global english 3º medio guia docente

GUÍA DIDÁCTICA DEL DOCENTE

Jolanta Polk ReyesTeaching English as a Foreign Language, Dublin, Ireland.Teacher training, translation and English literature, University of Silesia, Poland.

INTRO_TB_ING3M_(001-39).indd 1 27-11-12 14:13

© 2013 Ediciones Cal y Canto®Global English 3 Guía Didáctica del Docente ISBN: 978 956 339 073 5

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

Original illustrations Ediciones Cal y Canto®Design Ediciones Cal y Canto®General Manager Jorge Muñoz RauSenior Editor Alicia Manonellas BalladaresEnglish Editor Gloria Caro OpazoAssistant Editor Lina Alvarado JantusDesign María Jesús Moreno GuldmanCover design María Jesús Moreno GuldmanLayout Cristina Sepúlveda Aravena Marcela Silva PedrerosProofreading Nicholas GunnIllustrations Venus Astudillo VeraGeneral Production Cecilia Muñoz RauProduction Assistant Lorena Briceño GonzálezRecording Producer Rodrigo González DíazRecording Engineer Ignacio Arriagada MaiaPhotos Banco de Fotos Ediciones Cal y Canto

Printed in Chile


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Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6The Student’s Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Book Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Learning Progress Maps as Support Material for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 The Internet in the Language Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 The Teacher’s Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Classroom Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Suggested Year Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

UNIT 1: ADVICE AND SUPPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

UNIT 2: TWO OF THE ELEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

UNIT 3: PROFESSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

UNIT 4: BEING ACTIVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

UNIT 5: AT WORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194Test question bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212Thematic bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

CONTENTS


4 PLAN Of ThE bOOk

PLAN Of ThE STUDENT’S bOOk

UNIT 3

PROfESSIONS 52

UNIT 2

TWO Of ThE ELEMENTS 28

UNIT 1

ADVICE AND SUPPORT 6

GETTING INTO THE UNIT ............ 7 GETTING READY

FOR THE UNIT ................................ 8 LESSON 1

Reading Letters to Aunt Anne

(personal letters) .............................10 Language Note Linking words ..................................13 Application Task – Writing A letter of advice..............................15

LESSON 2 Listening Embarrassing Moments

(TV interview) .................................16 Language Note The First Conditional .......................18 Application Task – Speaking A role play describing

own experiences .............................19 CONSOLIDATION

ACTIVITIES ....................................20 JUST FOR FUN ..............................22 CHILEAN CONNECTION .............23 TEST YOUR KNOWLEDGE ..........24 FINAL REFLECTION ...................26 SELF-EVALUATION .....................27

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

GETTING INTO THE UNIT .........53 GETTING READY

FOR THE UNIT .............................54 LESSON 1

Reading Preparing a CV

(article, tips, model CV) ................ 56 Language Note Recommendations

and suggestions .............................61 Application Task – Writing Own CV ...........................................62

LESSON 2 Listening Advertising for jobs

(advertisement) ..............................64 Language Note Had better versus should ................66 Application Task – Speaking Role play of a job interview ...........67

CONSOLIDATION ACTIVITIES ....................................68

JUST FOR FUN ..............................70 CHILEAN CONNECTION ..............71 TEST YOUR

KNOWLEDGE ................................72 FINAL REFLECTION .....................74 SELF-EVALUATION ......................75


5PLAN Of ThE bOOk

UNIT 4

bEING ACTIVE 76 WORkbOOk

Unit 1 . . . . . . . . . . . . . . . . . . . . 139

Unit 2 . . . . . . . . . . . . . . . . . . . . 143

Unit 3 . . . . . . . . . . . . . . . . . . . . 146

Unit 4 . . . . . . . . . . . . . . . . . . . . 149

Unit 5 . . . . . . . . . . . . . . . . . . . . 152

GETTING INTO THE UNIT ......... 77

GETTING READY FOR THE UNIT ............................ 78

LESSON 1 Reading Flying (article) ............................... 80

Language Note

Prepositional phrases .................... 84

Application Task – Writing

An itinerary for a two-day trip ...... 87

LESSON 2 Listening A competition

(radio programme) ........................ 88

Language Note

Adverbial phrases ........................... 91

Application Task – Speaking

Role play of a quiz show ................ 93

CONSOLIDATION ACTIVITIES ................................... 94

JUST FOR FUN ............................. 96

CHILEAN CONNECTION ............. 97

TEST YOUR KNOWLEDGE ............................... 98

FINAL REFLECTION .................100

SELF-EVALUATION ..................101

SYNTHESIS TEST UNITS 1 – 4 ...............................102

UNIT 5

AT WORk 106

GETTING INTO THE UNIT ........107 GETTING READY

FOR THE UNIT ........................ 108 LESSON 1

Reading Volunteering (website, e-mail, magazine article, forms) .............110 Language Note The Present Perfect Continuous ..................................115 Application Task – Writing A composition .............................117

LESSON 2 Listening Applying for a job(interview) .........118 Language Note The Present Perfect Continuous with for/since .......... 121 Application Task – Speaking Introduce yourself at an interview ............................123

CONSOLIDATION ACTIVITIES ................................126

JUST FOR FUN ..........................128 CHILEAN CONNECTION ..........129 TEST YOUR

KNOWLEDGE ............................130 FINAL REFLECTION ................132 SELF-EVALUATION ..................133 SYNTHESIS TEST

UNITS 1 – 5 ..............................134

fINAL PAGES

BIBLIOGRAPHY FOR THE STUDENT .........................138

WEBSITES FOR THE STUDENT .........................138

SUGGESTIONS FOR EXTRA READING ....................139

MATERIAL USED IN THE PREPARATION OF GLOBAL ENGLISH ..................................140

ANSWERS STUDENT’S BOOK .................157

ANSWERS WORKBOOK ...........................170

THEMATIC INDEX ...................172


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Global English has been developed taking into account the patterns and activities most relevant to the effective learning processes suitable for 11th grade students.

What was most taken into consideration was how to keep students’ interest in the contents of the book, i.e. subjects and themes of special relevance and attraction to young people of this age group.

Youngsters are often criticised for their apparent lack of interest in contingent issues. We firmly disagree with this idea. It is true that they show certain disenchantment with some aspects of the globalised world, but time and time again the younger generation has shown that they are interested in what goes on around them. That is why the units in the book have been developed around key issues that interest our students.

To quote M.B. Tinzmann, B.F. Jones, T.F. Fennimore, J. Bakker, C. Fine, and J. Pierce, 1990:

“It is primarily through dialogue and examining different perspectives that students become knowledgeable, strategic, self-determined, and empathetic. Moreover, involving students in real-world tasks and linking new information to prior knowledge requires effective communication and collaboration among teachers, students, parents, and other actors in the educational process.

Indeed, it is through dialogue and interaction that curriculum objectives come alive. Collaborative learning offers students enormous advantages not available in more traditional forms of teaching because a group - whether it be the whole class or a learning group within the class – can accomplish meaningful learning and solve problems better than any individual can alone.”

The majority of the listening and reading texts have been taken from authentic sources. Where this was not possible, they were specially written trying to make them as real as possible.

All our cartoons are original and the result of many hours of thinking, the extra sections have been included to provide additional information in different forms, and both the book as a whole and each individual page have been carefully designed to contribute to the establishment of a pleasant learning environment.

Finally, the purpose of the book, apart from providing learning contents, is to offer fun and diversion in the sometimes dry and arduous knowledge acquisition process.

We hope that both students and teachers will enjoy Global English and use it to its maximum extent.

INTRODUCTION

A message from the author

The Author

INTRODUCTION


7ThE STUDENT’S bOOk

Global English consists of five units.Unit 1: Advice and SupportUnit 2: Two of the ElementsUnit 3: ProfessionsUnit 4: Being ActiveUnit 5: At Work

Each unit has been divided into two lessons of gradually increasing complexity and level of difficulty, both of them with Before, While and After reading or listening activities . Each unit contains the following sections:

IntroductionThere is an attractive, motivating photo that illustrates the main topic of the unit and accompanies the learning objectives of the unit, presented on the same page .

Getting into the unitShort activities that have a double purpose: to motivate and create interest, and to evaluate how much students already know about the topic(s) to be covered .

Getting ready for the unitThis section identifies and practises language and skills that the students will need to have mastered in order to move on to the new contents of the unit .

ReadingWhen students have a purpose for reading, they can adopt different reading strategies to suit different types of texts and different reasons for reading . For example, students may need to skim one type of text to identify the main points it covers, but scan another text to locate specific information .

The Before you Read activities motivate students to read and encourage them to predict and anticipate information . They are essential for reading skills development . Making predictions is a core strategy for reading comprehension; proficient readers constantly attempt to ‘read ahead’ of an author, picking up clues and predicting what might unfold .

Predictions are a category of inference: when we predict, we are going beyond what is explicitly stated to anticipate what, where, why, how, who

and if . Developing students’ abilities to make reasonable predictions helps to sharpen their inferential thinking . Make sure that you tell students that their various predictions, though thoughtful and well-founded, may still turn out to be incorrect .

The Reading tasks focus students’ attention, show them how to look for specific information, locate clues, and separate essential from non-essential information, and teach them that it is not necessary to know and understand every single word in the text to accomplish the tasks and get the required results .

The After you Read tasks connect the text with the students’ own reality, give practice on specific grammar points extracted from the reading texts, and provide opportunities for oral and written expression .

ListeningThe tasks to develop listening skills in Global English help students to learn strategies that will improve their understanding of spoken messages .

The same as for the development of the reading skills, its methodology adopts a three-phase approach with Before, While and After listening tasks, to provide a setting, motivation and linguistic preparation, as well as activate previous knowledge, focus students’ attention on specific tasks and reduce anxiety produced by unknown messages .

Writing and speakingThe development of these two skills is carefully guided and always based on the content of a text, making use of a variety of activities and strategies .

In each Reading lesson there is a section called APPLICATION TASK - WRITING, in which students are asked to develop a written text imitating what they have read in the lesson and following clear steps and instructions .

In the Listening lessons, there is an APPLICATION TASK - SPEAKING, where students participate in a speaking activity imitating models and following clear instructions .

THE STUDENT’S BOOK


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Additionally, there are JUST FOR FUN activities to stimulate students’ development and self-study skills . An important component of this section is the CHILEAN CONNECTION, which explicitly relates the topic of the unit to the Chilean context . This part of the book is ‘owned’ by the students and the role of the teacher is simply to guide and answer questions, but not to intervene, reward, or punish for exercises either done or not completed .

The four following parts of the book respond to Bloom’s Taxonomy of Cognitive Domain . Namely, there is no complete learning process without consolidation, (CONSOLIDATION ACTIVITIES), testing (TEST YOUR KNOWLEDGE), and self-evaluation activities (FINAL REFLECTION and SELF-EVALUATION) .

American v/s British EnglishSpecial boxes will show students the differences between American and British English, both in writing and in pronunciation . Students are frequently confused with the different spelling or pronunciation and the idea of this explanation is to show them that both ways are perfectly acceptable . Make it clear to students that they can use either way (spelling and pronunciation), but that they must stick to one way only throughout their oral or written production .

Did you know that …?The aim of this section is to provide interesting bits of information on the main topic of the lesson and motivate students to find more similar details on their own .

Internet resourcesGlobal English makes use of information technology by suggesting Websites to access resources when the students need to gather information on various topics or prepare for a presentation . They provide a good opportunity for independent work .

Throughout the book, students and teachers will find website-based resources to expand their knowledge of specific subjects . Exploitation of these resources is important, as self-study is part of many school improvement approaches .

Moreover, when students realise their additional efforts are seen and recognised, they usually become more committed to – and interested in - improving their work .

Language noteThis section encourages students to identify characteristics of a grammar point that has appeared in the reading or listening texts, provides more examples, and helps students to deduce some general rules .

Learning tipThis 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 .

Consolidation activitiesThey 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 .

Formal evaluation - Test your knowledgeThis part of the book provides the teacher with the necessary elements to formally evaluate the students’ learning process . There is a strong need not only for the adequate marking of students’ acquired knowledge, but, most importantly, for determining the shortfalls and stumbling blocks on the road to consolidated knowledge .

Therefore, the teacher should not consider this part as exclusively the rewarding / punishing tool for acquired / not acquired knowledge, but rather as the basis for establishing remedial and reinforcement procedures and techniques .

Synthesis evaluationThere are three synthesis tests in Global English: Units 1 & 2, after Unit 2; Units 1 to 4, after Unit 4; and Units 1 to 5, after Unit 5 . They have the same format as the tests at the end of each unit, but cover all the contents in the previous units .

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Self-evaluationBy getting involved in their evaluation, learners come face to face with their learning problems and consciously try to tackle them . Self-evaluation requires students to be more aware of the changes they are experiencing, motivates them to form a realistic and honest perception of their own work, and to try to take responsible steps to solve their problems . Self-evaluation enables students to become independent learners as well as independent thinkers .

There are three formal instances of self-evaluation in Global English .

• Quick self-check . In every lesson, there is a short testing activity which students must carry out within a time limit and for which they must assign themselves points . The teacher is strongly advised to encourage students to analyse their performance, identify strengths and weaknesses, and consider steps to improve .

• Final reflection . At the end of the unit, students are invited to think about their performance while doing the different activities . Tips are offered in

order to help them to improve and solve problems before moving on to the next unit .

• Self-evaluation . There is a final self-evaluation section at the end of each unit, divided into two parts . The first part helps students to assign themselves marks in the final test of the unit (TEST YOUR KNOWLEDGE) . The second part provides the students with statements that help them to decide how much they have learnt, putting them in a position to make an assessment of their whole work .

WorkbookAt the end of the units, there is a Workbook, which provides additional activities to engage students in further practice of the Student’s Book material . It follows and reflects the Student’s Book organisation and offers exercises that can be done in class or assigned as homework .

Each Workbook unit practises and consolidates reading and listening skills, grammar, and vocabulary . The listening activities are shown by the audio icon, and their transcripts are included in the Answers to Workbook Activities section, at the end of this book .

ThE STUDENT’S bOOk


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Task-based learningGlobal 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 workStudents work in teams that share what they have learnt to explore real-world problems and create presentations . This approach has many benefits for the students, including:• deeper knowledge of subject matter;• increased self-direction and motivation;• improved research and problem-solving skills.

Additionally, it gives the teacher the grounds for evaluating what students have learnt and how they apply that knowledge to real-life situations, and an excellent opportunity to observe these components of group / team dynamics:• the ‘natural forces’ at play – who is the leader,

who lags behind, who needs encouragement or ‘pulling back’;

• real group / team behaviour (cooperation, respect, support, encouragement, responsibility);

• need for interventions to make the effect of those dynamics more positive .

Working in groups develops several very important skills, including collaboration, error correction, and respect for other people’s opinions . In addition to completing the task at hand, you could ask students to evaluate how well they worked as a group after each group exercise using this simple instrument:

• Our Effectiveness as a GroupEvaluation 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 . ______

(Based on: Stopper, R. (2004). Small-Group Discussion, pp. 299-303. Bloomington, IN: Xlibris)

Learner trainingThis concept has to do with developing students’ awareness of how they learn and how they develop their learning strategies so that they become more effective and independent learners .

