozen. He
cannot feel his fingers. His nose is frozen, too. The
skin all over his body feels cold. Now, however, his
fire is beginning to burn more strongly. He is safe.
He sits under the tree and thinks of the old men in
Fairbanks. The old men told him that no man
should travel alone in the Yukon when the
temperature is sixty degrees below zero. Yet here
he is. He has had an accident. He is alone. And he
has saved himself. He has built a fire.
VI
Those old men are weak, he thinks. A real man can
travel alone. If a man stays calm, he will be all right.
The man's boots are covered with ice. Suddenly,
without warning, a heavy mass of snow drops
down. His movement has shaken the young tree
only a tiny bit, but it is enough to cause the
branches of the tree to drop their heavy load. The
man is shocked. He sits and looks at the place
where the fire was. He holds the blazing matches to
a piece of wood. After a while, he becomes aware
that he can smell his hands burning. Then he
begins to feel the pain. He opens his hands, and the
blazing matches fall on to the snow. The flame goes
out in a puff of gray smoke.
89
PHOTOCOPIABLE MATERIAL
VII
The man looks up; the dog is still watching him. The
man gets an idea. He will kill the dog and bury his
hands inside its warm body. When the feeling comes
back to his fingers, he can build another fire. He calls
to the dog. The dog hears danger in the man's voice;
it backs away. The man calls again; this time the dog
comes closer. The man reaches for his knife, but he
has forgotten that he cannot bend his fingers. He
cannot kill the dog because he cannot hold his knife.
VIII
The fear of death comes over the man. He jumps
up and begins to run. He feels warm. If he runs far
enough, he will reach his friends at Henderson
Creek. They will take care of him. It feels strange to
run and not feel his feet when they hit the ground.
He falls several times. He decides to rest a while. As
he is lying in the snow, he notices that he is not
3. Read the story again and copy all the sentences in the First Conditional.
PHOTOCOPIABLE MATERIAL
2. Why do you think we never know the mans or the dogs name?
a. The writer didnt know their names.
b. The writer wanted to protect their identify.
c. The writer wanted us to think that this situation could happen to anybody.
90
UNIT 2
UNIT 2
-Original Message
@gmail.com ]
Sofia [mailto: sofia2012
From:
12, 13:52
Wednesday, July 13, 20
Sent:
James Oswald
To:
plan
Earthquake protection
Subject:
Dear James,
English
Created by: Author and
Love
Sofia
rthquake.
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Once we have the hous
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local Emergency Office.
editors
91
3 pts.
3 pts.
GLOBAL ENGLISH 3 MEDIO
is
underground.
LANGUAGE
92
UNIT 2
5 pts.
UNIT 2
SPEAKING
10 pts.
a.
5 pts.
11
to 24
KEEP TRYING
REVIEW
25
to 37
38
to 50
50
PTS
TOTAL
GLOBAL ENGLISH 3 MEDIO
or unless.
93
UNIT
PROFESSIONS
LEARNING OBJECTIVES
READING: to read CVs and other types of related texts such as tips and
articles that contain the communicative functions of expressing
suggestions and recommendations and offering and applying for jobs,
consider the importance of writing the appropriate CV and of observing
correct professional conduct, and
predict and validate predictions by scanning.
find specific information by matching titles and headings with
extended information.
relate and summarise contents using written texts and pictures.
If available, use of complementary material such as English language newspapers and magazines with
the classified ads section and other job advertisements. A good online source is http://www.jobisjob.co.
uk and http://www.job4good.com. For comparison, you can use Chilean magazines and newspapers with
job offers.
Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries,
definitions, printed handouts, library material, notes.
94
UNIT 3
PAGE 52
INTRODUCTION
Invite students to examine and describe the
photograph and relate it to the name of the unit.
Form groups and ask them to read the objectives
of the unit and make comments on the things
they already know, what they can do, what will be
new, etc.
Elicit from students what values they think will
be paid more attention to and ask them to
anticipate what issues will be discussed in
connection with them.
Always remember that the learning styles of your
students vary.
Auditory learners prefer to receive ideas and
information by hearing them. These students may
struggle with reading and writing, but are really
good at memorising spoken words such as lyrics.
Visual learners prefer to receive information by
seeing it. Typically these students pay a lot of
attention to detail. They are less likely to speak in
class than auditory learners. Use lots of visual aids
with such students.
Kinaesthetic-Tactile learners learn best via
movement and touch. These students are often
labelled hyperactive because they tend to move
around a great deal. They may take many notes
and learn best when allowed to associate contents
with physical movement.
PAGE 53
GETTING INTO THE UNIT
UNIT 3
95
Answers
i, ii, iii.
BACKGROUND INFORMATION
Modals are special verbs which behave irregularly in
English; they do not take an s in the third person
singular, they use not to make the negative form,
even in the Simple Present and the Simple Past, and
they are followed by an infinitive without to. Many
modal verbs cannot be used in the Past tense or the
Future tense.
Some common modal verbs: can - could may
might must - ought to - shall should - will would.
Answers
a. They must to decide today. (X)
Modal verbs are followed by an infinitive
without to.
b. Candy shoulds exercise more. (X)
Modal verbs do not take an s in the third
person singular.
c. Do you can play the guitar? (X)
Modal verbs do not use auxiliaries.
Answers
a. must. b. is eating. c. is. d. can.
Answers
a. Darryl and Emily might buy a house next year.
d. You mustnt swim in this river because the
current is very strong.
e. Annie and Burt need not worry.
g. It is possible Janet will visit Tom in Boston.
ADDITIONAL ACTIVITY
You can ask fast learners to do this activity on their
own and then write it on the board to share it with
the class. Invite them to explain why the sentences
are correct or incorrect.
Mark the correct sentences with a tick () and
the incorrect sentences with a cross (X).
a.
b.
c.
96
UNIT 3
Answers
a. Text B. b. IT engineer. c. A printer.
UNIT 3
++
PAGE 56
LESSON 1 READING
PREPARING A CV
Answers
a. Picture 4 - ambulance driver.
b. Picture 2 - trapeze artist.
c. Picture 3 - party entertainer.
d. Picture 1 - wildlife photographer.
PROFESSIONS
97
Mistake
Spanish aplicar (apply)
Correct meaning
Postular
98
UNIT 3
of the ghost in
UNIT 3
PROFESSIONS
99
Apply
Employ
Publish
Common
Engage
Spell
100
UNIT 3
Apply - applying.
Compete - competition.
Engage - engagement.
Publish - publishing.
OPTIONAL ACTIVITY
You can give fast learners an additional and
challenging activity. You can either write this list on
the board or photocopy it.
Tell students to find out the meaning of these
prefixes and then write as many derivatives using
them as possible. Once they finish, ask them to
share their work with the class.
anti bio gastr/o kilo micro out trans
Example:
Tele: television, telephone, telegraph.
Possible answers
anti (against):
antisocial, anti-depressant, antiseptic, etc.
bio (life):
biology, biologist, bionic, biosphere, etc.
gastr/o (stomach):
gastronomy, gastrointestinal, gastritis, etc.
kilo (one thousand):
kilogram, kilometre, kilobyte, etc.
micro (very small, a millionth):
microbe, microbiology, microscope, etc.
out (external):
outgoing, outside, outstanding, outsider, etc.
trans (across, beyond, change):
transport, transplant, transgenic, translate, etc.
UNIT 3
PAGE 61
Answers
e. viii. g. iv. c. v. h. iii. f. ii. a. i. d. ix.
i. vi. b. vii.
Language Note
Learning tip
Analyse this Learning tip together with the class.
Help them to divide the dialogue into meaningful
chunks to practise.
26
PROFESSIONS
101
102
UNIT 3
Possible answers
1. You should / ought to eat more healthy food
and watch your diet.
2. You might want to talk to her / him and forget
about your differences.
3. Sheila should not drive without a driving
licence. She ought to pass a driving test.
4. You might want to talk to them and ask them to
turn the volume down.
5. He should inform the police immediately and
get a new ID card.
ADDITIONAL ACTIVITY
You could take this opportunity to look at the
different uses of the word licence
Do you think that you have licence (permission) to
behave any way you want?
They have a licence (authorisation) to use the
Word and Excel programs.
The restaurant is licensed to use the Disney
characters.
He has a licence (degree) to teach primary and
secondary school.
PAGE 62
UNIT 3
++
PAGE 64
LESSON 2 LISTENING
ADVERTISING FOR JOBS
103
Possible answers
First / To begin with - a. - Picture 2.
Next / After that / Second / Then - b. - Picture 3.
Finally / Last - c. - Picture 1.
ADDITIONAL ACTIVITY
Ask students to think of an event they know about,
an article or book they have read, or a film they
have seen and write three sentences about it
without using sequencing words. Tell them to mix
the sentences up and read them in random order to
the rest of the class. The other students must put
the sequence of events in the correct order using
sequencing words. The student who wrote the
sentences indicates if the sequence is correct.
Choose several students to do the same.
104
UNIT 3
UNIT 3
TRANSCRIPT PRONUNCIATION
TRANSCRIPT VOCABULARY
PAGE 65
27
Answers
a., b., e., g., h.
28
PROFESSIONS
105
Answers
Job
Working
title
hours
Assistant Ten to twelve
chef
hours per day,
seven days a
week, for six
weeks at a
time.
After that,
two weeks
off.
Film
9 am - 6 pm
extra
for ten
continuous
days.
Legal
Regular work
secretary hours, from
nine to five.
Salary Location
Good.
30
dollars
a day.
How to
apply
Cruise ship. Application
letter to
Jennifer Spells,
of The
Mediterranean
Cruise
Company.
Not
Call Noel at
mentioned. 07 - 654 32 56.
20,000 Outside
dollars Brisbane.
a year.
Contact Tanya
Wood on
07 - 324 30 33
or at tanya.
wood@ hays.
com.au.
Answers
a. prepare and serve. b. resume. c. types. d. in
cinemas.
29
TRANSCRIPT - LISTENING - ADVERTISING FOR JOBS
All the speakers have an Australian accent.
Announcer: If you are looking for a job, listen carefully to these
advertisements from our community service.
Speaker I: If you enjoy cooking, love travelling around the
world and have the necessary qualifications, youd
better pay attention to this one. The
Mediterranean Cruise Company is looking for an
assistant chef. Its a full time position for this
106
UNIT 3
UNIT 3
Answers
a. Film extra. b. Assistant chef. c. Legal secretary.
PAGE 66
Language Note
PROFESSIONS
107
Possible answers
a. Youd better take the bike to the garage and get
the tyre repaired. - Picture 3.
b. Youd better get inside and get out of the rain.