Teachers should constantly encourage students to analyse their learning process, making them think about their learning, what problems they have, and how they could improve their performance so that they can take the appropriate steps to optimise their learning .

Mixed abilityGlobal English caters for mixed-ability classes in a variety of ways . The teacher needs to develop techniques which allow students of all levels to benefit from the lesson . Individual feedback is advisable in any class, but in a mixed-ability class, this attention to detail can increase student satisfaction .

The teacher should always try to make some mental - if not written - notes about each student in such classes . As the course progresses and opportunities arise, the teacher should congratulate individual students on their improvements and make tactful suggestions on areas to work on . A few sentences during general monitoring are better than nothing . These details show that the teacher is aware of the individual needs of the students .

BOOK METHODOlOgy

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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 stylesResearch 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 need to see things in the class, for

example, wall displays, posters, realia, flash cards, graphic organisers, etc .

• Auditory learners learn better by listening to audio recordings, DVDs and songs . They like working in pairs and small groups .

• Kinesthetic learners learn through physical activities, competitions, board games, role plays, etc .

• Tactile learners like board and card games, demonstrations, projects, role plays, etc . While listening / reading activities are motivating for them . For example, they enjoy filling in a table while listening to a talk, or labelling a diagram while reading .

Global English has considered these important facts and it offers different kinds of activities to suit the variety of students’ needs in a class .

DiscussionsAny pair or group discussion is aimed at stimulating free expression among students . Avoid interrupting or correcting at that very same moment, as it inhibits their free expression .

When correcting, avoid words such as wrong, incorrect, or bad . Instead, use expressions such as How about…? Why don’t you …?

GamesA teacher should bear in mind that games are important when teaching a foreign language because they are motivating and help students to sustain the effort of learning . However, games are

the means and not the end - they are simply a way of making learning more entertaining, so never treat games as time-fillers or as something students should do when you are stuck for ideas . Each game should have a purpose, with teacher supervision and, sometimes, prior preparation .

VocabularyThe 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 . There should be systematic use of a vocabulary column on one side of the board in which any words or phrases that crop up during the lesson can be recorded . At the end of the class, students can copy these, with an example, picture, or translation in a special section of their notebooks .

When especially difficult words appear in a text or in an activity, their meaning is given in a glossary section at the bottom of the page . All these words are presented together in the Glossary section at the end of this book .

GrammarGlobal English deals with grammar with the purpose of making it more meaningful and useful for students . Structures that are essential for the understanding of oral or written texts are presented and practised in a very controlled way, in the After reading or After listening sections of the lessons . The learning of the structures is not an aim in itself, but it is important for the reading or listening comprehension task(s) .

In order to activate students’ language awareness, the course highlights some morpho-syntactic elements, such as cognates, false cognates, synonyms, antonyms, etc .

CognatesCognates are words in different languages related to the same root, for example, education in English and educación in Spanish .

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The different lessons in Global English provide students with questions that help them to notice and recognise cognates . The teacher should encourage students to find the cognates whenever they face a new text .

False cognatesStudents might get confused because there are several words in Spanish that are similar in English, but have a different meaning . Here are a few examples of false cognates:• actually = en realidad, not actualmente (at present,

currently);• approve = aprobar = agree with something, not

aprobar un examen (pass an exam);• embarrassed = avergonzado/a, not embarazada

(pregnant);• familiar = estar familiarizado con, not familiar

(relative);• lecture = conferencia = a talk about a topic, not

lectura (reading);• library = biblioteca, not librería (bookstore);• parents = padres, father and mother, not parientes

(relatives);• politics = la política, not los políticos (politicians);• realise = darse cuenta, not realizar (carry out, fulfill);• try = tratar de hacer algo, not tratarse de (be

about) or tratar con (deal with)

CollocationsWhen words are used together regularly, rules are formed about their use not for grammatical reasons, but because of the association . Black and white appear in that order because of collocation; they are always in that order and to put them the other way around seems wrong .

Some common collocations in English are:• verb + noun: throw a party / accept responsibility;• adjective + noun: square meal / grim determination;• verb + adjective + noun: take vigorous exercise /

make steady progress;• adverb + verb: strongly suggest / barely see;• adverb + adjective: utterly amazed / completely

useless;

• adverb + adjective + noun: totally unacceptable behaviour;

• adjective + preposition: guilty of / blamed for / happy about;

• noun + noun: pay packet / window frame .

Prefixes and suffixesA word can consist of three parts: the root, a prefix, and a suffix .

The root is the part of the word that contains the basic meaning, or definition of the word .

A prefix is a word element placed in front of the root, which changes the word’s meaning or makes a new word .

A suffix is a word element placed after the root, which changes the word’s meaning as well as its function .

Common PrefixesPrefix Meaning Examplebi- two bicyclede- not decaffeinateddis- not dishonestim- not impossiblemis- not misunderstandpre- before previewre- again reactivateun- not untidy

Common SuffixesSuffix Meaning Example-able able imaginable-er doer teacher-ful full of wonderful-ly or -y like heavenly-ment state of agreement-ness state of being happiness-ous full of joyous

bOOk METhODOLOGy


13LEARNING PROGRESS MAPS AS SUPPORT MATERIAL fOR TEAChING

What we have in common makes us human. Our differences make us individuals. In a classroom where there is very little or no differentiated teaching, only the similarities among students seem to be the focus of attention. In a differentiated class, the common areas are acknowledged and exploited, and the differences among students also become important elements in the teaching – learning process.

Carol Ann Tomlinson12

The Chilean Ministry of Education has presented the community with a new curricular tool, the Learning Progress Maps . It is possible that the teachers may have a lot of information about them, from different and probably more complete sources than those provided here .

13 . This brief and concise document does not intend to be exhaustive nor replace any of those sources . It only intends to present the Maps in a particularly specific context, that of a very specific training in evaluation for learning, as it is in that area that they can be very useful in the different steps of that training .

This is a brief introduction to the Maps that considers the inclusion principle that guides them, the way in which they are presented, an example, and some details to understand their pedagogical and evaluative usefulness . Rather than theoretical or conceptual details, special importance is given to the elements that facilitate their use by teachers .

IntroductionThe Learning Progress Maps have been developed to show teachers, students, and parents the way in which learning progresses throughout school life, and especially the expected direction for each of the areas of the curriculum . They are neither a new curriculum nor a curricular alternative; they are based on the existing Curricular Framework . Their objective is to describe the types of learning promoted by the Fundamental Objectives and the Obligatory Minimum Contents, and to indicate the characteristics of their development from 5th Year of Primary Education to 4th Year of Secondary

Education . The Maps can be used in day to day classroom work to establish the students’ position, their differences, and their learning needs . Once this reflection and awareness task is done, it is possible to design a variety of teaching strategies to cater for the students’ needs .

Learning progression and diversityChildren’s learning – as shown every day in the teaching process - shows progressive development as they move up from one level to the next . Older students generally know more about a subject and show more complex cognitive abilities than younger students; when comparing abilities and knowledge of a student in 4th Year of Secondary Education with those of a student in 1st Year of Primary Education, it can easily be noticed that the former is much more competent than the latter in all the learning areas . Between these two students, who represent the extreme levels of achievement during the school cycle, it is possible to distinguish several intermediate stages .

On the other hand, children in a particular level make use of different abilities to understand the same topic, and have different ways to explain what they understand . There is progression not only from one level to the next; it is normal that, in the same class, students are at different levels and show different degrees of understanding and achievement of the required abilities .

However, not all students progress in the expected direction . Inadequate attention to differences can produce delay in students’ learning . This delay, in turn, has a cumulative effect; it tends to increase in the upper levels and, when this happens, its effects are more difficult to revert . Therefore, it is important to clearly understand the state of students’ learning .

The Learning Progress Maps are a support instrument to diagnose achievement and differences among students to help them to move on in their school work according to the expected outcomes promoted by the national curriculum; they offer common criteria and language to observe learning .

lEARNINg PROgRESS MAPS AS SUPPORT MATERIAl FOR TEACHINg11

Please note that this document has been translated directly from the document prepared by the Unidad de Currículum y Evaluación of the Ministry of Education; the superscript references have been kept the same as in the original document. 11 Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007. 12 Tomlinson, C. A. (2005). Estrategias para Trabajar con la Diversidad en el Aula. Madrid: Editorial Paidós. 13 The full Maps are published in the website of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.


14 LEARNING PROGRESS MAPS AS SUPPORT MATERIAL fOR TEAChING

Evaluation for learning in practiceIt is important to distinguish Evaluation for Learning as a particular model that is different from the traditional interpretations of evaluation . Here is a summary of its main characteristics .In this conception, evaluation:• is considered an intrinsic part of teaching and

learning;• requires that teachers share with their students

the learning achievements expected from them;• helps students to know and identify the standards

they must reach;• involves students in their own evaluation;• provides feedback that tells students what they have

to do, step by step, to improve their performance;• assumes that every student can improve his / her

performance;• involves both teachers and students in the

analysis and reflection on the data provided by the evaluation .

This model contrasts with the type of evaluation that, in practice, means adding evaluation procedures or tests at the end of the programmed units of work . These procedures or tests are separable and independent from the teaching of the unit . The feedback is a mark the students receive . Although, according to this model, evaluation is a teachers’ issue (the State, for example, does not get involved), it tends to have a summative rather than formative objective .

However, the term formative can have several interpretations: very often it only means that evaluation is frequent in a period of time and has been planned together with the teaching . In this sense, formative evaluation does not necessarily consider all the features identified as characteristic of Evaluation for Learning . Evaluation can be formative because it helps the teacher to identify areas where more explanation or training are needed . From the point of view of the students, although their final mark and the comments written on the margins of their work may signal their weak and strong points, they do not give them clues as to how to progress towards the achievement of more and better learning .

The concept of learning underlying this model is another distinctive feature . Today’s approach to learning suggests that it is students themselves who are responsible for their own learning (nobody can learn for them) . Consequently, Evaluation for Learning must necessarily involve students in the evaluation process so as to provide information on their performance and guide their efforts to improve . An important part of this information is the feedback the teacher gives students, but another part must be the result of the direct participation of students in this process through self-evaluation . In the context of promoting lifetime learning, it is more and more important to develop in students the capacity to know how much they have learnt and the ability to guide and manage their own learning .

So, what actually happens in the classroom when evaluation is used to improve learning?

To begin with the more obvious aspects, teachers are involved in the collection of information about their students’ learning and must motivate them to revise their work critically and constructively .

The methods to obtain information about the learning are well known . These are the most frequently used .• To observe students and listen to them when they

reason and describe their work .• To ask students open questions, inviting them to

explore their ideas and reasoning .• To propose ideas that require students to use

certain abilities or to apply ideas .• To ask students to communicate their ideas not

only in writing, but also through drawings, artifacts, actions, dramatisations, and concept maps .

• To discuss key words and analyse how they must be used .

Of course, teachers can collect this information through the methods identified above, and then use it to improve learning . The use of this information requires that teachers and students make decisions and act; they must decide on the next steps in the


15LEARNING PROGRESS MAPS AS SUPPORT MATERIAL fOR TEAChING

learning process and help students to get started . It is of the utmost importance to remember that it is students who must do the work; consequently, by being more involved in the process, students will better understand how to extend and improvetheir learning . A plan that involves students in the judgement of their own work – instead of being passive to face their teachers’ judgement – has higher probabilities of raising learning and achievement standards .

This is a different conception of feedback . The food the teacher offers is a reflection of the objective to reach, of the standard or goal towards which the student must aim at, and which, in this way, constitutes a point of comparison for his / her work . The role of the teacher – and what constitutes the core of teaching – is to provide students with the skills and strategies required to take the steps they need to improve their own learning .

Key principles of evaluation for learningEvaluation is a process that allows the collection of evidence of the learning achieved by students at a given moment . The object of the evaluation is the work produced by the student, never the student .

• The key dimensions of learning, from the point of view of the learning area and the learning level of students, constitute the criteria used for the evaluation of learning .

• The criteria must be shared with students so that they know and understand them, and can then direct their work accordingly .

• Self-evaluation and peer-evaluation must be done using pre-established criteria . If this does not happen, their validity will be questionable because different individuals naturally evaluate according to their own personal criteria .

• It must be remembered that evaluation necessarily involves value judgements . This

happens when a teacher assigns a numerical grading to a student’s test, and also when concepts are used, for example, poor or excellent to indicate a student’s level of achievement at a certain moment .

• The teacher must take responsibility for the evaluation instruments he / she develops and uses with students; this means that he / she must make sure that they really let him / her collect information about the learning outcomes defined in the pre-established evaluation criteria .

What Learning Progress Maps are and what they are not

What Learning Progress Maps areThey are materials for each area of the curriculum that describe the usual road followed by students in their learning. They assume that progress is the result of maturity and exposure to learning opportunities in specific stages of school life.They express knowledge and abilities, that is to say, the competences that students typically reach at certain moments of their school life.They indicate what is valued as learning goals and the sequence in which they are achieved; they provide a framework to monitor progress and communicate results.They are presented as concrete descriptions of learning and offer examples of possible achievements in each level.They provide a guiding framework for teaching; they let users elaborate evaluation tasks that will indicate the level of each student, and organise teaching strategies accordingly.

What Learning Progress Maps are notThey do not state that learning is linear (a sum of specific learnings), nor do they propose an exact description of the learning progress that all students experience.

They are not a statement of all the knowledge and abilities students can achieve in a specific level.They are not a new curriculum and they do not assume that all students in the same class should be at the same level of learning.

They are not checklists for test correction. They are not instruments to grade students and they do not support a specific teaching model to achieve learning.


16

How many LPMs have been prepared?Each area of the curriculum has sub-divisions that represent topics or abilities that must be developed during school life . A Map has been designed for each of them .

EnglishOur country’s active participation in different areas of international life, together with the changes produced by globalisation, make the learning of English essential to successfully face the demands of society in the 21st century .

Learning English is a challenging and attractive activity at any age, but particularly for young people who see it as a tool to access information and technology and as a means of communication with other realities and cultures . Learning English, or any other foreign language, contributes to the understanding of the mother tongue and, at the same time, it widens the opportunities to access information in other areas of study .

Presentation of the mapsThe Maps are organised in seven levels that cover students’ learning life from 1st Year of Primary Education to 4th Year of Secondary Education . Each level describes the expected learning outcome for two school years . For example, Level 1 corresponds approximately to 1st and 2nd Year of Primary Education, Level 2 to the next two years, and so on . The last level (7) describes a student whose outcome when finishing school is ‘outstanding’ .

All this information and the complete maps can be found on the website of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.

Relevant aspects of the reading mapIn concordance with the curricular emphasis aimed at the development of the abilities and the use of language with the purpose of acquiring information and gaining access to other cultures and technological advances, grammar is not the focus of attention of the Reading Map . Its role as facilitator of understanding and communication is acknowledged, but the role of grammar will become more evident in the Writing Map .