Picture 1.
c. Youd better not swim now; the waves are too
big. Picture 2.
OPTIONAL ACTIVITY
Photocopy or draw this table on the board. Ask fast
learners to match the two parts of sentences to
express recommendations.
Youd better find
You might
to finish by 6 oclock.
for directions.
the key or we will not be able to get into the
We should try
house.
Theyd better ask
want to cook some vegetables with the fish.
Jack should not swim some suntan lotion.
Wed better use
in the pool because he is too small.
108
UNIT 3
30
UNIT 3
109
ADDITIONAL ACTIVITY
Time is usually short when teaching, so there is a
tendency to omit wrap up exercises. Most teachers
say that their lessons usually end in one of three ways:
1. the rest of the lesson that could not be finished
in class is assigned as homework;
2. the teacher wraps up the lesson quickly because
the class has come to an end;
3. the teacher asks: Are there any questions?
(to which the answer is usually silence).
It is of the utmost importance to do a wrap up
activity (see notes on Blooms taxonomy of learning
on Page 112 of this book). If there is no wrap up,
three whole parts of the learning process are
missing.
1. Analysis
2. Synthesis
3. Evaluation
PAGES 68 - 69
CONSOLIDATION ACTIVITIES
See notes on this section on Page 8 of the
Introduction.
Possible answers
a. If you want to buy decorations for your cake,
you should visit The Cake House, at 94, Elm
Grove Rd, London.
b. If you want to decorate your house for your
party, you might go to Fiesta House, at 22,
Sydenham Road, London.
c. If you want to surprise your girlfriend on St.
Valentines Day, you might organise a Saint
Valentines Day party with products from Fiesta
House.
d. John wants to have karaoke at his birthday
party. He should contact DJ Services.
e. To contact DJ Services, you can go to their office
at 8d, Moss Hall Crescent, London, or phone
0786 456876, or e-mail them at jbtrex@
djservices.uk.
f. To get to Fiesta House, youd better find the lift.
AVOID THIS MISTAKE
Draw students attention to the first word in this
sentence of the second advertisement:
Live music, karaoke, DJ services, party presenters, etc.
Help them to notice that this is not the verb to live
/ l v / , but an adjective / lav/, meaning (of a
performance) broadcast, recorded, or seen while it
is happening.
Examples: This evening, there will be a live broadcast
of the debate.
This is a live recording of their latest concert.
This adjective also means alive, having life.
Examples: Millions of live animals are shipped
around the world each year.
110
UNIT 3
UNIT 3
Answers
(1) supermarket cashier. (2) numbers. (3) pilot.
(4) licence. (5) school. (6) languages. (7) chemistry.
(8) like / love.
a. Celia is telling Julio that he should choose
something that he is good at and something
he really loves doing.
b. If he wants to be a supermarket cashier, he
should be good with numbers.
If he wants to work in tourism, he should be
good at languages.
If he wants to be a sports coach, he should be
good at sports.
If he wants to work in a pharmacy, he should be
good at chemistry.
ADDITIONAL ACTIVITY
Offering advice / suggestions / recommendations.
a. Prepare some 10 pictures cut out from a
magazine or a newspaper, depicting different
situations.
b. Show students one of the pictures, ask them to
describe it and then ask them:
i. What should this person do?
ii. What would you recommend?
iii. What would you suggest?
PAGE 70
JUST FOR FUN
See notes on this section on Page 8 of the
Introduction.
Remind students that they should do the activities
on their own, without much intervention from you,
but help and support when necessary.
Answers
I. The men were musicians.
II. Not a single one because he has a pear tree.
III. The man carries the chicken across the river,
leaves the chicken, and comes back. He gets the
fox, leaves the fox, and gets the chicken.
He leaves the chicken and takes the corn.
He leaves the fox and the corn and gets the
chicken.
IV. He omits to count the camel he is on.
IV. The fat dog is the little dogs mother.
PAGE 71
CHILEAN CONNECTION
Let students read the section on their own and then
comment on it in their groups. Promote comparison
between the foreign and the Chilean contexts
encountered in this short text and in the unit,
making sure students give each one its own value.
Ask students if they have ever seen a lighthouse from
close up. What type of people do they think would
choose a job as a lighthouse keeper? What
characteristics would one need to do this type of job?
PROFESSIONS
111
PAGES 72 - 74
TEST YOUR KNOWLEDGE
Answers
READING WOMEN AND CLAY
1. a. Piln is a small rural town near Cauquenes,
in the Maule region.
b. The Piln women artists are known as the
loceras de Piln.
c. Delfina learnt her craft from her mother and
grandmother.
d. The women make their figures by hand and
dont use a wheel.
e. Delfina had 12 children.
f. For Delfina, it is an honour to be part of the
tradition.
2. a. At the handicrafts fair in Parque Bustamante.
b. She has long braids, bright eyes, and a
refreshing smile.
c. Her mother died.
d. Her daughter works in a car repair garage.
e. No, they dont. They think they should be
doing other jobs.
112
UNIT 3
32
3. a. i. b. ii. c. ii.
4. a. No, I have no mobile phone.
b. Here, in Montreal.
c. N 1223.
5. Personal Information:
a. First name: Jennifer
Last Name: Grant.
b. Address: Montreal, 235 Oak Street.
c. Home phone number: 359 62 79.
Mobile phone number: ---Employment History:
d. Last Position: nurse.
e. Where: Montreal Childrens Hospital.
f. Worked from: May to: November.
LANGUAGE
6. a. should I. b. should not eat. c. d better take.
7. If you are hungry, you should eat something.
Your head still hurts? Then youd better take
some aspirin.
When you go to Rio de Janeiro, you might want
to see Sugar Loaf Mountain.
UNIT 3
SPEAKING
8. Assign points according to the following criteria.
Task
Score
Language
Score
Practically no language
mistakes.
Possible answers
A combination of ought to, had better, might want to.
a. A: I need to buy an inexpensive gift.
B: You might find something at the crafts fair.
b. A: Im in love, but I am keeping it secret.
B: You should tell the person how you feel.
c. A: Im not sure what to study in the future.
Presentation
Score
Final
score
3
2
1
0
WRITING
9. Assign points according to the following criteria.
Task
Wrote the job advertisement
following all the indications.
Wrote the job advertisement
following most of the indications.
Wrote the job advertisement
following some of the indications.
Tried to write the job
advertisement, 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 interfered with
comprehension.
Score
3
2
1
0
Presentation
Correct spelling, format, and number of
paragraphs.
A few spelling mistakes, slightly incorrect
format and number of paragraphs.
Several spelling mistakes, rather incorrect
format and number of paragraphs.
A lot of spelling mistakes, incorrect format
and number of paragraphs.
Score
Final
score
3
2
1
0
PROFESSIONS
113
32
114
UNIT 3
UNIT 3
PHOTOCOPIABLE MATERIAL
1. Find 12 jobs and professions mentioned in the two lessons of this unit in this Word Search puzzle.
They are written horizontally or vertically in the grid.
PROFESSIONS
115
2. Match the professionals in column A, the places in column B and the tools he / she uses or the
clothes he / she wears in column C.
a. Write the corresponding words in the spaces provided. Use a dictionary if necessary.
b. Say sentences using the three elements. Add more if necessary.
Example: A lawyer works in a legal office. He / She uses lots of law books.
PHOTOCOPIABLE MATERIAL
116
UNIT 3
PHOTOCOPIABLE MATERIAL
UNIT 3
PROFESSIONS
117
1. Read the poem and list at least five actions the woman must do.
PHOTOCOPIABLE MATERIAL
c. The weather.
3. In Unit 2 you learnt a structure that can be found in this poem. Which one is it?
a. The Imperative.
b. The First Conditional.
c. The Interrogative.
BACKGROUND INFORMATION
Maya Angelou was born in 1928; her parents divorced when she was only three years old, and she and
her brother, Bailey, went to live with their grandmother, whom they called Momma, in Stamps, Arkansas.
After going back to live with her mother in St. Louis, Maya was abused by her mother's boyfriend. Shortly
after his trial, her rapist was found murdered; Maya felt that she had killed him and for a while she
stopped speaking. Maya's early life is the subject of her autobiography, I Know Why the Caged Bird Sings
(1970). Her life story is continued throughout her other autobiographies.
At a very young age, Maya had to deal with many issues, such as her rape and her identity as a black
person. Her poetry "draws heavily on her personal history, but employs the points of various personae"
(Britannica Online 9/17/98). Maya Angelou's poetry is often short; the lines of the stanzas are often short
as well.
An incident that will forever keep Angelou's poetry in the mind of Americans is her delivery of a poem
that she wrote for President Clinton's inauguration on January 20, 1993. On a television programme,
Maya Angelou discussed this as her "crowning moment as a poet" (Hagen 134). Angelou was only the
second poet and first female to deliver a poem at such an event.
118
UNIT 3
UNIT 3
C Int
Adapted from: CP
PROFESSIONS
119
5 pts.
YOU SHOULD...
6 pts.
YOU SHOULDNT...
LISTENING - PREPARING A CV
a.
b.
c.
d.
Covering letters.
Information that must be included.
Organisation of document.
Proofreading of document.
LANGUAGE
120
UNIT 3
arrive
a.
b.
c.
d.
e.
go to bed
listen
say
wear
You
clothes that are too casual.
early on the first day.
You
You
early the night before.
that your last job was better.
You
You
to any useful advice your
workmates give you.
UNIT 3
3 pts.
now.
right now.
the window.
SPEAKING
11
to 25
KEEP TRYING
REVIEW
26
to 39
40
to 52
52
PTS
TOTAL
WRITING
PROFESSIONS
121
UNIT
BEING ACTIVE
LEARNING OBJECTIVES
READING: to locate specific information in itineraries and poems that
contain the communicative function of describing events from the
recent past, consider the importance of having a healthy and active
life, and
complete charts, programmes and itineraries.
identify specific components.
infer information.
sequence pictures and corresponding events.
Use additional materials such as travel brochures, cut-outs from English language newspapers and
magazines with travel destinations, sports articles, activities for young people, etc.
Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries,
definitions, printed handouts, library material, notes.
122
UNIT 4
PAGE 76
INTRODUCTION
Invite students to examine and describe the
photograph and relate it to the name of the unit.
Form groups and ask them to read the objectives
of the unit and make comments on the things
they already know, what they can do, what will be
new, etc.
Elicit from students what values they think will
be paid more attention to, and ask them to
anticipate what issues will be discussed in
connection with them.
When teaching students from different
backgrounds remember that:
many factors affect early literacy and subsequent
performance, including aspects of their home
environment, school experiences, and community
resources;
students from rural and urban areas will have
different performance due to their geographic
location. Additionally, there may be differences in
educational backgrounds.
students should be treated as individuals and you
should try to get to know them in order to give
them the right type of assistance in class.