The Reading Map emphasises the importance of working with authentic texts as early as possible; their degree of complexity increases as students move from one level to the next . By the end of their secondary school education, students should be able to read authentic texts of intermediate complexity, which implies beginning their learning using simple authentic texts .

The Reading Map accepts the use of the mother tongue as a resource to monitor learning when the situation requires that students show evidence of comprehension and interpretation rather than oral production . It is a well-known fact that students of a foreign language can understand much more than they can express orally or in writing . For this reason, the answers to the tasks presented as examples in the Map are in Spanish . This does not mean that students are not allowed to express comprehension in English or that there is an intention to work these abilities separately .

In the following pages, you will find an excerpt of the Reading Progress Map . It begins with a brief presentation of all the levels . Then, each level is presented in detail, with its description and some examples of performance that illustrate how that level of learning can be recognised .

Reading Progress MapThe aim of the English curriculum is to get students to use and apply the language in different tasks that imply they can understand oral and written texts, and solve simple communicative situations orally or in writing . From this point of view, four English Learning Maps have been designed, around the following linguistic abilities:• Reading• Listening• Written Expression• Oral Expression

The Maps of English have been designed using the international standards of the Common European Framework (CEF) for teaching, learning, and evaluating languages, and those of the Association of Language Testers of Europe (ALTE) . CEF A2 and ALTE 1 describe the expected learning achieved

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL fOR TEAChING


17

by the majority of students by the end of their 8th Year of Primary Education; CEF B1 and ALTE 2 are associated to Level 6, which describes the expected learning achieved by the majority of students by the end of their 4th Year of Secondary Education .

To describe progress in reading comprehension, the Reading Map is organised around two dimensions .

a. Text-types. In this dimension, the progression is given by the complexity of the topics students read about and the complexity of the language used in the texts . There is progression from concrete to abstract topics, and from language expressed in simple sentences to language expressed in compound sentences of intermediate complexity .

b. Reading abilities. This dimension includes students’ capacity to extract specific information, to infer information, and to show global comprehension of what they have read . The Map describes how these reading abilities become more complex from one level to the next, while the texts they read also get more complex .

In the light of these dimensions, the Map describes a student’s reading comprehension progress, from the ability to identify some highlighted information, to make simple inferences, and to state the main topic of a very short, simple text (in Level 3), to end up being able to reach higher levels of inference and a deeper understanding of linguistically and conceptually more complex texts (in Level 6) .

Reading Progress Map

Level 7 (Outstanding)

Level 6

Level 5

Level 4

Level 3

Initial level

Level 6

Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related to personal interest topics.Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, and attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium-complexity structural patterns and are related to well-known or personal interest topics.Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and identifies main ideas, stating supporting data. Understands texts that include simple and medium-complexity structural patterns, and are related to well-known or personal interest topics.Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences, and are related to concrete topics of his / her immediate environment.Identifies words and short sentences in very short texts that include plenty of visual support, use simple short sentences, and are related to concrete topics of his / her immediate environment.In our teaching proposal for 3rd and 4th Year of Secondary Education, evaluation is conceived from the following level:Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, and attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium-complexity structural patterns and are related to well-known or personal interest topics.

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL fOR TEAChING


18

How can one recognise this level of learning? Examples of performance .

When a student has reached this level, he / she can do the following activities:• compare information to identify relevant data in

the text;• identify in the text words or sentences that

reflect an opinion or an attitude;• identify and organise the main ideas to state the

main meaning;• contrast information from the text to identify

opinions and messages that are not obvious;• identify words and expressions that provide

coherence to the text;• identify words that can have different meanings

according to the context (polisemia);• identify a variety of terms for the same concept.

Example: big, huge, enormous .

Written Expression Progress MapThe Written Expression Progress Maps describe the development of skills and knowledge students display when they write in English . This activity is understood as students’ competence to solve, in writing, simple communicative situations which are personally relevant and have clearly defined purposes .

According to the curricular framework, writing in English is a process that begins in 5th Year of Primary Education, when students have already developed this competence in their mother tongue . Therefore, in this process of expressing themselves in English in writing, students transfer to this new domain what they learnt during their literacy process in Spanish . Writing in another language is a complex and slow progressive construction process that is developed along an extended period of time . In this Map, the progress of this competence is described considering two dimensions: the types of texts students can write and the mastery of the foreign language students display when writing texts .

a. Types of texts. It refers to students’ capacity to write a variety of texts of increasing complexity in terms of topic and purpose . The topics grow from very concrete and close in the lower levels to less concrete and more varied topics in the higher levels of the Map .

This is what the purposes consider:• give instructions or indications. For example, a

message, or the steps to carry out a task;• describe. For example, people, objects, and

places;• narrate. For example, daily situations and

special events .

These purposes are expressed in texts of highly practical use, for example, messages, postcards, recipes, faxes, e-mails, personal letters, business letters, letters for educational purposes, a short curriculum vitae, a composition .

b. Mastery of the language. It considers the following skills:• communicate, in writing, increasingly more

complex information, which goes from the inclusion of general information to the ability to incorporate details and complementary information .

• use formal aspects of the language. This means to show increasing mastery of:

- the thematic vocabulary in terms of quantity and pertinence;

- the morpho-syntactic elements needed for communication .

Progress in the use of morpho-syntactic elements is described from students’ capacity to write very simple texts using chunks of language, and the writing of texts with very simple grammatical structures that include the verb forms they first learnt . As from Level 5, students use simple structures that include some sequence markers and the combination of some verb tenses . In Level 6, students can incorporate grammatical structures of medium complexity to their writing, such as markers that indicate a clear organisation of introduction, development, and closing, and the combination of more complex verb tenses .


19

Here is part of a presentation of the Written Expression Progress Maps, with a brief presentation of all the levels, and then a detailed presentation of each level, with its description and some examples of performance that illustrate how this level of learning can be recognised .

All this information and the complete maps can be found in the website of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.

Level 7 Outstanding

Level 6

Level 5

Level 4

Level 3

Level 6

Writes texts related to familiar or personal interest topics, with narrative, descriptive and instructive purposes. Organises sentences around a specific topic, incorporating complementary information. Uses simple and complex grammatical structures and connectors according to the communicative purpose; includes generally accurate vocabulary.Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific topic, incorporating complementary information. Uses simple grammatical structures, adds some fairly complex elements, uses connectors according to the communicative purpose, and varied and appropriate vocabulary.Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific topic, incorporating relevant details; uses connectors according to the communicative purpose and some varied vocabulary.Writes very short texts related to concrete familiar topics, with descriptive and instructive purposes. Organises sentences around a specific topic, uses very simple grammatical structures, some connectors, and frequent thematic vocabulary.Writes very short texts related to concrete topics of his / her immediate environment, with descriptive and instructive purposes. Uses set phrases and sentences, some very simple grammatical structures, and very frequent thematic vocabulary.In our teaching proposal for 3rd and 4th Year of Secondary Education, evaluation is conceived from the following level:Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific topic, incorporating complementary information. Uses simple grammatical structures, adds some fairly complex elements, uses connectors according to the communicative purpose, and varied and appropriate vocabulary.


20 ThE INTERNET IN ThE LANGUAGE CLASSROOM

Nowadays, in the era of the information revolution and the widespread use of the Internet in almost all spheres of life, it seems that using computer technology in the teaching process is more and more accepted and widespread .

The Internet can serve as a teaching medium, a rich resource of materials of any kind (texts, pictures, sounds, music, films, etc .), and teachers may use these as a basis for their lessons instead of texts from the course book only . In this way, Internet-assisted lessons may supplement teaching by adding an additional dimension to the classroom . Students can use Web resources to gather information on various topics or prepare to present a project .

The Internet gives great possibilities for students’ individual work, allowing them to work at their own pace, on the materials they choose themselves, giving them variety and choice, and offering an attractive and interactive learning environment . This is largely achieved by the use of communication tools such as e-mail, chat, or discussion groups . Due to these widely accessible and inexpensive tools, any student can communicate with people from different parts of the world .

How useful is the Internet in the classroom?• Students do online reading, listening, writing, or

speaking activities and thus improve their skills .• Students encounter grammatical structures in

real contexts .• The potential of communication tools may be

exploited through e-mail, chat, discussion groups, video-conferencing; activities demanding collaboration can be developed .

• Internet-assisted instruction fosters learner independence .

• Individual students find partners and can write e-mail letters to them .

• Collaborative work between schools can be developed .

How does the Internet help the teacher?• Teachers can gather information about different

and varied topics: facts, figures, and formulas; book reviews; historical archives; authors; collaborative projects; lesson plans .

• E-mails, for example, can serve the goals of the teacher reinforcing structures and lexis, enlarging students’ knowledge of the world, and practising the conventions of writing .

• Teachers can easily find opportunities for professional development through up-to-date resources and seminars .

How can we collect and analyse information?The use of the Internet allows students to practise and develop Web searching techniques, as well as analyse and critically evaluate online sources . It is important to make sure that students not only search for and find required information, but also understand the materials and use their own words to paraphrase the websites . In this way, students need to use all their learning skills and favourite techniques to collect, organise, and present the information found on the Web . Web searches help students to develop analysis and synthesis skills, as well as stimulate them to think critically .

Students should be taught how to evaluate sources and discriminate between good and bad ones, and they should be given constant guidance so that they are not overwhelmed by a multitude of resources .

How can we develop Internet-safe lessons?• Never start lessons by having students use

search engines on their own .• Ask students to find very specific information,

not just surf .• Always ask students to write down the URLs of the

sites they use for reports in a bibliographical format .• Do not send the entire class to the same site at

the same time .• Whenever possible, try to preview sites before

students visit them .• URLs of websites change all the time, so try the

links yourself first .

THE INTERNET IN THE lANgUAgE ClASSROOM


21ThE INTERNET IN ThE LANGUAGE CLASSROOM

Websites made available to students and teachershttp://www .onestopenglish .com MacMillan Campus site . Videos, chat, news, activities .

http://esl .about .com ESL / ELT problems, suggestions for solutions, explanations, examples, and activities .

http://www .eslcafe .com Discussion forums, chat room, interactive exercises, online tutorials, teaching ideas, job postings and extensive web guide .

http://www .pearsonelt .com Pearson Education site . Articles, classroom resources, discussions, videos .

http://www .rong-chang .com/ A wealth of ideas to teach, prepare materials, use the Internet, etc .

http://www .cln .org/int_projects .html List of sites that will help teachers who are looking for Internet projects for their classes .

http://maryglasgowplus .com Mary Glasgow Magazines plus news, contacts, ideas for teachers and students .

http://www .holidays .net Information about various celebrations and religious holidays, with related recipes, crafts and fun activities .

http://www .infoplease .com Information about practically every country in the world .


22 CLASSROOM MANAGEMENT

Classroom management has to do with methods used by the teacher in order to establish harmonious class organisation and discipline . The following components play an important role in the achievement of these goals .

The teacherA classroom where learning takes place is a pleasant environment; the teacher is enthusiastic and active and encourages student participation . In most cases, the teacher is the only direct contact students have with English . It is therefore important to try to communicate with students in English as much and as often as possible . Some students may not be used to this; explain, in Spanish, that they may find it difficult to understand at first, but it will gradually get easier . You can also use gestures or mime to help understanding . Instructions for activities should be given as clearly and as simply as possible, through demonstration and examples . If it is clear that many students have not understood, ask a stronger student to explain or translate for the class .

The studentsTeenage students are going through a difficult process of development in their lives, so the teacher might face discipline problems, disruptive behaviour, or unwillingness on students’ part to do the different tasks they are assigned . The topics in Global English have been carefully selected, since it is known that the choice of appealing content for adolescents has an essential influence over success or failure .

The responsibility for building a positive learning atmosphere lies not only in the good relationship the teacher and her / his students develop, but also in the one students have among themselves . Global English helps the teacher in this task through a number of carefully designed exercises, very clear tasks, and opportunities for students to check and evaluate their own work .

DisciplineOne of the reasons for bad discipline is usually a student’s inability to cope with the tasks . The noisiest students will demonstrate their frustration

by means of loud outbursts and disruptive behaviour, while the rest of the class may remain passive . To avoid discipline problems, these preventative strategies are suggested:• careful planning. When a class is carefully planned,

students realise there is a feeling of purpose which keeps their attention on the task in hand;

• clear instructions. Instructions are crucial in a class. They must be given very clearly and assertively so that students know exactly what to do .

The English classThe main objective of the English class in Global English is the development of all the skills, reading, listening, speaking and writing . However, the teacher may allow students to use Spanish to show understanding of some of the reading and listening texts . Students must be encouraged to use English whenever possible, and the teacher must provide patterns and clear examples for them to follow .

Large classesTeachers have to face large mixed-ability classes every day; instinctively, they feel that they could do a better job in a smaller class . Grouping is one technique that has been used to reduce the negative effects of large classes . When the class is divided into smaller units, many learning activities can be undertaken that would not otherwise be feasible in a large class, particularly those of a communicative nature .

All this implies a different role for the teacher . The teacher must not become less active in the classroom, but rather less the centre of activity . A teacher who is monitoring, encouraging, and participating in different classroom groups will be even more active than the ‘traditional’ teacher . The teacher’s role is crucial in determining the rate of language acquisition and learning in the classroom . By re-organising the classroom to allow more opportunities for communicative interactions and activities, students will be in a better position to acquire the foreign language .

ClASSROOM MANAgEMENT


23CLASSROOM MANAGEMENT

Group learningStudents learn best when they are actively involved in the process . Researchers report that students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other formats . Students who work in collaborative groups also appear more satisfied with their classes .

Informal learning groups are temporary clusterings of students within a single class session . These groups can be initiated, for example, by asking students to turn to a neighbour and spend two minutes discussing a question or doing an exercise . You can also form groups of three to five to solve a problem or answer a question . You can organise informal groups at any time in a class of any size to check on students' understanding of the material, to give them an opportunity to apply what they are learning, or to provide a change of pace .

Formal learning groups are teams established to complete a specific task, such as write a report, carry out a project, or prepare a presentation . These groups may complete their work in a single class session or over several weeks . Typically, students work together until the task is finished, and their final product is formally evaluated .

Study teams are long-term groups (usually existing over the course of a term) with stable membership, whose primary responsibility is to provide members with support, encouragement, and assistance in completing course requirements and assignments . Study teams also inform their members about contents and assignments when someone has missed a class . The larger the class and the more complex the subject matter, the more valuable study teams can be .

General strategies Plan for each stage of group work. At the beginning of the term, decide which topics, language contents, or projects might lend themselves to formal group work . Think about how you will organise students into groups, help groups to

negotiate among themselves, provide feedback to the groups, and evaluate their product(s) .

Carefully explain to your class how the groups will operate and how their work will be graded . Explain the objectives of the group task and define any relevant concepts . In addition to a well-defined task, every group needs a way of getting started, a way of knowing when its task is done, and some guidance about the participation of members .