PAGE 77
GETTING INTO THE UNIT
Explain to students that this page of each unit will
contain activities meant to identify and activate
their previous knowledge of the topic and related
vocabulary, to establish the starting point for the
activities that will follow. They will also help to
detect weaknesses that will require extra work and
support, contextualise the contents that will be
developed, and present cognitive challenges.
Give students time to form groups and discuss the
exercises that can be done in groups; encourage
them to reflect and be honest when doing those
that require individual responses.
Discuss with them or ask them to talk in groups
about the name of the unit, how active they think
they are, the importance of physical and mental
activity, etc.
UNIT 4
BACKGROUND INFORMATION
At the beginning of the 20th Century, many efforts
were underway to become the first people to fly.
Most inventors of the day were impulsive and
undisciplined. They would build a plane one day
and try to fly it the very next day, with either
disastrous or simply unproductive results.
However, Orville and Wilbur Wright were much
more scientific and methodical in their approach.
As bicycle mechanics, the brothers believed in
testing out their ideas laboriously before
proceeding with further advancements. To help
gauge their progress, they built a wind tunnel - the
first one built for the purpose of checking an
aircraft wing design. In the years preceding their
first flight, the Wrights successfully conducted
almost a thousand flights in gliders before they
felt ready to begin production of a motor-powered
flyer. They requested a patent application for a
flying machine nine months before their
successful flight in December 1903. The first plane
flew to an altitude of 3 metres, travelled 40 metres,
and landed 12 seconds after takeoff. After making
two longer flights that day, Orville and Wilbur
Wright sent a telegram to their father, instructing
him to inform press.
Two British aviators, Alcock and Brown made the
first non-stop transatlantic flight in June 1919.
They flew a modified World War I Vickers Vimy
bomber from Newfoundland to Ireland.
An airship or dirigible is a lighter than air aircraft
that can be steered and propelled through the air
using rudders and propellers.
BEING ACTIVE
123
Answers
All the statements are true.
Answers
Will vary, but check that students sentences make
sense and express their opinions.
PAGES 78 - 79
GETTING READY FOR THE UNIT
Before starting this unit, students need to:
recognise prepositions.
know how prepositions are linked with other words.
know how to tell the time.
recognise adverbs.
know how to classify adverbs according to their
role in a sentence.
124
UNIT 4
Answers
a. I usually get up at seven fifteen a.m. / quarter
past seven in the morning.
b. By seven forty five / By quarter to eight, I am
on the bus to go to school.
c. I have basketball training on Tuesdays and
Fridays at four thirty p.m. / half past four in
the afternoon.
d. My parents dont let me stay up late, so Im
normally in bed by ten p.m. / ten in the
evening.
Answers
a. at. b. in. c. after. d. for. e. near, around.
BACKGOUND INFORMATION
A preposition usually indicates the temporal, spatial,
or logical relationship of its object to the rest of the
sentence. In these examples, a preposition locates
the noun book in space or in time.
Examples:
The book is on the table.
The book is under the table.
The book is leaning against the table. The book is beside the table.
Alison held the book over the table. Barney read the book in class.
UNIT 4
afraid of
capable of
enthusiastic about
guilty of
pleased with
rich in
suitable for
answerable to
dependent on
excited about
interested in
popular with
satisfied with
suspicious of
attached to
different from
famous for
keen on
proud of
serious about
used to sth
Possible answers
a. I am good at English / math / sports / dancing.
b. I am keen on computer games / reading / pets.
c. I am thinking of you / the holidays / buying a
computer.
d. I often dream about travelling / babies / the
future.
e. I get excited about good films / winning a
prize / competitions.
f. I am fed up with the weather / studying / bad
TV programmes.
g. I am interested in music / famous writers /
learning.
Answers
a. on. b. next to. c. at. d. between. e. In / behind.
Answers
Despite being still very young, my sister Pam loves
swimming and she swims really well. She tries to
swim everywhere we go, for example in a river or a
lake even a pond will do.
She has not swum in the ocean yet, but Im sure
she will one day.
Place
Frequency Time
Degree
well
everywhere
often
still
very
quickly
somewhere
sometimes
yet
really
quite
nearly
BACKGROUND INFORMATION
Adverbs often tell when, where, why, or under what
conditions something happens or happened.
Adverbs frequently end in -ly; however, many words
and phrases not ending in -ly serve an adverbial
function and a -ly ending is not a guarantee that a
word is an adverb. The words lovely, lonely, motherly,
friendly, neighbourly, for instance, are adjectives.
These are some types of adverbs.
Adverbs of manner
Francis moves slowly and speaks quietly.
Adverbs of place
Gary has lived on the island all his life; he still lives
there now.
Adverbs of frequency
Hester takes the boat to the mainland every day;
she often goes by herself.
Adverbs of time
Irvin should be back before dark; its starting to get
dark now.
Jackie finished her tea first.
Keith left the party early.
Adverbs of degree
Lane speaks really quickly.
Mac is a very handsome man.
BEING ACTIVE
125
+ + PAGE 80
LESSON 1 READING
FLYING
Answers
a. Manchester. b. Notting Hill. c. Julie. d. Stephen.
++
Answers
I
II
III
previous knowledge).
126
UNIT 4
UNIT 4
Answers
a. harmful. b. wrath. c. take off. d. snacks / flight.
BEING ACTIVE
127
128
UNIT 4
UNIT 4
Answers
b. From the words fire and steel, wheel, engine,
wings.
Did you know that
See Page 8 of the Introduction.
BEING ACTIVE
129
PREPOSITIONAL PHRASES
See notes on Page 8 of the Introduction.
A prepositional phrase begins with a preposition
and ends with a noun, pronoun, gerund, or a clause,
the object of the preposition. In this book, we mainly
deal with simple prepositional phrases, but be aware
that a prepositional phrase might end in a clause. A
prepositional phrase will function as an adjective or
an adverb. As an adjective, the prepositional phrase
will answer the question Which one?
Example: The house in the middle of my street
is white.
As an adverb, a prepositional phrase will answer
questions such as How? When? or Where?
Example: We bought it before yesterdays class.
Subjects and verbs can NEVER be found in
prepositional phrases. We can use parentheses to
mark them; then, when looking for the subject and
verb of the sentence, it will narrow down the search.
Example:
The boy by the window on the other side of the
room was looking over his shoulder at the pretty girl
in the hall.
130
UNIT 4
UNIT 4
PAGE 85
BEING ACTIVE
131
Possible answers
a. B: Where do you always take a walk?
A: We always take a walk on the seafront / on
the beach / by the sea.
b. B: Where did you put the chair?
A: I put the chair by the window / in the
sunlight.
c. B: When can we meet?
A: We can meet next Friday, in the evening / on
Friday, at lunchtime, etc.
PAGE 86
132
UNIT 4
UNIT 4
PAGE 87
133
++
PAGE 88
LESSON 2 LISTENING
A COMPETITION
134
UNIT 4
UNIT 4
TRANSCRIPT VOCABULARY
cone crater fire lava smoke vent
35
Answers
a. Smoke. b. Fire. c. Crater. d. Lava. e. Cone. f. Vent.
BEING ACTIVE
135
136
UNIT 4
iii. /s//z//z/
iii. /z//z//z/
iv. /z//s/
UNIT 4
Answers
a. b. c. ? d. e.
Listening target strategy
137
138
UNIT 4
37
UNIT 4
Julie:
Im not quite sure.
Stephen: Yeah, the same here.
Presenter: It comes from the Greek god Vulcan. And youre
right, you dont answer unless you have no doubts
whatsoever. So, well go to question four. A
volcano that hasnt erupted for many years is
called dormant. If a volcanos not going to erupt
ever again, what do we call it?
(Buzzer)
Julie:
Extinct!
Presenter: Very good, Julie. 100 points for your team.
Which Pacific islands are completely made of
volcanic lava and ashes?
(Buzzer)
Presenter: Yes, Green team?
Stephen: I think it might be Polynesia.
Presenter: Sorry, Stephen. Its Hawaii. I told you unless
youre absolutely sure, its better not to answer.
We must take away 100 points from your score!
Sorry, kids, but rules are rules and even if you
dont like them, we must respect them! And now
we have the final question .
PAGE 91
Language Note
ADVERBIAL PHRASES
Adverbial phrases are structures that act as adverbs
in a sentence.
Answers
Will vary, but encourage students to
substantiate their answers.
BEING ACTIVE
139
Manner
with a hammer
Place
next door
Time
before the
holidays
Frequency every month
Purpose for his mother
Purpose
to buy a ticket
Purpose
to support the
team
140
UNIT 4
Learning tip
UNIT 14
BEING ACTIVE
141
142
UNIT 4
Answers
Adjective or Question
adverb?
answered
a. Before the competition, the
coach revised our strategy.
b. The computer on that desk is
my mothers.
c. The noisiest students sat at
the back of the bus.
d. That schoolbag on the floor is
full of pens and pencils.
Adverb
When?
Adjective
Which one?
Adverb
Where?
Adjective
Which one?
Possible answers
2. Someone needs to hang the picture a little
more straight.
3. The man isn't running fast enough to catch the
bus.
4. The crowd is shouting incredibly loudly.
UNIT 4
Answers
a. in May two years ago. b. in a different city.
c. each month. d. for the kids of the family.
e. very early. f. quite warmly. g. in light clothes.
h. only sometimes. i. this time. j. in the house.
k. to the take-off strip. l. quite high in the sky.
m. extremely happy and at peace.
Reading target strategy
BEING ACTIVE
143
LANGUAGE
8. a. How much did it rain last weekend? / Did it
rain a lot last weekend?
b. Why did you borrow the tools?
c. Where should I put the book?
d. When does your boyfriend buy you flowers?
How often does your boyfriend buy you
flowers?
9. a. really carelessly.
b. too quickly.
c. with too much fat.
d. under suspicion.
e. on the last day.
f. after the terrible experience.
SPEAKING
10. Ask students to talk about activities they like. Tell them to say how and where they practise them and
what kind of equipment they need. The presentation should be at least one and a half minutes long.
Assign points according to the following criteria.
Task
Score Language
4
3
2
2
Practically no
language mistakes.
Very few language
mistakes.
Some language
mistakes.
Language mistakes
interfered with
comprehension.
Score Interaction
3
2
1
0
Score
Final
score
3
2
1
0
WRITING
11. Students should be able to write an itinerary for a trip with at least 5 bullet points.
Assign points according to the following criteria.
Task
Wrote the itinerary following all
the indications.
Wrote the itinerary following
most of the indications.
Wrote the itinerary following
some of the indications.
Tried to write the itinerary, but
followed very few of the
indications.
144
UNIT 4
Score Language
4
3
2
1
Practically no grammar or
vocabulary mistakes.
Very few grammar or vocabulary
mistakes.
Some grammar and vocabulary
mistakes.
Grammar and vocabulary mistakes
interfered with comprehension.
Score Presentation
3
2
1
0
Score
3
2
1
0
Final
score
UNIT 4
40
Gabriela:
Hugo:
Gabriela:
Hugo:
Gabriela:
Hugo:
II
Both speakers have a British accent.
Greta:
Could you tell me a little more about the classes?
Receptionist: All our teachers are professional artists.
Greta:
What else do you have apart from pottery classes?
Receptionist: Well, theres painting on glass, jewellery making
and, next semester, were starting oil and water
colour painting.
Greta:
Thats great. Id be really interested in the oil
painting workshop. My dad used to paint with
oils and I still have some of his works.
Receptionist: I could let you know when we start the course.
Greta:
Please do.
III
Geoffrey speaks with a Scottish accent and Sean is from New
Zealand.
Sean:
So what should I take with me to the first
session?
Geoffrey:
Not much. A pair of shorts and a T-shirt will do.
Sean:
I thought Id need some special clothes.
Geoffrey:
Not at the beginning. When you reach a higher
dan, youll need a kimono.
Sean:
I can just about imagine myself all in white with
a black belt.
Geoffrey:
Sean:
Geoffrey:
BEING ACTIVE
145
b.Microsoft, Apple.
c. Completed job application, certification,
resume, three references.
d. He / she has strong technical experience and
education.
LISTENING - COUNTRIES OF THE WORLD QUIZ
41
Red
Red
Blue
Red
Blue
WRITING
14. Students write questions to ask in a job interview to get personal information, educational
background, experience, interests and hobbies, etc. Assign points according to these criteria.
146
Task
Score
Practically no grammar or
vocabulary mistakes.
UNIT 4
Language
Score
Presentation
Score
Final
score
UNIT 4
SPEAKING
15. Students role play a job interview using the questions they wrote in Exercise 14. Assign points
according to these criteria.
Task
Score
Language
Score
Interaction
Score
Practically no language
mistakes.
Final
score
147
ii
PHOTOCOPIABLE MATERIAL
iii
iv
148
UNIT 4
UNIT 4
PHOTOCOPIABLE MATERIAL
2. Find and describe at least 10 differences in the two pictures. Try to use prepositional or adverbial
phrases wherever possible.
Source: http://familyfun.go.com/printables/
travel-game-find-the-difference-703948/
BEING ACTIVE
149
PHOTOCOPIABLE MATERIAL
150
UNIT 4
UNIT 4
Advantageous: (adj.) good or useful in a particular situation. Arrow: (noun) a thin stick with a sharp point at one end, which is shot from a bow.
Astonished: (adj.) very surprised, amazed. Groan: (verb) to issue a sound as if in pain. Ladder: (noun) a piece of equipment for climbing up and down,
consisting of two lengths of wood or metal that are joined together by steps or rungs. Split: (verb) to divide, or to make sth divide, into two or more parts.
Struggle: (verb) to fight. Weary: (adj.) very tired, especially after you have been working hard or doing sth for a long time.
BEING ACTIVE
151
PHOTOCOPIABLE MATERIAL
A travel blog
by maryannhaggerty
is
While Barcelona is legally in Spain, it
a with
proudly the capital of Catalonia, an are
street
its own language (Cataln) and with
cross of
signs in a language that looks like a
ra Xs.
Spanish and French with a lot of ext
etimes,
Spanish is the second language; som
signs can
English shows up, too, but trilingual
look a bit silly.
lly
The Barcelona city government helpfu
ed
publishes a book with a well-explain
On our
walking tour of modern architecture.
ona, we
first afternoon and evening in Barcel
at one
several miles, ooohhing and aaahhing
followed it carefully (and slowly) for
a
stroll with our first look at La Sagrad
our
ing
end
r,
the
ano
r
afte
g
ldin
bui
spectacular
masterpiece.
Familia, the cathedral that is Gaudis
gress. Actually, it is a construction site
pro
in
rk
wo
a
ch
mu
y
ver
l
stil
is
ral
The cathed
in the
laboring on a building that has been
are
ple
peo
of
ds
dre
hun
ere
wh
tosee pho
a Gaudi
re, we crossed the city to Park Guell,
the
m
Fro
y.
tur
cen
a
n
tha
re
mo
for
works
the backing
ny of his other works, was built with
ma
like
s,
Thi
k.
par
lic
pub
a
of
y
tas
fan
an open checkbook.
of a patron who more or less gave him
cture
BARCELONA, Spain I have an archite
.
guidebook. Keating has his camera bag
alo
lk ng
Together, that means a very slow wa
Barcelonas boulevards.
152
UNIT 4
UNIT 4
4 pts
3 pts
a.
a. An interview.
b. A personal report.
c. A piece of news.
BEING ACTIVE
153
these questions.
and
in Barcelona.
e.
a.
b.
c.
e.
f.
154
UNIT 4
LANGUAGE
4 pts
I enjoy eating
He graduated
Did he behave
You need proper shoes
.
.
?
.
UNIT 4
A
a.
b.
c.
d.
e.
f.
B
i.
ii.
iii.
iv.
v.
vi.
after midnight.
for some fresh air.
at 4 oclock.
incredibly loudly.
to watch the competition.
at the grocery store.
6 pts
How
What
When
Where
Why
WRITING
11
to 25
KEEP TRYING
REVIEW
26
to 39
40
to 53
53
PTS
TOTAL
SPEAKING
PHOTOCOPIABLE MATERIAL
BEING ACTIVE
155
Unit
At WORK
LEARNING OBJECTIVES
READING: to find general and specific information and identify the
purpose of web pages, e-mails, and magazine articles that contain the
communicative function of expressing feelings and of indicating the
duration of events, and:
match information and pictures that represent it.
summarise information.
infer meaning of words and expressions.
identify descriptions and make informed choices.
156
Unit 5
PAGE 106
INTRODUCTION
Answers
Form 1 c. Form 2 b.
PAGE 107
GETTING INTO THE UNIT
Explain to students that this page of each unit will
contain activities meant to identify and activate
their previous knowledge of the topic and related
vocabulary, to establish the starting point for the
activities that will follow. They will also help to
detect weaknesses that will require extra work and
support, to contextualise the contents that will be
developed, and present cognitive challenges.
Unit 5
.
.
.
?
.
?
157
Possible answers
Two girls are walking to the right of the picture.
A young man is walking with his girlfriend.
Several people are buying food at the kiosks.
A girl is pointing to the right.
Two guards are talking under the lights, etc.
BACKGROUND INFORMATION
We use the Present Perfect tense to say that an
action happened at an unspecified time before
now; the exact time is not important. We cannot
use the Present Perfect with specific time
expressions such as yesterday, one year ago, last
week, when I was a child, when I lived in Japan, at that
moment, that day, one day, etc. We can use the
Present Perfect with unspecific expressions such as
ever, never, once, many times, several times, before, so
far, already, yet, etc.
Possible answers
a. Gail has known Charles for many years / since
2002 / all her life.
b. Hailey has painted two pictures this week
/ recently / so far.
c. I havent made a decision yet / recently
/ till now.
d. Ive lived here since 2002 / for ages
/ for many years.
e. The painting has been stolen recently / several
times / this week.
Affirmative:
I / You / We / They + have + Participle of main verb.
He / She / It
+ has + Participle of main verb.
Negative:
I / You / We / They + have not (havent) + Participle of main verb.
He / She / It
+ has not (hasnt) + Participle of main verb.
Interrogative:
Have + I / you / we / they + Participle of main verb.
Has + he / she / it
+ Participle of main verb.
Answers
I have had this computer for two months and so
far I have had no problem whatsoever. And it is
really unusual for me because I am
technologically impaired, as some of my
friends have described me. What they want to
say is that any technological object in my
possession is sure to have some kind of problem.
Have you ever tried to read the manuals? my
friends ask. No, I havent, is my typical answer.
Answer
b.
158
Unit 5
Unit 5
Answers
1. b. 3. c. 2. d. 4.
Answers
Name of applicant: John
Age:
25
City:
Brighton
Brothers and sisters: two brothers
Occupation:
tourist guide
How long:
since he left school
+++
PAGE 110
LESSON 1 READING
VOLUNTEERING
BACKGROUND INFORMATION
Volunteering takes many forms and is performed by
a wide range of people. Many volunteers are
specifically trained in the areas they work in, such as
medicine, education, emergency rescue, animal
rescue. Other volunteers serve on an as-needed
basis, such as in response to a natural disaster or for
a beach cleanup.
At WORK
159
Samaritans
ADDITIONAL ACTIVITY
Check how much students know about Chilean
charities and voluntary work. Write these and / or
other charities and government departments on the
board and ask them which ones do voluntary work.
Politely disagreeing
I can see your point, but ...
I see what you mean, but ...
I understand what youre saying, but on the other
hand, ...
Answers
La Cruz Roja and Salvamento, Asistencia y Rescate
do voluntary work.
160
Unit 5
Unit 5
their definitions).
Before reading
Draw your students' attention to this strategy box.
Have them notice how visual aids can help them to
predict and understand better what they are going
to listen or read. Ask them to look at the visual aids
in the text and elicit the predictions they can make
out of these elements.
PAGE 111
WHILE YOU READ
Answers
a. Text I. c. Text III. d. Text II.
Reading target strategy
While reading
Have students skim the text and identify the main
idea. Check answers orally and generate some class
discussion, asking students to explain their answers
For example:
an advertisement is generally written to
persuade us to buy something;
a letter is usually written to inform about
something;
a manual might instruct us how to do
something;
an encyclopaedia entry generally gives a brief
definition of something.
Ask students to copy the diagram in their
notebook and identify the general
communicative purpose of the article and the
communicative purpose of each text (I III).
Answers
General b. Text I d. Text II a. Text III c.
At WORK
161
Answers
To inform. b. To instruct. c. To persuade.
d. To inform. e. To instruct. f. To inform.
Useful expressions
Sadness / Regret
Feeling down in the dumps.
With a lump in my throat.
My heart sinks.
Answers
a. Negative feelings: feeling down, my heart sinks,
have a lump in my throat.
Positive feelings: grin from ear to ear, have the
time of my life, keep good company.
162
Unit 5
Answers
In this order in the text:
a. moggies. b. feline. c. tom. d. Persian. e. kitten.