Give students the skills they need to succeed in groups. Many students have never worked in collaborative learning groups and may need practice in such skills as active and tolerant listening, helping one another in mastering content, giving and receiving constructive criticism, and managing disagreements . Discuss these skills with students and model and reinforce them during class .

Consider written contracts. Some teachers give students written contracts that list members' obligations to their group and deadlines for tasks .

(Adapted from: Gross Davis, B. (1993). Collaborative Learning: Group Work and Study Teams. Retrieved July 18, 2012 from http://

teaching.berkeley.edu/bgd/collaborative.html

Pairwork and groupworkOne of the ways of giving students the time they require to practise the language in the classroom is by dividing the class into groups or pairs . Grouping helps teachers to individualise or match their teaching to individual learners . When implementing grouping, several aspects should be taken into account, such as the teaching context, the teaching content, and the individual learner .

Grouping provides opportunities for peer interpretation and sharing of experiences and insights . It may also help a teacher to accommodate learner differences by changing student roles and diversifying the types of student involvement . Thus, teachers should think of grouping as a way to appreciate all the unique individuals that they may find in a classroom .


24 CLASSROOM MANAGEMENT

Teachers must bear in mind that this type of work encourages students to share their skills and knowledge and to learn from each other . It also increases students’ involvement and active participation and develops positive attitudes . It is important to share with students the importance of these activities, which will give them an opportunity to learn the social and communicative skills required to work with other people . The teacher should take an active role in group and pair formation, so that students do not always work with the same people, to take full advantage of the variety of learning styles and abilities found in each classroom . Students should assume different roles each time: coordinator, secretary, researcher, presenter, artist, etc .

Some basic teaching reminders • Teachers should prepare the lesson beforehand,

since thorough prior preparation will allow them to develop useful ideas . It is their chance to make the class entertaining and to involve students in the learning process .

• An important part of making a class interesting and lively is through directly engaging students by name and on a personal level, and by sharing personal experiences with them .

• Start every lesson in a way that focuses everyone’s attention . This creates expectation and prepares students for what is to come . For example, with books closed, write the topic of the lesson on the board and ask some questions about it, show a poster / picture related to the lesson, ask who can remember what they did in the previous class, etc .

• Students should not open their books until everyone is paying attention .

• End an activity before students get bored with it. Equally, do not hurry students or end the activity too soon if they are obviously enjoying it .

• Ask students their opinion.• Do not assume that if one student says they

understand, everyone else does .

• Ask (elicit) rather than tell. Students get bored of listening to the teacher explaining; someone in the class will probably know the answer .

• Do not ask students to explain difficult things, such as definitions of words, in English .

• Do not interrupt students during pair / group speaking activities to correct their English . It is better to note the main, common mistakes, put them on the board, and correct them with the class at the end .

• Do not insist on 100% accuracy all the time. Mistakes are a normal part of the learning process and a valuable source of information for the teacher .

• Give praise and encouragement, especially to weaker students; write positive comments on their work; let them know what they are doing well and also what they need to improve .

• Remember that you are the main motivator in the classroom!

• Make use of alternative assessment and evaluation strategies . For example:

- make use of recordings of formal and informal oral language experiences (May I go to the bathroom; Excuse me… How do you say …?, etc .) and then assess these according to pre-determined criteria which are based upon student needs and curriculum objectives;

- use checklists as concise methods of collecting information, and rating scales or rubrics to assess student achievement;

- interview students to determine what they believe they do well or areas in which they feel they need to improve;

- have students keep portfolios of their writing tasks, and language abilities checklists and records;

- keep records of students’ reading and writing activities and experiences .

- have students write in journals;- share with students during the writing and

reading processes, and observe them during peer activities;


25

- involve students in developing some or all of the evaluation criteria whenever it will be beneficial to do so .

(Taken from: Spandel, V. and Stiggins, R. (1990) Assessment and Evaluation. Portland, OR:

Assessment Training Institute.

• Teachers are advised to consider this diagram when planning the use of resources throughout the book .

Written

symbols and

notes

Pictures,

videos, posters,

slides

Gestures,

signs,

picturesque

language

The visible

teacher uses:

Markers,

stickers,

coloured paper

Flow charts,

diagrams,

rubrics, graphs

Colourful

and attractive

extra material


26 ThE TEAChER’S bOOk26

This component includes:• an introduction with a description of the course and

the course components, the methodology used, and suggestions for classroom management;

• background notes for the teacher, related to the information content of the different texts;

• detailed teaching notes for every unit;• answers for all the tasks in the Student’s Book and

in the Teacher’s Book, for all the tests, and for all the activities in the Workbook;

• the transcript of the recording;• one additional photocopiable test per unit.• one or two photocopiable additional activities per unit.• a photocopiable additional reading text per unit,

with activities and background information .

Choice of tasksThe book includes a great number of varied activities . The teacher should choose the ones which are more appropriate for his / her group, depending on their general level . The important thing for the teacher to bear in mind is the final objective of each unit, and how the different students are advancing towards it .

There are activities for fast learners - exercises for those students that have started to become independent users of Global English and have developed the capacity to work more quickly and on their own The teacher’s role here is to offer more instances to those students who instinctively feel the need to actively apply the language they have been practising during the lesson . The teacher does not need to correct or become involved unless students directly appeal to him / her to do so .

There are ADDITIONAL ACTIVITIES, which the teacher can use if there is enough time or if students require further practice, and OPTIONAL ACTIVITIES, which generally offer a break from the routine, a moment to relax, or a bit of fun while practising the language .

Avoid this mistakeInformation and extra practice is suggested when there is a chance that students will make

a mistake, in grammar, vocabulary, or pronunciation .

Information and extra practice is suggested when there is a chance that students will make

a mistake, in grammar, vocabulary, or pronunciation .

Remember to be very careful as to when and how to correct errors; avoid interrupting students when they are doing oral communication activities; instead, make a note of the common mistakes and then correct with the whole class at the end of the activity .

Level of difficultyThe activities and texts included in the book are classified according to their level of difficulty This is shown in the Teacher’s book with the following icons: + = Low ++ = Medium +++ = High

CDThe 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 languageThe Teacher’s 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 bankThis 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 .

GlossaryThe meaning of difficult words from the texts appear in a glossary in the final pages of the Teacher’s Book . The meaning provided has to do specifically with the context in which the word appears .

Thematic bibliographyThere 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 websitesBoth the Teacher’s Book and the Student’s Book offer suggestions of materials that can be used for reference . Some of these materials can be found in the Centro de Recursos de Aprendizaje (CRA) in each school .

THE TEACHER’S BOOK


27CLASSROOM LANGUAGE

Greetings 1

• Good morning . / Good afternoon . / Hello . / Hi .• Good bye . / See you tomorrow . / See you later .• Have a nice weekend . / Enjoy your holiday .

Moods and feelings 2

A: How are you today?B: I’m fine . / I’m great . / OK . / Very well, thank you . /

I’m not very well . / I have a problem . / I’m feeling down . / I’m sad .

Asking for clarification 3

• Can you repeat that, please?• Can you say that again, please?• Sorry . I’m afraid I didn’t understand .• Can you help me with this exercise, please?

Encouragement 4

• Well done! / Good! / Excellent! / Good work! / Congratulations!

• Do it more carefully. / Say it again. / Try to correct that, please .

• Not too bad. / You’ll do better next time. / Keep trying!

The date 5

A: What day is it today?B: It’s Monday . / It’s Tuesday . / It’s Wednesday . / It’s

Thursday . / It’s Friday . / It’s Saturday . / It’s Sunday .A: What’s the date today?B: It’s (Monday) March 9th . / It’s (Monday) 9th March .

The weather 6

A: What’s the weather like today?B: It’s sunny . / It’s cloudy . / It’s hot . / It’s cold . / It’s

nice and warm . / It’s nice and cool . / It’s raining . / It’s snowing .

The time 7

A: What’s the time? / What time is it?B: It’s one o’clock . / It’s two o’clock . / It’s three

o’clock . / It’s ten o’clock . / It’s twelve o’clock .A: What’s the time? / What time is it?B: It’s quarter past nine . / It’s half past ten . / It’s five

past eleven . / It’s ten past twelve . / It’s twenty past one . / It’s twenty five past two .

A: What’s the time? / What time is it?B: It’s quarter to eight . / It’s twenty five to nine . / It’s

twenty to ten . / It’s ten to three . / It’s five to four .

Some commands and instructions 8• Answer the questions.• Be quiet.• Check your answers.• Check your predictions.• Close the door.• Come to the board.• Compare your answers.• Complete the

paragraph .• Copy the instructions.• Discuss the ideas in

your group .• Do Exercise 1 .• Do not write in your

book .• Fill in the blanks.• Find examples in the

text .• Find the cognates in

the text .• Listen to the recording.• Look at the pictures.

• Look up these words in the dictionary .

• Make a list.• Make some notes.• Match the pictures.• Name three activities.• Open your books.• Pay attention, please.• Put the pictures in

order .• Read the instructions.• Select the correct

answer .• Silence, please.• Sit down.• Stand up.• Talk to your partner.• That’s all for today,

thank you .• Work in groups of four.• Work with your partner.• Write the sentences.

Turn-taking and permission 9

• Can I talk to you after the class?• Excuse me; can I say something?• Excuse me; can I leave the room for a minute?• May I go to the bathroom?• It’s your turn.• Sorry, it’s my turn.

ClASSROOM lANgUAgE


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. 7

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. 9. 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.

1419

Test your Knowledge• Reading: Students summarise and match information. Students discriminate between correct

and incorrect information. Students find specific information.• Listening: Students find specific information. Students discriminate between correct and

incorrect information.• Language: Students use linking words and the First Conditional.• Writing: Students complete a letter with their own ideas and opinions.• Speaking: Students role play a dialogue expressing opinions.

1. 2. 3.

4. 5. 6. Track 15

7. 8.9.10.

24, 25

25

252626

Final reflection. Students are invited to think about their performance while doing the different activities. Tips are offered in order to help them to improve and solve problems before moving on to the next unit.

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

Extra Test (Teacher’s book)• Reading: Students find and match specific information. Students discriminate between

correct and incorrect information.• Listening: Students discriminate between correct and incorrect information.• Language: Students use connectors and intensifiers.• Speaking: Students ask for and give advice.• Writing: Students write a letter of advice.

(Teacher’s book)1. 2. 3.

4. 5. Track 166. 7.8.9.

(Teacher’s book)65 666666 - 676767

28 SUGGESTED yEAR PLANNING

SUggESTED yEAR PlANNINg

Unit Expected Learning Activities Resources

Unit 1ADVICE AND SUPPORTTopics: Teen issuesPages: 6 - 27 of the Student’s BookTime: 21 hoursAnswers: Pages 145 - 146

Students show general and specific comprehension when reading and listening to different types of texts.

Students consolidate a language point.

• 6. Page 107. 8. 9. Page 12

• 5. 6. 7. 8. Track 12, Page 17

• 11. Page 13

• 10. Page 18

• Reading text: Letters to Aunt Anne.Notes with additional information.

• Letters.Pictures.

• Listening text:Embarrassing moments.Notes with additional information.

• Language Note.

• Sentences.

Students complete sentences using linking words.

Students write a letter of advice.

• 11. Page 13

• 17. Page 15

• Language note.Pictures.Notes with additional information.

• Notes with additional information.

Students imitate a spoken model and roleplay a dialogue and a monologue.

Students describe own experiences.

• 13. Track 10, Page 14

• 11. Track 13, Page 18

• 13. Page 19

• Oral Practice.• Notes with additional

information.


29SUGGESTED yEAR PLANNING



1. 2. 3. 4. 7


1. 2. 3. 4. 5. 6. 7. 8. 9. Track 12

8, 9


15.12.

1419



incorrect information.• Language: Students use linking words and the First Conditional.• Writing: Students complete a letter with their own ideas and opinions.• Speaking: Students role play a dialogue expressing opinions.

1. 2. 3.

4. 5. 6. Track 15

7. 8.9.10.

24, 25

25

252626


26


27

Extra Test (Teacher’s book)• Reading: Students find and match specific information. Students discriminate between

correct and incorrect information.• Listening: Students discriminate between correct and incorrect information.• Language: Students use connectors and intensifiers.• Speaking: Students ask for and give advice.• Writing: Students write a letter of advice.


4. 5. Track 166. 7.8.9.

(Teacher’s book)65 666666 - 676767


Unit 1ADVICE AND SUPPORTTopics: Teen issuesPages: 6 - 27 of the Student’s BookTime: 21 hoursAnswers: Pages 145 - 146



• 6. Page 107. 8. 9. Page 12

• 5. 6. 7. 8. Track 12, Page 17

• 11. Page 13

• 10. Page 18

• Reading text: Letters to Aunt Anne.Notes with additional information.

• Letters.Pictures.

• Listening text:Embarrassing moments.Notes with additional information.

• Language Note.

• Sentences.

Students complete sentences using linking words.

Students write a letter of advice.

• 11. Page 13

• 17. Page 15

• Language note.Pictures.Notes with additional information.


Students imitate a spoken model and roleplay a dialogue and a monologue.

Students describe own experiences.

• 13. Track 10, Page 14

• 11. Track 13, Page 18

• 13. Page 19

• Oral Practice.• Notes with additional

information.





1. 2. 29


1. 2. 3. 4. 5. 6. 7. 8. 9. Track 20

30, 31


11.13.

3641



incorrect information.• Language: Students use connectors of condition and the First Conditional.• Writing: Students turn an interview into a letter.• Speaking: Students talk about disasters and their prevention in Chile.

1. 2. 3. 4.

5. 6. 7. Track 23

8. 9.11.10.

47

47

484848


48


49

Synthesis Test Units 1 & 2• Reading: Students locate information. Students find specific information.• Listening: Students identify speakers. Students find specific information.• Language: Students use connectors of condition and other linking words. Students match

information to offer advice.• Writing: Students write a letter of advice on what to do if there is an earthquake.• Speaking: Students talk about natural disasters, offering advice and tips on how to behave.

1. 2.3. 4. Track 245. 6. 7.

8.9.

515151

5151

Extra Test (Teacher’s book)• Reading: Students find specific information. Students discriminate between correct and

incorrect information. Students find synonymous expressions.• Listening: Students discriminate between correct and incorrect information. Students find

specific information.• Language: Students use connectors of condition and the First Conditional.• Speaking: Students discuss possible reactions using the First Conditional.• Writing: Students write an action plan.


4. 5. Track 25

6. 7.8.9.

(Teacher’s book)98

98

98 - 999999

30


Unit 2TWO OF THE ELEMENTSTopics: Earth and waterPages: 28 - 51 of the Student’s BookTime: 21 hoursAnswers: Pages 147 - 149



• 4. 5. 6. 7 Page 328. Page 33

• 6. 7. 8. 9. 10 Track 19, Page 39

• 9. Page 33

• 10. Page 36

• 12. Page 40

• Reading text: Earth.• Pictures.


• Listening text: Water. Diagrams.

• Language Note.

• Dialogue.

• Article: What to do before and during a tsunami.

• Sentences.