ADDITIONAL ACTIVITY
Take students to the computer lab. Prepare a text
with some ten words suitable for synonym
replacement. Tell them to locate a thesaurus online
or in a word processing program. Tell them to select
the word, click Tools on the menu bar at the top of
the screen and choose Language and Thesaurus.
The computer will present a list of words or
expressions students can substitute for their own
word. Ask them to compare texts in their groups
and justify their choices of synonyms. Here is an
example of text you can give your students:
Volunteering is hard to practise, but rewarding and
inspiring. I never had the guts and interest to
volunteer until I was in my late 20s. Working for a
non-profit community organisation gave me the
best experience in social interaction and
interpersonal skills that I would have not learnt
elsewhere. Now I live my life head high with selfconfidence to handle the challenging work of any
project. I attribute this competency to volunteering.
Unit 5
Possible answers
Volunteering is difficult to practise, but gratifying
and stimulating. I never had the guts and curiosity to
volunteer until I was in my late 20s. Working for a
non-profit community institution gave me the most
fantastic experience in group interaction and
interpersonal abilities that I would have not acquired
elsewhere. Now I live my life head high with selfassurance to deal with the stimulating work of any
project. I credit this ability to voluntary work.
information).
Examples:
baby babies, family- families, fly- flies
f. Some nouns ending in -f or -fe change f or fe for v
and add es.
Examples:
life lives, knife knives, wife- wives, wolf -wolves
g. Some irregular plurals do not follow any of the
rules above.
At WORK
163
Examples:
child children, foot feet, goose geese, louse lice,
man men, mouse mice, person people, ox- oxen,
sheep sheep, tooth teeth, woman women.
Tell students to copy and do this exercise in their
notebooks.
Write the plural of the nouns in the box in the
corresponding row.
baby boy bush cat cello class day echo
family goose hero jelly knife leaf library
man memo mouse person stereo table
teacher tomato torpedo turkey witch wolf
Add s:
Words ending in -ch, -sh,-s , -x add es:
Words ending in -o add es:
Words ending in -o add only s:
Words ending in consonant + y change:
-y to -i and add es:
Words ending in -f or -fe change f or fe
for v and add es:
Do not follow any of the rules:
Answers
all my life.
! I want to go too.
c. Were waiting
before we go out.
.
.
Answers
Will vary, but make sure the sentences make sense.
Sentences a. f. require the use of for.
PAGE 115
AFTER YOU READ
Add s:
164
Unit 5
Language Note
Unit 5
Ive been
Youve been
Hes been
Shes been
Its been
Johns been
The cars been
Weve been
Theyve been
43
TRANSCRIPT ORAL PRACTICE
Cynthia has an American accent and Eddie has a Scottish accent.
Cynthia: Look at those people over there.
Eddie: There are lots of people there.
Cynthia: Yes, and theyve all been doing different things.
Look at the boy, for example.
Eddie: Which boy?
Cynthia: The boy wearing the brown sweater.
Eddie: Yes, I can see him.
Cynthia: What do you think hes been doing?
Eddie: His face looks red.
Cynthia: Is he embarrassed?
Eddie: No, I think hes just come from the beach. I think hes
been lying in the sun for too long.
Cynthia: And what about the girl?
Eddie: The one with the dirty face?
Cynthia: Yes, whats she been doing?
Eddie: I think shes been eating lots of chocolate.
Cynthia: And the ladies?
Eddie: The ones with lots of parcels in their hands?
Cynthia: Hum. What have they been doing?
Eddie: I think theyve been shopping.
Cynthia: They certainly have!
Eddie: And it seems theyve been having fun for
hours!errors.
At WORK
165
Answers
a. have been studying. b. have been waiting.
c. has been correcting. d. Has it been raining. e.
have not been listening.
PAGE 117
166
Unit 5
+++
PAGE 118
LESSON 2 LISTENING
APPLYING FOR A JOB
Unit 5
BACKGROUND INFORMATION
Curriculum vitae versus resume
There are several differences between a curriculum
vitae and a resume.
A curriculum vitae is a longer (up to two or more
pages), more detailed synopsis of a workers
background and skills; it includes a summary of the
persons educational and academic backgrounds as
well as teaching and research experience,
publications, presentations, awards, honors,
affiliations, and other details.
Like a resume, a curriculum vitae should include the
applicants name, contact information, education,
skills, and experience. In addition, a CV includes
research and teaching experience, publications,
grants and fellowships, professional associations
and licenses, awards, and other information
relevant to the position the person is applying for.
A resum is a summary of a persons experiences
and skills relevant to the field of work they are
entering. It highlights a persons accomplishments
to show a potential employer that he or she is
qualified for the job he / she wants. It is not a
biography of everything the person has done so far.
Answers
Acceptable behaviour (A): a., b., c., d. (but not
too loud), f.
Unacceptable behaviour (U): e.
Listening target strategy
Before listening
Draw students attention to the title of the lesson,
the pictures, and the questions in the lesson.
Explain to them that these elements are clues
which can help them have a clearer idea of what
they are going to listen.
167
Examples:
When I worked for the shop, my duties included
serving customers and accepting payments.
Do you think the exercise is difficult? Not really; I
think it is fairly easy.
Mum, Id like you to meet my mates from school;
Helen and Jack.
I love kayaking, climbing, and trekking; in fact, any
activity that you can do outdoors.
She has an outgoing personality; she loves parties
and being with people.
The most important skills for this job are
concentration and attention to details.
TRANSCRIPT PRONUNCIATION
duties fairly mates outdoors outgoing skills
45
168
Unit 5
Unit 5
While listening
Encourage the use of note-taking as a habitual and
useful while-listening strategy. Remind students
that taking notes implies the ability to write key
words or phrases rather than full sentences.
Answers
c. Good team player. e. Outgoing personality.
f. Responsible. g. Sporty. h. Takes his duties seriously.
PAGE 120
Answers
a. Oh, really? b. I see. c. Mm, very interesting.
Answers
a. more. b. change. c. car. d. time.
e. Spanish / French. f. big / years.
At WORK
169
170
Unit 5
46
Unit 5
John:
Part II
Interviewer: What two things are most important to you in
your job?
John:
First of all, the most important thing is job
stability and the second thing is opportunities
for promotion.
Interviewer: What skills and abilities do you have?
John:
Skills and abilities? As I said, I think Im fairly
responsible, Im punctual and Im a
hard worker, willing to learn new things.
Interviewer: What are your salary expectations?
John:
I know that Id just be starting, so my salary
expectations are not excessive.
Interviewer: Is there anything youd like to add?
John:
One thing Id like to add is that Im an honest
person and if you hire me, youll get an
excellent worker.
PAGE 121
AFTER YOU LISTEN
Language Note
for 20 minutes
for three days
for six months
for four years
for two centuries
for a long time
for ever,
etc.
since 9 am
since Monday
since January
since 1997
since 1500
since I left school
since the beginning of time,
etc.
Answers
a. for / since. b. for.
ADDITIONAL ACTI VITY
Copy this chart on the board and ask students to fill
column A with for or since.
A
(Answers)
a. A long period of time
(for)
b. Leaving Primary school
(since)
c. Christmas
(since)
d. Two hours
(for)
e. Ages
(for)
f. This morning
(since)
g. Ten minutes
(for)
h. I lived in New York
(since)
i. A short while
(for)
j. Half an hour
(for)
k. The end of last year
(since)
l. Last March
(since)
m. Tuesday
(since)
171
Answers
See transcript.
47
172
Unit 5
Unit 5
evaluate learning).
PAGE 123
At WORK
173
174
Unit 5
Answers
a. (He has been living in Auckland) for five years.
b. (He has been preparing for the test) for a year.
c. (He has also been studying) traffic rules and
traffic laws.
d. (He has been working for the Infirmary) for
two years.
AVOID THIS MISTAKE
Write this sentence from the letter on the board and
draw students attention to the verb look forward to:
I will be looking forward to hearing from you.
Elicit or provide its meaning: wait for or anticipate
something pleasant.
Explain that it can be followed by a noun phrase or
a verb-phrase with an -ing pattern.
Examples of look forward to + noun phrase:
We are looking forward to the summer holiday.
Are you looking forward to the party?
We are not really looking forward to the exams.
Examples of look forward to + verb phrase:
Im looking forward to meeting my cyber-friend.
Barbara and Carl are looking forward to joining their
friends at the seaside.
Is Daisy looking forward to visiting her in-laws?
Tell students to copy and do this exercise in their
notebooks.
Unit 5
Answers
a. The Senior Citizens Club has been doing
aerobics for one hour and five minutes.
b. John Brown, Daisy Elmer, and Karl Royce have
been using the machines for one and a half
hours.
c. Susan and Deborah Drake have been doing
Pilates for 25 minutes.
d. Mrs Carole Johnson has been sitting in the
sauna for ten minutes.
e. Gordon and Sarah Plank have been doing
kick boxing for five minutes.
f. The children from Tollgate School have been
swimming for 40 minutes.
g. Deepak Kharma has been doing yoga for nearly
two hours.
Answers
a. They have been going to this restaurant for five
years.
b. He has been looking for a job since he left
school in June.
c. They have been painting the house for seven
hours.
d. She has been working out since two oclock.
PAGE 128
JUST FOR FUN
Answers
a. - vi. - Picture 3.
b. - v. - Picture 5.
c. - ii. - Picture 1.
d. - iii. - Picture 6.
e. - iv. - Picture 4.
f. - i. - Picture 2.
PAGE 129
CHILEAN CONNECTION
Talk to students about unusual professions they
know some of them in Chile. Do they think that
organ grinding is an unusual profession? Why do
they think some professions disappear? You can
also ask students about the strangest jobs they
have ever heard about.
ADDITIONAL ACTIVITY
Tell students about the jobs listed below and ask
them if they are real or not. (They are all real jobs!)
Train pusher
In Japan, a train is not full until it is 200% full and
passengers need a little extra help to get on, so
train stations hire passenger arrangement staff that
physically shove people onto trains until they can
shove no more.
At WORK
175
Dice checker
Other than checking for the correct number
placement (how obvious!), dice inspectors go
through obsessive security measures to make sure
the dice are cheat-proof. If they are found to be
defective (not square, improper serial numbers, etc.)
they are either destroyed or marked and sold.
Human bed warmer
Guests at a London Holiday Inn have the option of
falling asleep in a bed that has been pre-heated by
another human. According to an article in the
Telegraph, a staff member will dress in a full-body
sleeper suit and lie in your bed for 5 minutes.
Apparently, there is scientific evidence that sleep
starts when body temperature begins to drop, so a
warm bed is a good way to start this process.