Students complete sentences using the First Conditional and key vocabulary.

Students complete a security warning with recommendations.

Students write a school earthquake plan.

• 9. Page 33

• 10. Page 36

• 13. Page 37

• Oral Practice.Language note.

• Pictures.

• Article: What to do before and during a tsunami.• Pictures.


Students discuss their own and theirschool’s earthquake plan.

Students describe a process.

Students imitate spoken models and role play a dialogue and a monologue.

Students describe pictures in detail.

• 13. Page 36

• 11. Page 40

• 9. Track 17, Page 33

• 13. Track 21, Page 41

• 14. Page 41



• Chart.


31



1. 2. 29


1. 2. 3. 4. 5. 6. 7. 8. 9. Track 20

30, 31


11.13.

3641



incorrect information.• Language: Students use connectors of condition and the First Conditional.• Writing: Students turn an interview into a letter.• Speaking: Students talk about disasters and their prevention in Chile.

1. 2. 3. 4.

5. 6. 7. Track 23

8. 9.11.10.

47

47

484848


48


49

Synthesis Test Units 1 & 2• Reading: Students locate information. Students find specific information.• Listening: Students identify speakers. Students find specific information.• Language: Students use connectors of condition and other linking words. Students match

information to offer advice.• Writing: Students write a letter of advice on what to do if there is an earthquake.• Speaking: Students talk about natural disasters, offering advice and tips on how to behave.

1. 2.3. 4. Track 245. 6. 7.

8.9.

515151

5151


incorrect information. Students find synonymous expressions.• Listening: Students discriminate between correct and incorrect information. Students find

specific information.• Language: Students use connectors of condition and the First Conditional.• Speaking: Students discuss possible reactions using the First Conditional.• Writing: Students write an action plan.


4. 5. Track 25

6. 7.8.9.


98

98 - 999999

SUGGESTED yEAR PLANNING


Unit 2TWO OF THE ELEMENTSTopics: Earth and waterPages: 28 - 51 of the Student’s BookTime: 21 hoursAnswers: Pages 147 - 149



• 4. 5. 6. 7 Page 328. Page 33

• 6. 7. 8. 9. 10 Track 19, Page 39

• 9. Page 33

• 10. Page 36

• 12. Page 40

• Reading text: Earth.• Pictures.


• Listening text: Water. Diagrams.

• Language Note.

• Dialogue.

• Article: What to do before and during a tsunami.

• Sentences.

Students complete sentences using the First Conditional and key vocabulary.

Students complete a security warning with recommendations.

Students write a school earthquake plan.

• 9. Page 33

• 10. Page 36

• 13. Page 37

• Oral Practice.Language note.

• Pictures.

• Article: What to do before and during a tsunami.• Pictures.


Students discuss their own and theirschool’s earthquake plan.

Students describe a process.

Students imitate spoken models and role play a dialogue and a monologue.

Students describe pictures in detail.

• 13. Page 36

• 11. Page 40

• 9. Track 17, Page 33

• 13. Track 21, Page 41

• 14. Page 41



• Chart.





1. 2. 3. 4. 53


1. 2. 3. 4. 5. Track 29 54, 55


14.14.

6167

Test your Knowledge• Reading: Students find and match information. Students find specific information.• Listening: Students discriminate between correct and incorrect information. Students find and

match information. Students find specific information.• Language: Students use modals to express recommendations.• Writing: Students write a job advertisement.• Speaking: Students describe problems and offer recommendations and advice.

1. 2.

3. 4. 5. Track 32

6. 7.9.8.

73

73

747474


74


75

Extra Test (Teacher’s book)• Reading: Students find and match specific information. Students transfer information to a

graphic organiser.• Listening: Students discriminate between correct and incorrect information. Students identify

sequence.• Language: Students use should, shouldn’t, and had better to give advice and recommendations.• Speaking: Students ask for and give recommendations and advice to write a CV.• Writing: Students write a cover letter to introduce a CV.

(Teacher’s book)1. 2.

3. 4. 5. Track 33

6. 7.8.9.


126

126 - 127127127

32


Unit 3PROFESSIONSTopics: Professional conduct and job applicationsPages: 52 - 75 of the Student’s BookTime: 21 hoursAnswers: Pages 149 - 150

Students show general and specificcomprehension when reading and listening to different types of texts.


• 5. 6. 7. 8. 9. 10. Page 57

• 7. 8. 9. 10 Track 29, Page 65

• 13. Page 61

• 12. Page 66

• Reading text:Preparing a CV.


• Listening text:Advertising for jobs.

• Chart.

• Language Note.

• Pictures.

• Situations.

Students play a word game.

Students give recommendations.

Students write their own CV using acomputer application.

• 11. Page 60

• 13. Page 61

• 16. Page 62

• Game.

• Pictures.

• Link with additional information.

• Illustrations.

• Microsoft Office Word.

Students role play a conversation.

Students role play a monologue.

Students role play a job interview.

• 12. Track 26, Page 60

• 13. Track 30, Page 66

• 15. Page 67

• Oral Practice.


• Oral Practice.



33



1. 2. 3. 4. 53


1. 2. 3. 4. 5. Track 29 54, 55


14.14.

6167

Test your Knowledge• Reading: Students find and match information. Students find specific information.• Listening: Students discriminate between correct and incorrect information. Students find and

match information. Students find specific information.• Language: Students use modals to express recommendations.• Writing: Students write a job advertisement.• Speaking: Students describe problems and offer recommendations and advice.

1. 2.

3. 4. 5. Track 32

6. 7.9.8.

73

73

747474


74


75

Extra Test (Teacher’s book)• Reading: Students find and match specific information. Students transfer information to a

graphic organiser.• Listening: Students discriminate between correct and incorrect information. Students identify

sequence.• Language: Students use should, shouldn’t, and had better to give advice and recommendations.• Speaking: Students ask for and give recommendations and advice to write a CV.• Writing: Students write a cover letter to introduce a CV.

(Teacher’s book)1. 2.

3. 4. 5. Track 33

6. 7.8.9.


126

126 - 127127127


Unit 3PROFESSIONSTopics: Professional conduct and job applicationsPages: 52 - 75 of the Student’s BookTime: 21 hoursAnswers: Pages 149 - 150



• 5. 6. 7. 8. 9. 10. Page 57

• 7. 8. 9. 10 Track 29, Page 65

• 13. Page 61

• 12. Page 66

• Reading text:Preparing a CV.


• Listening text:Advertising for jobs.

• Chart.

• Language Note.

• Pictures.

• Situations.

Students play a word game.

Students give recommendations.

Students write their own CV using acomputer application.

• 11. Page 60

• 13. Page 61

• 16. Page 62

• Game.

• Pictures.

• Link with additional information.

• Illustrations.

• Microsoft Office Word.

Students role play a conversation.

Students role play a monologue.

Students role play a job interview.

• 12. Track 26, Page 60

• 13. Track 30, Page 66

• 15. Page 67

• Oral Practice.


• Oral Practice.







1. 2. 3. 77


1. 2. 3. 4. 5. 6. 7. 8. Track 37, Track 40

78, 79


15.19.

8692

Test your Knowledge• Reading: Students identify topic. Students find and classify specific information. Students

synthesise and locate information. Students find specific information.• Listening: Students match specific information. Students discriminate between correct and

incorrect information. Students find specific information.• Language: Students write questions corresponding to adverbial phrases. Students complete

sentences with adverbial phrases.• Speaking: Students talk about a favourite activity.• Writing: Students write an itinerary for a class trip.

1. 2. 3. 4.

5. 6. 7. Track 40

8. 9.

10.11.

99

99

100

100100


100


101.

101.

Synthesis Test Units 1 to 4• Reading: Students identify type of text. Students synthesise information. Students

discriminate between correct and incorrect information. Students find specific information.• Listening: Students identify sequence. Students discriminate between correct and incorrect

information. Students transfer information into a graphic organiser.• Language: Students use different modals to complete conditional sentences. Students identify

prepositional phrases.• Writing: Students write questions to ask at a job interview.• Speaking: Students role play a job interview using the questions they wrote.

1. 2. 3. 4. 5.6. 7. 8. 9. Track 41

10. 11. 12. 13.14.15.

103 104104

104 105105105


incorrect information.• Listening: Students identify type of text. Students identify sequence. Students discriminate

between correct and incorrect information.• Language: Students use prepositional and adverbial phrases.• Speaking: Students talk about their last holiday.• Writing: Students write a post to a blog describing an outing.


4. 5. 6. Track 42

7. 8.9.10.


156

156 - 157157157

34


Unit 4BEING ACTIVETopics: Travelling experiences and television quiz showsPages: 76 - 103 of the Student’s Book

Time: 21 hoursAnswers: Pages 151 - 153


Students consolidate a language item.

• 5. 6. 7. 8. Page 819. 10. 11. Page 84

• 8. 9. Track 37, Page 8910. 11. 12. 13. Track 37, Page 90

• 12. 13. 14. Page 85

• 16. Page 91

• Reading text: Flying.

• Chart.


• Listening text: A competition.

• Chart.


• Language Note.


• Sentences.

• Dialogues.

• Pictures.

Students write questions from visual and textual clues.

Students write an itinerary.

Students complete dialogues with keywords and expressions.

• 14. Page 85

• 15. Page 86

• 18. Page 87

• 16. Page 91

• Pictures.

• Textual clues.

Students role play a conversation imitating a model.

Students role play a monologue imitating a model.

Students role play a quiz show.

• 16. Track 34, Page 86

• 18. Track 38, Page 92

• 21. Page 93

• Oral Practice.

• Oral Practice.


35



1. 2. 3. 77


1. 2. 3. 4. 5. 6. 7. 8. Track 37, Track 40

78, 79


15.19.

8692

Test your Knowledge• Reading: Students identify topic. Students find and classify specific information. Students

synthesise and locate information. Students find specific information.• Listening: Students match specific information. Students discriminate between correct and

incorrect information. Students find specific information.• Language: Students write questions corresponding to adverbial phrases. Students complete

sentences with adverbial phrases.• Speaking: Students talk about a favourite activity.• Writing: Students write an itinerary for a class trip.

1. 2. 3. 4.

5. 6. 7. Track 40

8. 9.

10.11.

99

99

100

100100


100


101.

101.

Synthesis Test Units 1 to 4• Reading: Students identify type of text. Students synthesise information. Students

discriminate between correct and incorrect information. Students find specific information.• Listening: Students identify sequence. Students discriminate between correct and incorrect

information. Students transfer information into a graphic organiser.• Language: Students use different modals to complete conditional sentences. Students identify

prepositional phrases.• Writing: Students write questions to ask at a job interview.• Speaking: Students role play a job interview using the questions they wrote.

1. 2. 3. 4. 5.6. 7. 8. 9. Track 41

10. 11. 12. 13.14.15.

103 104104

104 105105105


incorrect information.• Listening: Students identify type of text. Students identify sequence. Students discriminate

between correct and incorrect information.• Language: Students use prepositional and adverbial phrases.• Speaking: Students talk about their last holiday.• Writing: Students write a post to a blog describing an outing.


4. 5. 6. Track 42

7. 8.9.10.


156

156 - 157157157


Unit 4BEING ACTIVETopics: Travelling experiences and television quiz showsPages: 76 - 103 of the Student’s Book

Time: 21 hoursAnswers: Pages 151 - 153


Students consolidate a language item.

• 5. 6. 7. 8. Page 819. 10. 11. Page 84

• 8. 9. Track 37, Page 8910. 11. 12. 13. Track 37, Page 90

• 12. 13. 14. Page 85

• 16. Page 91

• Reading text: Flying.

• Chart.


• Listening text: A competition.

• Chart.


• Language Note.


• Sentences.

• Dialogues.

• Pictures.

Students write questions from visual and textual clues.

Students write an itinerary.

Students complete dialogues with keywords and expressions.

• 14. Page 85

• 15. Page 86

• 18. Page 87

• 16. Page 91

• Pictures.

• Textual clues.

Students role play a conversation imitating a model.

Students role play a monologue imitating a model.

Students role play a quiz show.

• 16. Track 34, Page 86

• 18. Track 38, Page 92

• 21. Page 93

• Oral Practice.

• Oral Practice.






1. 2. 3. 107


1. 2. 3. 4. 5. 6. 7. 8. Track 46

108, 109


18. 19.

116 122

Test your Knowledge• Reading: Students identify topic. Students discriminate between correct and incorrect

information. • Listening: Students discriminate between correct and incorrect information. Students find

specific information.• Language: Students use the Present Perfect Continuous. The students use for and since.• Speaking: Students describe a job interview situation..• Writing: Students complete a job application form and write a job application letter.

1. 2. 3. 4. 5. Track 49

6. 7.8.9.

130 131131

131 132132


132


133.

133.

Synthesis Test Units 1 to 5• Reading: Students match information in different types of text. Students find specific

information. Students identify meaning of words in context. Students identify tone of letters.• Listening: Students discriminate between correct and incorrect information. Students identify

sequence. Students find specific information.• Language: Students use the Present Perfect Continuous. Students complete sentences with

prepositional phrases and with the First Conditional.• Writing: Students write a composition about a personal experience.• Speaking: Students talk about a personal experience.

1. 2. 3. 4.

5. 6. 7. Track 50

8. 9.10. 11.12.

135

136

136137137137

Extra Test (Teacher’s book)• Reading: Students identify purpose of text. Students find specific information. Students

discriminate between correct and incorrect information.• Listening: Students discriminate between correct and incorrect information. Students match

written and spoken information.• Language: Students complete sentences using the Present Perfect Continuous. Students

complete sentences with for or since.• Speaking: Students role play a job interview.• Writing: Students write a job application letter.


4. 5. 6. 7. Track 51

8. 9.

10.11.


190 - 191

191

191191

36


Unit 5AT WORKTopics: Different types of jobsPages: 98 - 127 of the Student’s BookTime: 21 hoursAnswers: Pages 153 - 155



• 6. 7. 8. 9. 10. Page 11111. 12. 13. 14. Page 114

• 8. 9. 10. Track 46, Page 119• 11. 12. 13. 14. Track 46.

Page 120

• 15. Page 115• 16. Page 116

• 15. 16. Page 121

• Reading text:Volunteering.

• Diagram.

• Chart.

• Pictures.

• Listening text: Applying for a job.

• Pictures.

• Language Note.

• Language Note.

Students use the Present PerfectContinuous to:

write descriptions of pictures;

complete a conversation;

write about personal experiences;

complete sentences using for / since.

• 15. Page 115

• 16. Page 116

• 20. Page 117

• 15. Page 121

• Pictures.

• Pictures and textual clues.

• Textual clues.

Students imitate a spoken model and roleplay a dialogue.Students role play a job interview.

Students develop a personal presentationusing PowerPoint.

• 17. Track 43, Page 116

• 17. Track 47, Page 122

• 21. Page 123

• Oral Practice.

• Oral Practice.

• Guidelines to create a PowerPoint presentation.


37



1. 2. 3. 107


1. 2. 3. 4. 5. 6. 7. 8. Track 46

108, 109


18. 19.

116 122

Test your Knowledge• Reading: Students identify topic. Students discriminate between correct and incorrect

information. • Listening: Students discriminate between correct and incorrect information. Students find

specific information.• Language: Students use the Present Perfect Continuous. The students use for and since.• Speaking: Students describe a job interview situation..• Writing: Students complete a job application form and write a job application letter.

1. 2. 3. 4. 5. Track 49

6. 7.8.9.

130 131131

131 132132


132


133.

133.

Synthesis Test Units 1 to 5• Reading: Students match information in different types of text. Students find specific

information. Students identify meaning of words in context. Students identify tone of letters.• Listening: Students discriminate between correct and incorrect information. Students identify

sequence. Students find specific information.• Language: Students use the Present Perfect Continuous. Students complete sentences with

prepositional phrases and with the First Conditional.• Writing: Students write a composition about a personal experience.• Speaking: Students talk about a personal experience.

1. 2. 3. 4.

5. 6. 7. Track 50

8. 9.10. 11.12.

135

136

136137137137

Extra Test (Teacher’s book)• Reading: Students identify purpose of text. Students find specific information. Students

discriminate between correct and incorrect information.• Listening: Students discriminate between correct and incorrect information. Students match

written and spoken information.• Language: Students complete sentences using the Present Perfect Continuous. Students

complete sentences with for or since.• Speaking: Students role play a job interview.• Writing: Students write a job application letter.


4. 5. 6. 7. Track 51

8. 9.

10.11.


190 - 191

191

191191


Unit 5AT WORKTopics: Different types of jobsPages: 98 - 127 of the Student’s BookTime: 21 hoursAnswers: Pages 153 - 155



• 6. 7. 8. 9. 10. Page 11111. 12. 13. 14. Page 114

• 8. 9. 10. Track 46, Page 119• 11. 12. 13. 14. Track 46.

Page 120

• 15. Page 115• 16. Page 116

• 15. 16. Page 121

• Reading text:Volunteering.

• Diagram.

• Chart.

• Pictures.

• Listening text: Applying for a job.

• Pictures.

• Language Note.

• Language Note.

Students use the Present PerfectContinuous to:

write descriptions of pictures;

complete a conversation;

write about personal experiences;

complete sentences using for / since.

• 15. Page 115

• 16. Page 116

• 20. Page 117

• 15. Page 121

• Pictures.

• Pictures and textual clues.

• Textual clues.

Students imitate a spoken model and roleplay a dialogue.Students role play a job interview.

Students develop a personal presentationusing PowerPoint.

• 17. Track 43, Page 116

• 17. Track 47, Page 122

• 21. Page 123

• Oral Practice.

• Oral Practice.

• Guidelines to create a PowerPoint presentation.



38 SUGGESTED yEAR PLANNING38

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 Vocabulary Activities Game Answers

1. Advice and supportPages 141 – 144

Keys to a good friendship

Teen magazine article Understanding adolescence Track 14

Conversation Linking words The First Conditional

Words related to friendship, feelings, and adolescence

Synthesise information. Discriminate between correct and incorrect information. Use connectors. Use the First Conditional. Identify speaker. Find specific information. Complete sentences about the listening text with the First Conditional. Identify synonyms. Use words from the unit to complete sentences.

Word Search puzzle Page 170

2. Two of the elementsPages 145 – 147

Earthwatch Institute Web page invitation to join an organisation

International Rescue Corps Track 22

Interview The First Conditional Connectors of condition

Words related to the environment and emergency situations

Identify purpose of text. Discriminate between correct and incorrect information. Match information. Find specific information. Complete sentences about the reading text with the First Conditional. Identify sequence.

Crossword puzzle Page 170

3. ProfessionsPages 148 – 150

Coolwork summer adventures

Web page job advertisement

Interview with a DJTrack 31

Interview Modals to express recommendations and suggestions

Words related to job descriptions and different occupations

Match and synthesise information. Find specific information. Discriminate between correct and incorrect information. Use information from the listening text to offer recommendations and suggestions. Complete sentences with words from the unit. Match words from the reading text and their definitions.

Hangman Page 170

4. Being activePages 151 – 153

What is parkour? Web page article What’s your question?Track 39

Phone-in radio programme

Prepositional phrases Words related to parkour

Synthesise information. Identify purpose of text. Put prepositions back into the text. Find specific information. Identify topic. Identify speakers. Discriminate between correct and incorrect information. Identify and correct incorrect information. Match words from the reading text with their definition. Find words from the listening text that correspond to definitions.

Find the word Page 171

5. At workPages 154 – 156

A job with a difference Extract from a diary Phone helpTrack 48

Interview The Present PerfectContinuous

Words related to job applications, voluntary work, and emotions

Synthesise information and relate it to pictures. Identify what words refer to in the text. Identify sequence. Find specific information. Complete sentences from the texts using the Present Perfect Continuous. Classify words from the unit.

Find the letters, find the phrase

Page 171


39SUGGESTED yEAR PLANNING

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 Vocabulary Activities Game Answers

1. Advice and supportPages 141 – 144

Keys to a good friendship

Teen magazine article Understanding adolescence Track 14

Conversation Linking words The First Conditional

Words related to friendship, feelings, and adolescence

Synthesise information. Discriminate between correct and incorrect information. Use connectors. Use the First Conditional. Identify speaker. Find specific information. Complete sentences about the listening text with the First Conditional. Identify synonyms. Use words from the unit to complete sentences.

Word Search puzzle Page 170

2. Two of the elementsPages 145 – 147

Earthwatch Institute Web page invitation to join an organisation

International Rescue Corps Track 22

Interview The First Conditional Connectors of condition

Words related to the environment and emergency situations

Identify purpose of text. Discriminate between correct and incorrect information. Match information. Find specific information. Complete sentences about the reading text with the First Conditional. Identify sequence.

Crossword puzzle Page 170

3. ProfessionsPages 148 – 150

Coolwork summer adventures

Web page job advertisement

Interview with a DJTrack 31

Interview Modals to express recommendations and suggestions

Words related to job descriptions and different occupations

Match and synthesise information. Find specific information. Discriminate between correct and incorrect information. Use information from the listening text to offer recommendations and suggestions. Complete sentences with words from the unit. Match words from the reading text and their definitions.

Hangman Page 170

4. Being activePages 151 – 153

What is parkour? Web page article What’s your question?Track 39

Phone-in radio programme

Prepositional phrases Words related to parkour

Synthesise information. Identify purpose of text. Put prepositions back into the text. Find specific information. Identify topic. Identify speakers. Discriminate between correct and incorrect information. Identify and correct incorrect information. Match words from the reading text with their definition. Find words from the listening text that correspond to definitions.

Find the word Page 171

5. At workPages 154 – 156

A job with a difference Extract from a diary Phone helpTrack 48

Interview The Present PerfectContinuous

Words related to job applications, voluntary work, and emotions

Synthesise information and relate it to pictures. Identify what words refer to in the text. Identify sequence. Find specific information. Complete sentences from the texts using the Present Perfect Continuous. Classify words from the unit.

Find the letters, find the phrase

Page 171


40 Unit 1

Unit ADViCE AnD SUPPORt

DiDactic resources anD methoDology tips

• Ifavailable,useofcomplementarymaterialsuchasEnglishlanguagenewspapersandmagazineswithan‘agonyaunt’section,personallettersinEnglishandSpanish,postcards,e-mails,etc.Goodonlinesourcesarewww.teenmag.comandwww.seventeen.com.Forcomparison,youcanuseChileanteenmagazinessothatstudentscancompareandseeiftheissuesthatworry/interestthemarethesamethatworry/interesttheirforeignpeers.

• Usefulmaterialsforthisunitare:lists(nouns,adjectives,conceptlists,etc.),dictionaries,glossaries,definitions,printedhandouts,librarymaterial,andnotes.

1

LEARNING OBJECTIVES

READING: to read teenagers’ letters and an agony aunt’s 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

• identifymainideasbychoosingatitleforthetext.

• findspecificinformationbyansweringquestions.

• matchinformationbyrelatinglettersandreplies.

• discriminatebetweencorrectandincorrectinformationbycorrectingwronginformation.

WRITING: to write a letter of advice that contains the introductory expressionsstudiedandfollowsthecorrectpatternofaletter.

LISTENING: to listen to a television programme that contains the communicative function of expressing conditions and reflects the acceptance of and respect for different opinions, and

• identifyspeakersbychoosingtherightnames.

• discriminatebetweencorrectandincorrectinformationbychoosingtherightword.

• findspecificinformationbyansweringquestions.

SPEAKING: to role play a television programme using expressions learnt, correctpronunciation,andthecorrectstructurestonarrateanevent.

UNIT1_TB_ING3M_(40-67).indd 40 27-11-12 15:54

41ADViCE AnD SUPPORt

PAGE 6INTRODUCTION

Invitestudentstoexamineanddescribethephotographandrelateittothenameoftheunit.

Formgroupsandaskthemtoreadtheobjectivesoftheunitandmakecommentsonthethingstheyalreadyknow,whattheycando,whatwillbenew,etc.

Elicitfromstudentswhatvaluestheythinkwillbepaidmoreattentionto,andaskthemtoanticipatewhatissueswillbediscussedinconnectionwiththem.

Beforeyoustartthisunit,pleaseremember:•nostudentorclassiseverthesame,sowhatworkedwithanothergroupmightnotworkwiththisclass.Gettoknowyourstudentsbeforeyoustartplanning;

•identifyslowandfastlearnerssothatyoucanhelptheformertomoveforwardandgetthelattertoenjoyachallenge;

•uselocalcontextasmuchaspossible,soaclasslocatedintheregionswillnothavetodealonlywithexamplesbasedonotherrealities;

•avoidstigmatisingyourstudents;eachonehasavaluetoaddtotheclass;

•rememberthatrepetitionisoneofthekeystosuccessso,ifyourepeatthingsenoughtimes,theyareboundtobelearnt.

PAGE 7GETTING INTO THE UNIT

Explaintostudentsthatthispageofeachunitwillcontainactivitiesmeanttoidentifyandactivatetheirpreviousknowledgeofthetopicandrelatedvocabulary,toestablishthestartingpointfortheactivitiesthatwillfollow.

Givestudentstimetoformgroupsanddiscusstheexercisesthathavetobedoneingroups;encouragethemtoreflectandbehonesttodothosethatrequireindividualresponses.

Talktostudentsaboutsituationswheretheygenerallyaskfororofferadvice.Whentheyofferadvice,isitgenerallyfromapersonalpointofviewordotheyuseotherpeople’sexperiences?Whatexpressionswouldtheyusetoofferpersonalopinionsaboutasituation?Helpwiththeseprompts:

In my view I believe If you ask meI think In my opinion Personally speaking

1 Askstudentstoreadthestatements(a–h)andrankthemfromtheleasttothemostserious,individuallyfirst;thentheycancompareintheirgroups.Givethemfourorfiveminutestocompletetheactivity.

2 Askstudentstoreadtheexamplesandthenthinkaboutwhattheydowhentheyneedadvice.Theycanlistpossiblesourcesofadviceandsupporttheirideasindividuallyorinpairs.Givethemtwoorthreeminutestowritetheirlistsofpossibilities.Inthisexercise,therearenocorrectorincorrectanswers.

Possible answersIreadself-helpbooksandarticles.Iaskapsychologist.Italktomyparents.Italktosomeoneinmyfamily.Italktoateacher.Iphonearadioprogramme.Ivisitafortuneteller.Idon’taskforhelpandsupport.

3 Tellstudentstoworkinsmallgroupsanddescribethefourpictures,payingattentiontodetails.Whatarethepeoplewearing?Whatdotheirfacialexpressionsshow?Ifstudentsneedvocabulary,providelists(clothes,adjectives,surroundings,etc.)andthenaskthemtodescribethepictures.Askstudentstoreadthefourstatementsandmatchthemwiththepictures.

Answersa. Picture4.b. Picture3.c. Picture1.d. Picture2.

4 Askstudentstoreadthecommentsagainanddecidewhattheyexpress:asuggestion,apersonalopinion,orcertainty.

AnswersPicture1(c.):Anopinion.Picture2(d.):Anopinion.Picture3(b.):Apieceofadvice.Picture4(a.):Asuggestion.

Makenotesofanyusefulinformationaboutwhatstudentsalreadyknowthatyoucanuselaterwhendevelopingthelessons.

Unit 1

UNIT1_TB_ING3M_(40-67).indd 41 27-11-12 15:54

42 Unit 1

PAGES 8 - 9GETTING READY FOR THE UNIT

Beforestartingthisunit,thestudentsneedtoknow:•characteristicsofdifferenttypesofsentences.•howtofindmainidea(s)inwrittentexts.•howtousesomeconnectors.•theSimplePresent.•theSimpleFuture.•howtoidentifynumberofspeakersinanoraltext.•howtoadaptandroleplayadialogue.

1 Askstudentstoworkinpairsorsmallgroupsandreadthedefinitionsandexamplesofdifferenttypesofsentences.Checkthattheyunderstandthethreeconceptsandrequestmoreexamplesthatwouldshowtheyhaveidentifiedthedifferences.

Theknowledgeofdifferenttypesofsentencesisnecessaryforstudentstounderstandhowtousemorecomplexlinkingwords,tobeexplainedfurtheronintheunit.

Asimplesentence,alsocalledanindependent clause,containsasubjectandaverb,anditexpressesacompletethought.

Acompoundsentencecontainstwoindependentclausesjoinedbyacoordinatorsuchasfor, and, nor, but, or, yet, so.(Helpfulhint:ThefirstletterofeachofthecoordinatorsspellsFANBOYS.)Exceptforveryshortsentences,coordinatorsarealwaysprecededbyacomma.

Acomplexsentencehasanindependentclausejoinedtooneormoredependentclauses.Acomplexsentencealwayshasasubordinatorsuchasbecause, since, after, although,orwhen,orarelativepronounsuchasthat, who,orwhich.

2 StudentsusetheinformationprovidedinPoint1andyourexplanationstoidentifythedifferenttypesofsentences.Makesurethattheyunderstandthemandnotjustautomaticallyinsertthenameofthetypeofsentence.

Answersa. 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.

3 StudentsidentifywhatthespeakersareexpressingineachsetofsentencesinExercise2.

AnswersSeta.–Mainideaa.Setb.–Mainideac.Setc. –Mainidead.Setd.–Mainideab.

4 In3ºMedio,studentsshouldalreadybefamiliarwithsimpleconnectorsorlinkingwordswhichwillbefurtherexploredinthisunit.Askstudentstodothisexerciseindividuallyandthencomparewithaclassmate.ThisactivitywillpreparethemfortheLanguageNoteandtheexercisesfollowingit,wheremorecomplexlinkingwordswillbeexplained.

Answersand,as,because,but,so,while.

5 Thisexerciserequiresstudentstopractiseandapplytheirknowledgeinacontext.Youcanpersonalisetheactivityaskingstudentstowritesentencesaboutthemselvesusingconnectors,oryoucanturnitintoagame,askingstudentstowritesentencesaboutthemselvesonpiecesofpaperwhicharethenthrownintoahatoracontainerandreadaloud.Otherstudentstrytoidentifythewritersofthesentences.