Answers
Flag 1 - Mexico - corridos.
Flag 3 - Spain - zarzuelas.
Flag 2 - Argentina - tangos.
Flag 4 - Chile - cuecas.
49
SPEAKING
8. Students are expected to describe a situation indicating questions asked and answers given.
Task
Correct description of situation and
appropriate questions and answers.
Mostly correct description of situation and
mostly appropriate questions and answers.
Acceptable description of situation and
some appropriate questions and answers.
176
Unit 5
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 affected by pronunciation
mistakes and a lot of hesitation.
Score
3
2
1
0
Final
score
Unit 5
WRITING
9. Tell students to fill in the application form with their own or invented details. They should also include a
short application note where they write about their experience, hobbies, and the reasons why they
want to apply. Assign points according to the following criteria.
Task
Filled in the form and wrote the letter
following all the indications.
Filled in the form and wrote the letter
following most of the indications.
Filled in the form and wrote the letter
following some of the indications.
Hardly filled in the form and wrote the
letter following only a few indications.
TRANSCRIPT - LISTENING
AT A RECRUITMENT CENTRE
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 interfered with
comprehension.
49
Score
Presentation
Score
2
1
0
Final
score
2
1
0
At WORK
177
PAGE 133
SELFEVALUATION
See notes on this section on Page 8 of the
Introduction.
Go through the different parts of the self-evaluation
sheet with students. Remind them that there are
two main parts:
For YOUR TEST RESULTS, they have to work out their
score in the TEST YOUR KNOWLEDGE section, read
their results, and reflect on them. Help them to
think of what they can do to improve results, solve
problems, give or get help, etc.
PAGES 134 - 137
SYNTHESIS TEST UNITS 1 TO 5
Answers
READING TWO SITUATIONS
Please note that the three reading texts are written
in American English.
1. Form I Extract III. Form II Extract IV.
WRITING
11. Students choose one topic from the list to write a short composition of about 120 words describing a
personal experience.
Assign points according to these criteria.
Task
Complete description of
personal experience.
Quite complete description of
personal experience.
Acceptable description of
personal experience.
Poor description of personal
experience.
178
Unit 5
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
interfered with comprehension.
Score
Presentation
Score
2
1
0
2
1
0
Final
score
Unit 5
SPEAKING
12. Assign points according to these criteria.
Task
Score
language
Score
Interaction
Score
50
Final
score
2
1
0
At WORK
179
PhotocoPiable material
180
Unit 5
Unit 5
PhotocoPiable material
At WORK
181
B
Seal
Crocodile
Snake
3
b. African savanna
Giraffe
4
Gorilla
PHOTOCOPIABLE MATERIAL
c. Farms
Hippopotamus
6
Parrot
d. Oceans
Penguin
e. Fresh water and brackish water
Reindeer
9
Rooster
10
182
f. Tropical forests
UNIT 5
Unit 5
PhotocoPiable material
Aloof: (adv.) at a distance but within view; apart. Heaven: (noun) the sky or universe as seen from the earth; the firmament. Rusted: (adj.) corroded,
covered with rust. Shaggy: (adj.) having, covered with, or resembling long rough hair or wool. Withhold: (verb) to refrain from giving, granting, or
permitting.
At WORK
183
My Dog's My Boss
by _______________________
Each day when it's three
Old Dick looks at the clock,
Then proudly brings my stick to me
To mind me of our walk.
And in his doggy rapture he
Does everything but talk.
Glossary
Moor: (noun) a broad area of open land, often high but poorly drained, with patches of heath and peat bogs. Rupture: (noun) ecstasy, high emotion.
Still: (verb) to silence. Zip and zest: expression referring to being energetic, vigorous.
1. Read the two poems and tick the correct column. Then compare answers and opinions with a
classmate.
Poem 1
Poem 2
PhotocoPiable material
184
Unit 5
Unit 5
ore
Easter Seals, Inc. board chair Jerry Mattim
has been a volunteer leader with the
organization for a long time.
the
My involvement was very personal from
t
men
urna
lf to
start, he says. I played in a go
or
ed f
serv
where I met some of the families we
the first time. I was very taken by that
eel
introduction and my wife Audrey and I f
f so
art o
incredibly fortunate to have been a p
many lives.
Unit 5
r at
Mattimore has been working as a voluntee
eer
lunt
ry vo
Eve
Easter Seals for nearly 30 years.
e
has a unique story about how they becam
gued
personally involved, and I am always intri
r
n fo
ssio
ir pa
to learn from others about the
giving, adds Mattimore.
has
Mattimore feels that Easter Seals mission
never been more important to provide
ople
l pe
at al
exceptional services to ensure th
heir
with disabilities or special needs (and t
arn,
families) have equal opportunities to live, le
work, and play in their communities.
we
It is a powerful message, and as volunteers
are also powerful advocates, he said. I am
ter
proud to be a volunteer, to be a part of Eas
are
we
lieve
Seals. As volunteers today, I be
tions
charged with shaping the many organiza
s
that will thrive this century to serve million
more. We are on our way.
with
Easter Seals has been helping individuals
milies.
disabilities and special needs, and their fa
l
sica
phy
rs to
ente
From child development c
h
wit
ople
rehabilitation and job training for pe
f
disabilities, Easter Seals offers a variety o
ddress
ies a
bilit
disa
with
services to help people
.
oals
nal g
lifes challenges and achieve perso
As volunteers, we are all a small part of
important and wonderful work, says Gerard
at
all th
out
(Jerry) Mattimore, When I think ab
d
volunteers do today and the millions an
millions of lives we touch it makes me very
oup
e gr
dibl
proud to be part of such an incre
of people.
185
1 pts.
5 pts.
4 pts.
a.
186
Unit 5
ii.
In Chile.
iii.
In Maine.
c. At what time does the interview take place?
i. In the morning.
ii.
In the afternoon.
iii.
In the evening.
3 pts.
5 pts.
DEER LAKE
SUMMER CAMP
UNIT 5
a.
Daniel has worked with children
since he was 16.
b.
c.
LANGUAGE
5 pts.
a. Carlos
English for two years
and hes learnt a lot.
(study)
b. Mary and Bob had a big argument; now,
for the last two hours.
they
(talk)
for that company for
c. Patricia
three years.
(work)
for the last 30 minutes?
d. What
(do)
for the last three days. (rain)
e. It
5 pts.
SPEAKING
5 pts.
WRITING
20
to 35
Keep trying
Review
36
to 49
50
to 55
55
PTS
TOTAL
AT WORK
187
ANSWERS
Additional Activity Unit 1, Lesson 2 The First Conditional
Cut up one broken sentence for each pair of students. Hand out the pieces at random. Students then stand
up and try to find the other half of their sentence by reading their half aloud. Redistribute the pieces and
repeat, this time with students memorising the words.
Ema will catch a cold...
Tammyll be annoyed...
Youll be late...
188
LANGUAGE
1. b.
2. a. ii. b. i. c. i. d. iii. e. ii. f. iii.
3. () a., d., e.
LISTENING - AN EMBARRASSING
MOMENT
16
SPEAKING
8. Assign points according to these criteria.
Task
Asked for and gave advice in all
the suggested situations.
Asked for and gave advice in most
of the suggested situations.
Asked for and gave advice in one
or two of the suggested situations.
Asked for and / or gave advice in
only one of the suggested
situations.
Score
Language
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 affected by
pronunciation mistakes, a lot of
hesitation.
Score Final
score
3
2
1
0
WRITING
9. Assign points according to these criteria.
Task
Score
Language
Score
Presentation
Score
Practically no grammar or
vocabulary mistakes.
Final
score
189
16
190
25
SPEAKING
8. Assign points according to these criteria.
Task
Score
Language
Score
Presentation
Score
Final
Score
2
1
0
WRITING
9. The students use the information in the unit to write an action plan of not more than 60 words.
Assign points according to these criteria.
Task
Score
2
1
Language
Practically no grammar or
vocabulary mistakes.
Very few grammar or
vocabulary mistakes.
Some grammar and vocabulary
mistakes.
Grammar and vocabulary
mistakes interfered with
comprehension.
25
Score
Presentation
Score
1
0
Final
Score
1
0
191
m
p
d
r
i
v
e
r
2.
e
r
192
LISTENING PREPARING A CV
YOU SHOULDNT
mention / show quirks or
habits which put
employers off.
33
3. a. i. b. iii. c. iii.
4. a. might. b. need. c. very. d. provide. e. set.
f. Most.
5. b. c. d. a.
LANGUAGE
6. a. shouldnt wear.
b. d better / should arrive.
c. d better go to bed.
d. shouldnt say.
e. should listen.
7. a. Wed better go / leave now.
b. Id better start studying.
c. Youd better close the window.
SPEAKING
8. Assign points according to these criteria.
Task
Asked and answered questions about
preparing a CV, mentioning all the
required information.
Asked and answered questions about
preparing a CV, mentioning most of
the required information.
Asked and answered some questions
about preparing a CV, mentioning half
of the required information.
Asked and answered a few questions
about preparing a CV, mentioning very
little of the required information.
Score
Language
Score
Interaction
Score
Practically no language
mistakes.
Final
score
193
WRITING
9. Assign points according to these criteria.
Task
Score
Practically no grammar or
vocabulary mistakes.
Language
33
Mrs Brandon has a British accent and Mark has an Indian accent.
Mrs Brandon: Hi, Mark. What can I do for you?
Mark:
Good afternoon, Mrs Brandon. I saw an
advertisement for a job that might interest
me and Im trying to prepare my CV, but I think Ill
need some help.
Mrs Brandon: What do you need to know?
Mark:
First, why do I need a CV to apply for a job? Why
dont I just call the company and ask for an
interview?
Mrs Brandon: Well, CVs give employers the opportunity to see
your qualifications and skills, and how they match
the job requirements, and then youll probably
need an interview to meet them face to face.
Mark:
What kind of information should I include in
my CV?
Mrs Brandon: You must include contact information, such as
your name, address, e-mail address, and
telephone number, and of course the type of work
or specific job you are applying for. Education
references are also very important.
Mark:
Should I mention my previous working experience?
Mrs Brandon: If requested, yes, and you might also provide
contact information for the references you mention.
194
Score
Presentation
Score Final
score
3
Mark:
How should I organise the information?
Mrs Brandon: Well, in an application form the format is usually
set. Just fill in the blanks, but make sure you follow
all the instructions. Dont omit any requested
information.
Mark:
What do I do if the format is not set?
Mrs Brandon: There are many ways of organising the
information you want to include, but the most
important information should usually come first.
Whatever format you choose, you should keep
your resume short. Many experts recommend that
new workers use a one-page resume.