Answers a. because. b. and. c.but.

6 ThisexercisereviewstheSimpleFutureandtheSimplePresenttenses;studentswillneedtobeabletoidentifyandusethemtogethercorrectlywhentheylearntheFirstConditional.

Youcangivetheseusesofthetwotensesandthenaskthestudentswhichuseappliestoeachsentenceinthechart.

UNIT1_TB_ING3M_(40-67).indd 42 27-11-12 15:54


Unit 1

The Simple Future

Weuseit:•whenthereisnoplanordecisiontodosomethingbeforewespeak;wemakethedecisionspontaneouslyatthetimeofspeaking.example:This exercise is rather difficult. I will ask Marian to help me.

•tomakeapredictionaboutthefuture;again,thereisnofirmplan,wearesayingwhatwethinkwillhappen.example:The forecast says it will rain tomorrow.

•whenthemainverbisbe,wecanusetheSimpleFuturetenseevenifwehaveafirmplanordecisionbeforespeaking.example:I will be in London next week.

The Simple Present

Weuseit:•forrepeatedactions.

example:I go to the gym every day.•foreventsthattakeplaceasamatteroffactorarerecognisedgeneraltruths.example:Water boils at 100ºC.

•forfixedarrangements,scheduledevents.example:The supermarket opens at 7.30am.

•foractionsinthepresent,onefollowingaftertheother.example:First I have a shower and then I have breakfast.

•withverbsthatusuallydonothaveaprogressiveform.example:I love you.

Answersa.P.b.F.c.P.d.P.e.F.f.F.

7 12PlaytherecordingthestudentswillworkwithinLesson2ofthisunit.Studentsonlyhavetoidentifythenumberofspeakers,inpreparationforwhattheywillbedoingduringtheunit.

AnswersThreespeakers.

8 Studentswilltalkaboutsuggestionsandadvicefurtheroninthisunit.Askthemtoworkinpairsandmatchthequestionsandanswersrelatedtothoseissues.Invitethemtoreadthedialoguesaloud.

Answers

a.–ii. b.–i. c. –iv. d. –iii

9 Askstudentstochangepartnersandformnewpairstopractisethedialogues.Beforetheystartreplacingpartsoftheconversations,youcanbrainstormideasandlistthemontheboard.Givethemsometimetopractiseandthenaskafewpairstoactoutthenewdialoguesinfrontoftheclass.

PAGE 10LESSON 1 - READING

LETTERS TO AUNT ANNE

++

Tellstudentstocheckthelearningabilitiestheywilldevelopwitheachoftheactivitiesandcommentontheirexpectationsandinterests.

Forthislesson,studentsshouldbefamiliarwith:•differenttypesofsentences(refertoExercises1,2and3onPage8ofthisunit).

•simplelinkingwords(refertoExercises4 and 5onPages8and9ofthisunit).

•howtofindmainidea(s)inwrittentexts(refertoExercises2and3onPage8ofthisunit).

BeFore you reaD

1 +(Learningability:toconnecttopicandpersonalexperiences).

Askstudentsiftheywritelettersore-mails.Whoto?Why?Isletterwritingingeneralaskilltheythinktheywillneedinthefuture?Whatfor?Askthemtolistreasonswhypeoplewriteletterstonewspapers,magazines,orradioprogrammes.Tellstudentstoworkinsmallgroups,readthestatementsintheexercise,anddecidewhichonestheymostagree/disagreewith.

UNIT1_TB_ING3M_(40-67).indd 43 27-11-12 15:54

44 Unit 1

Did you know that… SeePage8oftheIntroduction.

2 +(Learningability:tomakepredictionsfromprovidedinformation).

Ifavailable,readafewtitlesofletterstoanagonyauntfromanoriginalsource(magazine,newspaper,onlinemagazine,etc.).Askstudentstoreadthefourtitles(a–d).Dotheyunderstandthem?Whatdotheythinkthelettersmightbeabout?Brainstormideasandjotthemdownontheboardforlaterdiscussion.

Askthemtotryandpredictwhichlettercorrespondstowhichtitle.Donotcheckstudents’answersatthispoint.

ADDITIONAL ACTIVITYThe Prediction WheelYoucangothroughallthepredictionstepswithanyothersimpletextofyourchoice.

step 1:askstudentstopredictwhatthetextwillbeabout,payingattentiontothetitle,pictures,previousknowledge,vocabularyyouhaveprovided.Askthemtomakeatleasttwopredictions,forexample,what do you think it will be about? Who do you think the protagonists will be?

step 2:studentsreadthetextandfindevidencetovalidatetheirpredictions.Followtheinstructionsinthewheel.

step 3:aftervalidating,checking,orabandoning/correctingtheirpredictions,studentswriteasummaryofthetext.

Taken from: Zygouris-CoeV. and Glass, C. (2004) For-pD’sreadingstrategyofthemonth.PredictionWheel. Retrieved on March 12,

2012, from http://forpd.ucf.edu/strategies/stratWheel.html

UNIT1_TB_ING3M_(40-67).indd 44 27-11-12 15:54


Unit 1

3 +(Learningability:toidentifycognates).

SeenotesoncognatesonPage11oftheIntroduction.

Tellstudentstoworkinpairsandreadthewords,firstsilentlyandthenaloud,toidentifythecognates.

Answersblouse=blusa. habits=hábitos.physical=–físico.pickles=picles.recently=recientemente.recommend=recomendar.style=estilo.terrible=terrible.

BACKGROUND INFORMATIONSpanishandEnglishhavethousandsofcognates-wordsthatarepracticallythesameinbothlanguages-becausetheiretymologyisthesame.Inmostcases,studentscaneasilyrecognisethewordandinferitsmeaning,buttherearesomecasesinwhichyoushoulddrawtheirattentiontoacognatewhichis,infact,afalsefriend.False friends,or false cognatesarepairsofwordsthataresimilarinform,buthavedifferentmeanings,thatis,theyappeartobecognateswheninfacttheyarenot.

Foracomprehensivelistoffalsecognatesseehttp://spanish.about.com/cs/vocabulary/a/obviouswrong.htm

AVOID THIS MISTAKEAVOID THIS MISTAKE

TellstudentstherearetwofalsecognatesinthetextsonPage11.Cantheyfindthem?

False cognate Mistake Correct meaning

Advice Spanish aviso (notice, advertisement, warning)

Consejo

Parents Spanish parientes (parents)

Padres

Letstudentsknowthatthenounadviceisuncountable;wedonotsayan adviceanditdoesnottakeapluralform.Ifwewanttoexpressthatitisasingularnoun,wesaya piece of advice.

Writethisexerciseontheboardandtellstudentstodoitintheirnotebooks.

Fill in the blanks in these sentences using advertisement – advice – notice – parents –relatives – warning.

a. Bothher areinshowbusiness:hermotherisasingerandherfatherisanactor.

b. I’mcallingaboutthejob intoday’spaper.c. Manyofmy liveabroad:mygrandparents,

twocousins,andanuncle.d. Thetesthasbeenpostponed;therewasa

ontheboard.e. Therewasatsunami tenminutesafterthe

earthquake.f. Ourteachergaveusanexcellentpieceof .

Answers a. parents.b.advertisement.c.relatives.d.notice.e.warning.f.advice.

4 ++(Learningability:torevisemeaningofkeyexpressions).

time expressionsareusedtoindicatethetimeat/duringwhichanactiontakesplace.Commontimeexpressionsinclude:

present forms(forpresenthabitsandroutines):every day, on Fridays, at the moment, now, always, usually, sometimes,etc.

past forms:when I was ..., last week / month / year,etc.;yesterday, two weeks / years / months ago,etc.

Future forms: next week / month / year, tomorrow, tonight, by the end of the week, next week / year / month, etc., in two weeks’ / four months’ time,etc.

Youcanfindmoreinformationandexercisesontimeexpressions/adverbsoffrequencyat http://esl.about.com/library/quiz/bl_timeexpress1.htm and at http://esl.about.com/library/quiz/blgrquiz_time.htm

Readtheexampleandthenelicitafewmoretimeexpressionsfromtheclass,askingstudentstoprovideexamplesentencesortheirSpanishequivalents.Tellthemthattheexpressionscan

UNIT1_TB_ING3M_(40-67).indd 45 27-11-12 15:54

46 Unit 1

indicatewhensomethinghappensorhappened,andalsothefrequencywithwhichanactiontakesplace.Askthemtofillinthetablewiththecorrectreplies,indicatinginwhichletter(i – iV)theyfoundtheexpression.Youcanaskallstudentstohaveaquicklookatthefourletterstofindtimeexpressionsoryoucandividetheclassintofourgroupsandassignonelettertoeachgroup.Checkanswersontheboard.

Answers

Referring to repeated actions Referring to one action Several times a week (Letter I) At the weekend (Letter I)A few hours a day (Letter II) A few weeks ago (Letter I)Twice a week (Letter III) Last year (Letter II)In the last few weeks (Letter III) Once (Letter III)

5 ++(Learningability:toidentifymeaningandfunctionofkeywordsascomponentsoftexts).

Invitethestudentstofindthewordsinboldinthelettersandidentifywhattheydointhesentences(theirfunction).Generalanswersareacceptable.

Youcanaskallstudentstohaveaquicklookatthefourletterstofindandexplainthefunctionofthewordsinboldoryoucandividetheclassintofourgroupsandassignonelettertoeachgroup.Checkanswersorally.

Answersletter i:so=así es que–result;however=sin embargo–contrast.letter ii:aslongas=en tanto que, mientras–condition;although=aunque–contrast;because=porque–reason;besides=además –somethingadditional.letter iii:however=sin embargo–contrast;providedthat=siempre que–condition.letter iV:because=porque –reason;so=así es que–result.

WHILE YOU READ

ThelettersinthissectionwereadaptedfromletterswrittentoSeventeen Magazine for British

Teenagers(hardcopyissues).YoucanaccessSeventeenonlineat www.seventeen.com

Remindstudentstocheckthelearningabilitiestheywilldevelopwitheachoftheactivitiesandcommentontheirexpectationsandinterests.

6 +(Learningabilities:torelateinformationinordertosynthesisecontent).

Studentsreadletters i – iVonPage11.Givethemenoughtimetoreadthemquickly,onlywiththepurposeofcheckingtheirpredictionsinExercise2.Checkanswersorally.

Answersletter i d. Friendship or love?letter ii a.Computer addictionletter iii c. Too much food when depressedletter iV b.My parents don’t get my style

PAGE 12

7 +++(Learningability:tofindspecificinformation).

Tellstudentstoreadthequestionscarefullyfirstandthenreadeachlettertofindtherequiredinformation.Studentscanworkindividually,findingtheanswerstoallthequestions,orinsmallgroups,distributingthequestionsandthensharingtheanswers.Ifnecessary,explainthemeaningofthewordbinge(Letteriii)=to eat or drink too much, especially without being able to control yourself.Checktheiranswersorally,invitingdifferentstudentstoaskthequestionstodifferentclassmates.

Answersa.Theydohomeworktogether,theyvisiteach

other,andtheygotothecinemaortopartiestogether.

b.Sixoreventenhoursaday.c. Shewenttothegymtwiceaweek,shegot

goodandbadgradesatschool,andshelovesgoingtothemallwithherfriendstoshopforclothes.

d.Shewearsbaggytrousers,heavyboots,andsweatshirts.

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Unit 1

8 +++(Learningability:torelateknowledgefromdifferentsourcesinordertomatchinformation).

Studentsreadthefouranswersprovided(a–d)andmatchthemwiththeoriginalletters(i–iV).Youcanaskallthestudentstomatchthefourlettersandtheanswers,oryoucandividetheclassintofourgroupsandassignoneanswertoeachgrouptofindtheletteritcorrespondsto.Checkanswersorally.

Answersa.–LetterIII.b.–LetterI.c.–LetterII.d.–LetterIV.

9 +++(Learningability:tofindandcorrectincorrectinformation).

Letstudentsknowthatthereisamistakeineachstatement;theirtaskistofindandcorrectit.Youcanaskallthestudentstoreadallthestatementsandcorrectthem,oryoucandividetheclassintofourgroupsandassignoneletter(i –iV)withitscorrespondingfalsestatementtoeach.Checkanswersontheboard,askingstudentstofirstunderlinetheincorrectinformationandthencorrectit.

AnswersThewriterofLetteridoesn’tseethisboyveryoften.ThewriterofLetteriseesthisboyveryoften.ThewriterofLetteriigoesoutveryoften.ThewriterofLetteriihasstoppedgoingout.ThewriterofLetteriiifeelshappywhensheeatsthingsfromthefridge.ThewriterofLetteriiifeelsterriblewhensheeatsthingsfromthefridge.

ADDITIONAL ACTIVITYStudentsmustbeabletofindvarioustypesofinformationinatext;itcanbespecificorgeneral,moodandtoneofatext,orexplicitandimplicitinformation.

explicitinformationisclearlystatedinatext.example:His face showed sadness.

implicitinformationmustbeinferredfromthetextusingthecontext.

example:Tears ran down his face.

Theinformationwecaninferfromthesecondexampleisthathewassad.

Readerscanthinkinferentiallywhentheyconnecttheirbackgroundofinformation,ideas,andexperienceswiththetext.

“To infer as we read is to go beyond literal interpretation and to open a world of meaning deeply connected to our lives.”

Keene, E.O., Zimmerman C. (1997). Mosaic of Thought – TeachingComprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann

a. Tellfastlearnerstoreadthelettersagaintofindimplicitinformationthatwouldindicateifthewritersofthelettersareboysorgirls.

AnswersLetteri waswrittenbyagirl.Shereferstoaboyshelikes.Letteriiwaswrittenbyaboy.Hesays:“unlikeotherboysmyage”.Letteriii waswrittenbyagirl.Shereferstoaschoolskirtshewears.LetteriVwaswrittenbyagirl.Shereferstotheclothesshewears.

b. Youcangivefastlearnerstheseadditionalscenariosandaskthemtoinferinformation.

i. Youseealittlegirlwhosenoseisred;shehaswateryeyes,andaboxoftissuesnexttoher.Youcaninferthatshehasacoldorthatshehasbeencrying.

ii. Youseealargedogrunningatfullspeed,barkingloudlyandwithitsmouthwideopen.Youcaninferitisgoingtoattacksomebody.

c. Askfastlearnerstoworkinpairsandcreatemorescenariosfromwhichinformationcanbeinferred.Askthemtoreadorwritethemontheboardfortheclasstomakethecorrespondinginferences.

PAGE 13

AFTER YOU READ


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48 Unit 1

10+++(Learningability:toconsolidatealanguageitem).

InvitestudentstohaveaquicklookatAnne’sanswersinExercise8again,payingspecialattentiontotheexpressionsinbold.Tellthemtoreadandcompletethesentencesindividuallyandthentocomparewithapartner.Checktheiranswersorally.