Mark:
What else should I consider?
Mrs Brandon: Ummm, before submitting your resume, make
sure that its easy to read. Ask at least two people
to proofread it for spelling and other errors and
make sure you use your computers spell checker.
Ah! One more thing...When sending a resume,
most people include a cover letter to introduce
themselves. Most cover letters are only three short
paragraphs. Your cover letter should capture the
future employers attention and follow a business
letter format. Any other questions, Mark?
Mark:
I dont think so. Thank you, Mrs Brandon.
4. b.
5. 1 - c. 2 - b. 3 - e. 4 - d. 5 - a.
6. a. iii. b. ii. c. iii. d. i.
AMAZING STORIES
42
LANGUAGE
7. a. in Indian restaurants.
b. very recently.
c. correctly in class?
d. to go hiking in the mountains.
8. a. vi. b. v. c. i. d. ii. e. iii. f. iv.
195
SPEAKING
9. Assign points according to these criteria.
Task
Score
Language
Score
Interaction
Practically no
language mistakes.
Some language
mistakes.
Language mistakes
interfered with
comprehension.
Score Final
score
3
2
WRITING
10. Assign points according to these criteria.
Task
Score
Language
Presentation
Score Final
score
3
Practically no grammar or
vocabulary mistakes.
196
Score
Picture 1 d. Penguins live (on islands and remote continental regions),in the ocean.
Picture 2 b. Hippopotamus live in the African savanna.
Picture 3 c. Cocks live on farms.
Picture 4 f. Gorillas live in tropical forests.
Picture 5 b., c., d., e., f. Snakes can live nearly in every habitat, in every continent, except Antarctica.
Picture 6 b., e., f. Crocodiles live in the African savanna, in fresh and in brackish water and in tropical forests.
Picture 7 b. Giraffes live in the African savanna.
Picture 8 a. Reindeers live in forests in Alaska, Canada, Finland, Greenland, Norway.
Picture 9 d. Seals live (on beaches and sand dunes) in the ocean.
Picture 10 f. Parrots live in tropical forests (but also in all other habitats, except for the Arctic and Antarctic).
Poem 1
4
Poem 2
4
4
4
4
197
LANGUAGE
51
4. a. ii . b. ii. c. ii.
5. a. in. b. working. c. years. d. outdoor. e. summer.
SPEAKING
10. Assign points according to these criteria.
Task
Score
Language
Score
Practically no
language mistakes.
Some language
mistakes.
Language mistakes
interfered with
comprehension.
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 affected by
pronunciation mistakes and a lot
of hesitation.
Score
Final
score
3
2
1
0
WRITING
11. Assign points according to these criteria.
Task
Wrote an appropriate job
application letter.
Wrote a mostly appropriate
job application letter.
Wrote an acceptable job
application letter.
Wrote a poor job application
letter.
198
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
interfered with comprehension.
Score
3
2
1
0
Presentation
Correct spelling and format.
A few spelling mistakes and
slightly incorrect format.
Several spelling mistakes and
rather incorrect format.
A lot of spelling mistakes and
incorrect format.
Score
3
2
1
0
Final
score
51
199
200
14
TRANSCRIPT LISTENING
14
UNDERSTANDING ADOLESCENCE
All the speakers have a British accent.
Girl: Mum, we need to talk to you.
Mom: Yes, honey. What is it?
Boy: We are a little worried.
Mom: Are you having problems at school?
Girl: We are having problems with our classmates, we get
angry very easily, the boys are awful
Boy: Its not us, mom, Its the girls; they think they are all
grown up, better than us. Every time I say something,
they make me feel as if Ive said something foolish. Its
so embarrassing!
Mom: Oh, my dears; youre becoming teenagers. Youre
changing and that can be very confusing.
Girl: Yes, I feel I do not know my own body, its
changing so quickly.
Boy: Some times I feel I have four arms and four legs,
theyre so long and difficult to control.
Mom: Thats normal and it will pass, dont worry; and dont
think I havent noticed how changeable your mood is:
one moment you are laughing and the next minute,
its all long faces and angry words.
Boy: And you say thats normal?
Mom: Yes, new hormones are starting to work in your body
and this affects your mood, but believe me, itll pass.
How about some lunch, now?
UNIT 2
READING - EARTHWATCH INSTITUTE
1. b.
2. a. True. b. False. You will work side by side with
distinguished field scientists.
3. a. iv. b. iii. c. iii. d. i. e. i., iv. f. ii, iv.
g. i., ii., iii.
4. a. Many; it supports scientific research
worldwide.
b. Scientists, corporate and non-profit
partners, teachers, students, and
everyday citizens.
5. a. ... you want to find out what YOU can do
to change the world.
b. ... will work side by side with
distinguished field scientists.
LISTENING
22
INTERNATIONAL RESCUE CORPS
6. a. ii. b. i. c. i.
7. a. 3. b. 2. c. 1.
8. a. He discovered that he had a skill to offer,
which could help to save people.
b. Eight missions abroad seven
earthquakes and a hurricane and
about ten in the UK.
c. After the earthquake in the south of
Chile, they rescued a woman who had
been trapped for more than 40 hours.
VOCABULARY
9. a. volunteer. b. wardrobe. c. climate. d. forest.
e. microphone. f. support. g. neighbour.
h. rescue.
10. Answers will vary, but these are some
possibilities.
a. investigation. b. a person who has joined an
organisation, team, etc. c. confront, deal with a
situation. d. not able to be maintained. e. a
person who lives in a particular town or city.
TRANSCRIPT LISTENING
22
INTERNATIONAL RESCUE CORPS
Both speakers have a British accent.
Interviewer: Paul, how did you get involved with the
International Rescue Corps?
Paul:
One of my parents neighbours helped to set
up the IRC way back in 1981, after the Italian
earthquake. I joined because our neighbour
helped me to discover that Ive got a skill to
offer, which can help to save people.
Interviewer: How many missions have you been on?
Paul:
Ive been on eight missions abroad seven
earthquakes and a hurricane and about ten
in the UK.
Interviewer: What can IRC offer that other agencies cant?
Paul:
We offer our services free of charge; besides,
we carry our own specialist equipment for
finding and saving people who are trapped in
collapsed buildings, like fibre optic probes,
microphones and thermal imaging.
Interviewer: Whats the most amazing survival story youve
come across?
Paul:
We went to Chile after the earthquake in the
south, in 2010. One woman had been trapped
in for over 40 hours when we discovered she
was there, and it took us another four hours to
get her out. Normally, when people have been
trapped for 24 hours after an earthquake, not
many come out alive. What saved this woman
was a wardrobe, which had fallen on top of
her and protected her. She was partly inside it!
Interviewer: Thank you, Paul, and the best of luck on your
future missions.
201
UNIT 3
READING
COOLWORK SUMMER ADVENTURES
1. a. Paragraph II. b. Paragraph VII.
c. Paragraph I. d. Paragraph VI.
e. Paragraph V. f. Paragraph III.
g. Paragraph IV.
2. Name of company: Alaska Canopy Adventures
(ACA)
Location: Alaska
Places where they operate excursions:
Ketchikan and Juneau.
Available positions: Canopy Guide, Course
Supervisor, Tour Coordinator, Lead Tour
Coordinator, Store Clerk, Driver, Boat Captain,
and Deckhand.
Two requirements for candidates:
strong commitment to risk management;
willingness and commitment to take
on responsibility of participants safety
at all times.
Training offered: For qualified applicants to be
the best in their job.
How to apply: After reviewing the complete Job
Description, follow the links to download an
employment application.
3. a. First of all, you should be energetic.
b. To improve your possibilities, you might
apply for more than one position.
c. To make sure you are considered for the
position, youd better apply immediately.
31
LISTENING INTERVIEW WITH A DJ
4. P: a., b., d., e., g.
5. a. Brad Andrews. b. For the music.
c. Three turntables and one or two CD players.
6. a. should have a great deal of co-ordination.
b. should do the same as in a concert on stage,
or recording a single in a studio.
VOCABULARY
7. a. damage. b. prevent. c. withstand.
d. homeless.
8. a. applicant. b. steel. c. wildlife.
d. perched. e. variety.
202
39
TRANSCRIPT - LISTENING 39
WHATS YOUR QUESTION?
All the speakers have an American accent.
Presenter: Jack Carter is with us today to answer your
questions about parkour. Heres our first caller.
1st caller: Hello, my names Wanda. Id like to practise
parkour, but Im scared of getting hurt. How do I
overcome my fear?
Jack:
First of all, start slow and low. When youre
frightened of doing a specific movement, ask
yourself whether you are capable of doing it, and
if the answer is yes, why are you still scared?
Perhaps you just need to drill the movement in a
different way to build confidence up and show
yourself that you can do this. Finally, develop your
own method of overcoming fear; everyone handles
it differently, so tailor your method to suit yourself.
Presenter: Thank you, Jack. Second caller.
2nd caller: Hi, Im Devin. What training can I do at home
for parkour?
Jack:
Practising parkour movements isnt the only part
of training; theres also cardiovascular fitness and
muscular strength, both of which can be done in
and around the house: pushups, sit ups, crunches,
pull ups, anything which can improve strength in
muscles used in parkour. Besides, you could go on
a short run on the days youre not exercising.
Presenter: Thanks again, Jack. And the last call for today.
3rd caller: My friends and I would like to start a parkour
community in Maryland, but we want to know if
it is illegal or not.
Jack:
Parkour is legal everywhere. If you guys are
serious about maintaining the legality of
parkour, you should concentrate on giving
parkour a positive image by respecting property,
members of the public and the authorities.
UNIT 5
READING A JOB WITH A DIFFERENCE
1. a. Paragraph III Picture 4. b. Paragraph IV
Picture 1. c. Paragraph I Picture 2.
d. Paragraph II Picture 3.
2. a. Paragraph I: they refers to the old women.
their refers to the young men.
b. Paragraph II: she refers to the companion.
them refers to the youngest
children .
c. Paragraph III: we refers to the narrator and
her companion .
we refers to the other
volunteers and the children .
d. Paragraph IV: they refers to the childrens
parents .
them refers to the children.
LISTENING PHONE HELP
3. a. 3. b. 2. c. 1.
4. a. I think our society moves very quickly.
b. Why did you become a Samaritan?
c. You may well learn in that time that youre
not quite prepared to do it yourself!
5. a. We often dont find time for people who
cant cope with pressure, or who are
lonely and need support.
b. They should contact their local branch
to ask about the organisation and how
they could join.
6. a. Women have been getting water from
taps for ages.
b. They have been preparing for the
welcome party for weeks.
c. Henry has been doing extra shifts for the
last three months.
48
203
VOCABULARY
7. H E L P
O R G A N I S A T I O N
a. The second letter in Britains most famous
writers surname. (SHAKESPEARE)
b. The first letter in the name of one of the
Bronte sisters. (EMILY)
c. The first letter in a lovely feeling. (LOVE)
d. The last letter in the road sign that indicates
that you cant drive on. (STOP)
e. The first letter in the name of a very famous
Hollywood prize. (OSCAR)
f. The fourth letter in the second month of the
year. (FEBRUARY)
g. The last letter in the opposite of small. (BIG)
h. The first letter of the alphabet. (A)
i. The first letter in the opposite of yes. (NO)
j. The letter used to refer to oneself. (I)
k. The letter normally used to form regular
plurals.(S)
l. The beginning of Alice. (A)
m. The first letter in the piece of furniture with a
flat top supported by legs. (TABLE)
n. The second letter in the last meal of the day. /
DINNER)
o. This very same letter. (O)
p. The first letter in a prominent part of your
face. (NOSE)
48
TRANSCRIPT - LISTENING PHONE HELP
Both speakers have a British accent.
Interviewer: Why do you think an organisation like the
Samaritans is necessary?
Henry:
I think our society moves very quickly and
often doesnt find time for people who cant
cope with pressure. Its there for people who
are without support at a particularly stressful
time and for people who do have support and
friends, but their problem is something very
private that theyd rather discuss with
someone objective. The service offers
something which is always there, befriending
without questioning or criticism, and
completely confidential.
Interviewer: What kind of people call the Samaritans?
204
Henry:
Writing
Listening comprehension
What type of text is this?
What is this conversation / presentation /
announcement about?
How many people can you hear?
Can you identify the mood of the different speakers?
What do you think Character 1 looks like?
Who said the following sentences?
How did Character 1 react when Character 2 ?
How did the characters answer these questions?
What problem did Character 1 have to solve?
How did he / she solve it?
Which of these two words did you hear?
In what order are these _____ mentioned?
What questions was X asked?
How did X answer these questions?
How are these sentences different from what is said?
Which of these sentences did you hear?
Speaking
Interview your partner to find out about his / her
interests / preferences / habits / activities last
summer.
Talk to your partner about an interesting item of
news.
Talk to your partner about interesting /
frightening / unusual experiences you have had.
Talk to your partner about a book youve read / a
film youve seen and that you would definitely
(not) recommend.
205
206
VOCABULARY
Unit 1
Awful: (adj.) extremely bad or unpleasant.
Baggy: (adj.) fitting loosely, not tight.
Binge: (noun) an occasion when an activity is done
in an extreme way, especially eating, drinking or
spending money.
Challenge: (verb) to invite someone to compete or
take part, especially in a game, competition, or
argument.
Cherish: (verb) to love, protect and care for
someone / something that is important to you.
Clench: (verb) to close or hold something very
tightly, often in a determined or angry way.
Daring: (adj.) brave and taking risks.
Embarrassed: (adj.) shy, awkward, or ashamed,
especially in a social situation.
Encourage: (verb) to make someone more likely to
do something.
Fist: (noun) a hand with the fingers and thumb held
tightly in.
Forefinger: (noun) the finger next to the thumb.
Forehead: (noun) the part of the face above the
eyes and below the hair.
Grab: (verb) to take hold of something or someone
suddenly and roughly.
Increase: (verb) to (make something) become larger
in amount or size.
Lend: (verb) to give something to someone for a
short period of time, expecting it to be given back.
Mild: (adj.) not violent, severe, or extreme.
Mood: (noun) the way you feel at a particular time.
Rebound: (verb) to bounce back after hitting a hard
surface.
Shed: (noun) a small building, usually made of
wood, used for storing things.
Shy: (adj.) nervous and uncomfortable with other
people.
Signature: (noun) your name as you usually write it,
for example at the end of a letter.
Sleepover:(noun) a visit to another person's home
to spend the night.
Slip: (verb) to go into a worse state.
Stare: (verb) to look for a long time with the eyes
wide open, especially when surprised, frightened,
or thinking.
Stuff: (noun) (informal) used to refer to a substance
Unit 2
Achievement: (noun) something very good and
difficult that you have succeeded in doing.
Agreement: (noun) a decision or arrangement,
often formal and written, between two or more
groups or people.
Awkward: (adj.) difficult to use, do, or deal with
Brag: (verb) to speak too proudly about what you
have done or what you own.
Breathe: (verb) to move air into and out of the lungs.
Compelling: (adj.) if a reason, argument, etc. is
compelling, it makes you believe it or accept it
because it is so strong.
Disguise: (noun) something that someone wears
to hide their true appearance.
Equipment: (noun) the things that are needed for a
particular purpose or activity.
Hail: (noun) small hard balls of ice which fall from
the sky like rain.
Heat: (noun) the quality of being hot or warm.
Heed: (verb) to pay attention to something,
especially advice or a warning.
Journey: (noun) the act of travelling from one
place to another, especially in a vehicle.
Ladder: (noun) a piece of equipment used for
climbing up and down, which consists of two
vertical bars or pieces of rope joined to each other
by a set of horizontal steps.
Land: (noun) the surface of the Earth that is not
covered by water.
Layer: (noun) a level of material, such as a type of
rock or gas, which is different from the material
above or below it, or a thin sheet of a substance.
Moisture: (noun) a liquid such as water in the form
of very small drops, either in the air, in a substance,
or on a surface.
207
Unit 3
Bough: (noun) a large branch of a tree.
Bulk: (noun) in large amounts.
Christening: (noun) a Christian ceremony at which
a baby is given a name and made a member of the
Christian Church.
Conference: (noun) an event, sometimes lasting a
few days, at which there is a group of talks on a
particular subject, or a meeting in which especially
business matters are discussed formally.
208
Unit 4
Amazing: (adj.) extremely surprising.
Ash: (noun) the soft grey or black powder that is left
after a substance, especially coal or wood, has burnt.
Attend: (verb) to go to an event, place, etc.
Blast: (noun) a very enjoyable experience that is a
lot of fun.
Carve out: (verb) to successfully create or get
something, especially a work position, by working
for it
Complain: (verb) to say that something is wrong or
not satisfactory.
Howling: (adj) loud screaming (especially of an
animal or the wind.)
Unit 5
Affordable: (adj.) not expensive.
At leisure: (adv.) when you want to and when you
have time to.
Bargain: (noun) something on sale at a lower price
than its true value.
Behaviour: (noun) the way a person, an animal, a
plant, a chemical acts in a particular situation.
Blame: (verb) (I dont / cant blame you) said in
order to tell someone that you understand why
they are doing something and that you agree with
their reason for doing it.
Branch: (noun) one of the offices or groups that
form part of a large business organisation.
Cope: (verb) to deal successfully with a difficult
situation.
209
GLOSSARY
Adjective: (n.) a word that describes a noun
or pronoun
210
211
THEMATIC BIBLIOGRAPHY
Units 1 & 2 - Students world
Reading
Fadem, T. (2008). The Art of Asking: Ask Better
Questions, Get Better Answers. (1st ed.). Upper
Saddle River, NJ. USA: FT Press.
Glasser, W. (2003). For Parents and Teenagers
Dissolving the Barrier Between You and Your Teen.
(Paperback ed.). New York, NY, USA:
HarperCollins Publishers Inc.
Gross, J. (2008). The New Oxford Book of Literary
Anecdotes Oxford Books of Prose & Verse. New
York, NY, USA: Oxford University Press Inc.
Shapiro, B. (2007). Other Peoples Love Letters; 150
Letters You Were Never Meant to See. New York,
NY, USA: Clarkson Potter.
Wittington, J. (2010). Disaster! A history of
earthworks, floods, plagues and other catastrophes.
New York, NY, USA: Skyhorse Publishing.
Listening
Heaton, J. B. (1990). Longman Preliminary
English Skills - Longman for the Cambridge
Exams. (Teachers Guide). Harlow, Essex, UK:
Longman.
Way, N. (1998). Everyday Courage: The Lives and
Stories of Urban Teenagers Qualitative Studies in
Psychology (1st ed.), New York, NY, USA: NYU Press
Writing
Bly, R. (2003). Websters New World Letter Writing
Handbook. (1st ed.). Indianapolis, IN, USA: Wiley
Publishing, Inc.
Parker, S. (2002). What Shall I Write? Personal
Letters for All Occasions. Concord, MA, USA:
Infinity Publishing.
Russell McDonald, C. and McDonald, L. R.
(editors). (2002). Teaching Writing Landmarks
and Horizons. (1st ed.). Carbondale, lL., USA:
Southern Illinois University Press.
212
Listening
Reading
213
214
BIBLIOGRAPHY
Atwell, N. (1998). In the Middle: New Understanding
about Writing, Reading, and Learning - Workshop
Series. (2nd ed.). Portsmouth, NH, USA: Boynton /
Cook.
Burke, J. (2003). Reading Reminders - Tools, Tips,
and Techniques. (1st ed.). Portsmouth, NH, USA:
Boynton / Cook.
Claire, E. and Haynes, J. (1994). Classroom
Teachers ESL Survival Kit. White Plains, NY, USA:
Pearson ESL.
Hadfield, J. and Hadfield, C. (2002). Simple
Listening Activities. (Oxford Basics series). New
York, NY, USA: Oxford University Press.
Hadfield, J. and Hadfield, C. (2001). Simple Writing
Activities (1st ed.). (Oxford Basics series). New York,
NY, USA: Oxford University Press.
Hadfield, J. (2000). Communication Games
Intermediate. (1st ed.). Upper Saddle River, NJ, USA:
Pearson P TR.
Hancock, M. (1996). Pronunciation Games.
Cambridge, UK: Cambridge University Press.
Hewitt, I. E. (1998). Edutainment: How to Teach
Language with Fun & Games. (Bk & CD ed.).
Subiaco, WA, Australia: Language Direct.
Klippel, F. (1984). Keep Talking: Communicative
Fluency Activities for Language Teaching.
(Cambridge Handbooks for Language Teachers).
Cambridge, UK: Cambridge University Press.
Peregoy, S. et al. (2005). Reading, Writing and
Learning in ESL - A Resource Book for K-12 Teachers.
(3rd ed.). White Plains, NY, USA: Pearson Education.
Richards, J. (2004). Interchange Class Audio. (3rd
ed.). Cambridge, UK: Cambridge University Press.
Spratt, M. et al. (2005). The TKT Course (Students
Book). Cambridge, UK: Cambridge University
Press.
Turkenik, C. (1998). Choices - Writing Projects for
Students of ESL. New York, NY, USA: Cambridge
University Press.
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