Answersa.Ithinkyoushouldaskforhelpifyouhavea

problem.b.Ibelieveyouhavetwooptions:youcanstart

studyingnoworbepreparedtofailtheexam.c. Thebestwaytofinishsooneristoworkharder.d.Iwouldrecommendyoutalktoyourteacher

immediately.e.Theonlywayyoucanfindoutthetruthis

askingyourfrienddirectly.f. Whydon’tyouorganiseanoutingforthis

weekend?

Language Note

LINKINGWORDS

Thissectiondealswithlinkingwords.Theyenablethewritingtoflowfromoneideatothenextinalogicalway,showingcohesion.Theinformationinthissectionwillhelpstudentstojoinshortersentencesintolongerones.

Thetwomostimportanttypesoflinkingwordsare:

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.

sentence connectors of contrast: however, on the other hand, on the contrary, by / in comparison, in contrast.

sentence connectors of result: as a result, as a consequence, therefore, thus, consequently, hence.

sentence connectors of comparison: similarly, likewise, also.

sentence connectors of reason: the cause of, the reason for, due to.

Invitedifferentstudentstowritemoreexamplesfromthelettersontheboard.

Moreusefulinformationonlinkingwordscanbefoundathttp: //www.english-at-home.com/grammar/linking-words

Answers point 3Othersentenceswithlinkingwordsintheletters:letter i:Hewasshyanddidn’tfeelhappy,soItalkedtohim.Wedohomeworktogetherandvisiteachother,andattheweekendwegotothecinema,butafewweeksagoInoticedthatmyfeelingsforhimwerechanging.letter ii:althoughatfirstIuseditonlyafewhoursaday,afterafewweeksthingsgotoutofhand.IhavestoppedgoingoutbecauseIspendallmyfreetimechattingandsurfing.letter iii:Igetgoodandbadgradesatschool,justlikeanyotherkid,andIlovegoingtothemallwithmyfriends.however,IhaverecentlynoticedthatwhenIgetsadordepressed,Istarteating.Inthelastfewweeks,I’venoticedthatithappensmoreandmoreoften,and becauseIeatsomuch,mydressesandmyschoolskirtdon’tfitmeanymore.letter iV:IdecidedtowritetoyoubecausemyparentsandIarehavingseriousproblemsabouttheclothesIwear.Idressedintheclothesmymotherboughtforme,butthenIstartedwearingbaggytrousers,heavyboots,andsweatshirts.WhenIwanttogooutwithfriends,myfathersaysIcan’tbecauseI’mnotwearingtheproperclothes!

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Unit 1

ADDITIONAL ACTIVITYWritethisshorttextontheboard,butdonothighlightthelinkingwords.Askthestudentstocopyitintotheirnotebooks,underliningallthelinkingwords.Askthemtocomparewithanotherstudentandthencorrectontheboard.

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 tipLearning tipLearning tip

AnalysethisLearningtiptogetherwiththeclass.Helpthemtonoticethattheycanalsodothiswithvocabularywordsandothergrammarpoints.


Tellstudentsthattheconnectorsalthough, but,andhoweverhavethesamefunction:toindicatecontrast.However,theyareuseddifferently:

Butislessformalthanalthoughandhowever.Itisusedbetweenthetwosentencesitconnectsandisnormallyprecededbyacoma.

examples:We called Joanna, but she didn’t answer.Mr Anderson is over 75, but he is still very active.

Althoughismoretypicalofcarefulorformalspeechorwriting.Thewordalthoughcanbeatthebeginningorbetweenthetwoclauses.

examples:Although Bradley didn’t like the show, he stayed until the end.Ginger tried to smile although she was disappointed.

Howeverismorecommoninformalspeechandinwriting.Itintroducesorcompletesacontrastingsentence.Itisalwaysprecededandfollowedbypunctuation.

examples:Uruguay is a small country; however, their football team did very well in the 2010 World Cup.

Your written English is very good. However, you need to improve your pronunciation.

Tellstudentstodothisexerciseintheirnotebooks.

circle the best linking word in these sentences.

a. Although / Butwewarnedthem,theystillwentupthemountain.

b. Ilikeithere,but / howeverIwon’tstaylong.c. Thetouristsdidn’thavemuchtime.But /

However,theymanagedtovisitlotsofplaces.d. Lindsayfeltexhausted,although / butshestayed

uptofinishherhomework.e. Matthewwenttoseethefilmalthough / buthe

hadseenitbefore.f. NatAlexanderdidnotwintheprize.Although /

However,sheofferedagreatperformance.

Answersa.Although. b.but. c.However.d.but. e.although. f.However.

Drawstudents’attentiontotheInternetsitewheretheycanfindmoreinformationandexercisesonconnectors.Encouragethemtousethesiteontheirown,buttoshareinformationwithyouandwiththeirclassmates.

11++(Learningability:toapplyalanguagepoint).

ReferstudentstotheLanguageNote.Tellthemtoreadthewordsintheboxandthesentences(a–c),andtotryandrelateoneofthemtothepictureontheright.Checkanswersorally.

Answersa.providedthat.b. although.c. so+pictureontheright.

UNIT1_TB_ING3M_(40-67).indd 49 27-11-12 15:54

506CountryLaneNorthBaysville,CA53286

July16,2007

DearSusan,

Itfeelslikesuchalongtimesincellastsawyou,althoughIknowit'sonlybeenafewweeks.Sofar,mysummerhasbeengreat!

Ispendallmyweekendsatthebeach.IamgettinganicetanandyoucannolongersayIampalerthanyou.Ihavebeenplayinglotsofvolleyball,surfing,andbuildinganicecollectionofseashells.JustthispastweekendItooksecondplaceinasandcastlebuildingcontest!

Ihopethesummer'sbeengoingwellforyoutoo.There'sonlyamonthandahalfleftofsummervacationandafterthatit'sbacktoschool.Wouldyouliketomeetupsometimebeforeschoolstarts?

Yourfriend,Teresa

aDDress

Date

greeting

introDuction

BoDy

closing

signature

50 Unit 1

PAGE 14

12++(Learningability:toorganisethepartsofatextusingthecorrectpattern).

Ifnecessary,revisethedifferentpartsofaletterwiththeclass.

BACKGROUND INFORMATION address:putyouraddressatthetopofyourletter,sothatthereaderwillknowwheretosendtheirreply.

Date:putthedateonwhichtheletteriswrittenintheformatMonth-Day-Year.(June15,2012).

inside address:itisonlyrequiredforabusinessletterandwillincludetheaddressofthepersonyouarewritingto,alongwiththenameoftherecipient,theirtitle,andthecompanyname.Ifyouarenotsurewhothelettershouldbeaddressedto,eitherleaveitblankortrytoputinatitle,forexample,‘DirectorofHumanResources’.

the greeting:itwilladdressthepersonthattheletterisbeingsentto.Thisisusuallycompletedin

theformof‘DearAnne’or‘Hello,Anne’,forlessformalletters.

the introductory paragraph:itisthefirstparagraphandwillgenerallyoutlinethepurposeoftheletter,thereasonwhytheletterisbeingsent.Thiscandealwithanyissuesthatareoutstandingandisusedtosetthetonefortherestoftheletter.Inthisfirstparagraph,thesummaryofthelettercanbefoundandtheintentionswhichwillbedisplayedthroughtherestofthelettershouldbeoutlined.Fromthisintroductoryparagraph,therecipientshouldbeabletonotethetoneoftheletter.

the body:itwillexpandupontheintroductoryparagraphandthewritercanextendtheirthoughtsandfeelingsfurther.Thebodyofthelettercanbeanywherefrommultiplepagesforpersonalletters,toonepageortwopagesformostbusinesslettersandothertypesofproposals.

the closing:herethewriterwillfinishanythoughtsthathavebeenmentioned.Theclosingofthelettercomesinvariousforms,fromYours truly,forthe

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Unit 1

peoplewhoarefamiliarwithoneanother,toatraditionalSincerely, whichisaversatileclosingthatcanbeusedinavarietyoflettersandsituations.

signature:Yournameasyouusuallywriteit.Itcanbejustyourfirstname,yourfullname,oryournickname.Taken from: (n.d.) How to write a letter. Retrieved March 13, 2011 from

http://www.letterwritingguide.com/howtowritealetter.htm

HelpstudentstonoticethatthisisamorecompleteversionofAnne’slettersinExercise8 and,ifnecessary,guidethemsothattheycanidentifythedifferentparts.Checkanswersorally.

Answersa. i.b.iii.c.vi.d.ii.e.iv.f.v.

ADDITIONAL ACTIVITYYoucanaskfastlearnerstochoosealetterfromPage11oroneofAnne’sanswersandcompleteitintheirnotebookswiththemissingpartsofacompleteletter.

Noticethatallthelettersonlyhavethegreetingandthebody,sothestudentsshouldaddanaddressandthedateatthebeginning,andaclosingandtheirsignatureattheend.

13 10++(Learningability:toimitateaspokenmodel).

RemindstudentsthatcorrectpronunciationofEnglishismuchmorethanimitatingonlyspecificsounds.Theymustpayattentiontopauses,totheintonationofthevoice,andtopatterns of emphasis.Nomatterhowvastthestudents’vocabularyisandhowwelltheyusegrammarstructures,iftheydon’tusecorrectpronunciation,itmaybeverydifficultforlistenerstounderstandwhattheysay.

Playtherecordingonceortwicewithpauses,forstudentstorepeat.Thengivethemsometimetopractisethedialogueinpairsandinvitethemtoroleplayitintheirgroups.

Ifyouwanttoevaluatestudents’oralperformance,usethecriteriaintheSpeakingsectionofTestyourKnowledge.

TRANSCRIPT – ORAL PRACTICE 10

Marianne speaks with a British accent and Tom with an American accent.

Marianne: I’m still unsure what to study in college.Tom: How about something you really like and are good at?Marianne: Like what?Tom: You are good at languages and you like good food.Marianne: So?Tom: You could take up tourism or cooking.Marianne: Should I listen to my parents’ advice?Tom: Of course you should, but mainly, follow your heart.

14++ (Learningability:toroleplayaconversation).

OneofthemainmotivationstoencouragepairworkintheEnglishlanguageclassroomistoincreasetheopportunitieslearnershavetouseEnglish.Throughpairwork,learnersrevisewhattheyhaveunderstoodafterreadingthetext.Thisallowsthemtocompareanswersandclarifyproblemstogether,usingEnglish.

Studentsgetintopairs,readtwootherproblemsmentionedbyotherteenagers,andchooseoneofthem.Theyroleplaythesituationstatingtheproblemandgivingadviceinfrontoftheclass.TheyuseexpressionstomakesuggestionsandofferadviceprovidedinAnne’sanswersinExercise 8,Page12.

Youcanusethisexerciseasembeddedevaluation,usingthecriteriaintheSpeakingsectionoftheTestyourKnowledgeofthisunittoidentifyandprovidefeedbackonperformance.

15QuicK selF-checK(Learningability:toevaluatelearning).

ThisQuickSelf-checkallowsstudentstoevaluatetheirperformanceinthegrammaraspectofthelessonandalsotoconsiderevaluationasacontinuousprocessthroughoutthebook.Readtheinstructionsaloud,makesurethatallthestudentsunderstandthemclearly,andsetatimelimittocompletethetask.Checkanswersandhelpstudentstoworkouttheirscores.

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52 Unit 1

Ifastudenthasreachedthemaximumscore,youmightwanttoofferhim/hersomethingmorechallengingandaskhim/hertodoanotherexerciseorhelpanotherstudentwhoislaggingbehind.Ifoneormorestudentshaveonlyreachedtheminimumscore,youshoulddevotesometimetogoingthroughthesubjectonemoretimetomakesuretheyarereadytocontinuewiththerestoftheunit.

Youmayaskstudentstokeeptrackoftheirprogressandthenevaluatetheiroverallperformanceintheself-checkexercisesaftertwoorthreeunits.

Answersso–therefore-but-although-Besides–providedthat.

PAGE 15

16++(Learningability:toidentifyandapplyrulesfortheuseofcapitalletters).

Inthereadinglessonsofeachunityouwillfindinformationtohelpyourstudentsmastertherulesofpunctuationandcorrectspelling.Simpleruleswillbeprovidedwithspecificexamplesthatcanbefoundinthereadingtexts.

GothroughtheruleswiththeclassandaskthemtofindexamplesintheletterinExercise12.Offermoreexamplesandaskstudentstoprovidesometoo.

Answers:• 75eastpaytonDrive,newbury,CA00001(3.Proper

nouns).• 28January,2010(5.Themonthsoftheyear)• Dearreader,(1.Thefirstwordofasentence/3.

Propernouns)• ithinkyoushouldseeadoctor.mood(2.The

pronoun I /1.Thefirstwordofasentence)• swingsinteenagerscanbedangerous,therefore,a

visittoapsychologistcanhelptodeterminethecauseofyourdepression.Don’twaitanylongerandgetsomeprofessionalhelpimmediately.(1.Thefirstwordofasentence)

• yourstruly(1.Thefirstwordofasentence)• anne(3.Propernouns)

17 +++ APPLICATION TASK – WRITING (Learningability:towriteatextacknowledgingthesubjectivityofitscontent).Whilecompletingthistask,studentswilltalkaboutfeelings,lookforasolutiontoaproblem,developandsummarisedifferentoptions,writealetterusingthecorrectformat,andanalysetheirmistakesandtheirprogress.

Consideringthatthisisthefirstapplicationtask,guidestudentsverycarefully,firsttoformthegroupsanddistributetasksandroles,andthentoreadtheinstructionsandfollowthemstepbystep.

Helpandcorrectstudents’workwhilewalkingamongthegroupsandencouragethemtoevaluateeachstepofthetask.

Makesurestudentsunderstandtheimportanceofcooperativework,respecteachother’sopinions,anddotheworktheyhavecommittedthemselvestodo.

Atthemomentofevaluatingtheirownletters,encouragethemtobehonest.

Whentheyexchangeletters,highlighttheimportanceofrespectingeveryone’sworkandofofferingpositivecomments.

Youcanusethisexerciseasembeddedevaluation,usingthecriteriaintheWritingsectionoftheTestyourKnowledgeofthisunittoidentifyandprovidefeedbackonperformance.

American v/s British English

Drawstudents’attentiontotheAmericanv/sBritishEnglishbox,andhelpthemtonoticethatonlyonespellingisacceptableinAmericanEnglish,whileBritishEnglishusesboth.

StudentscanfindmoreexamplesofdifferencesbetweenAmericanandBritishEnglishathttp://esl.about.com/od/toeflieltscambridge/a/dif_ambrit.htm

ADDITIONAL ASSIGNMENT

Youcandesignyourownwritingassignment/applicationtaskashomeworkorasanextratest.

AlthoughGlobal Englishhasbeenwrittenwithawiderangeofstudentsinmind,theremightbe

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Unit 1

situationswhereyoumayfeelthatanapplicationtaskisnotlocalisedenough.Feelfreetodesignyourowntaskandaskyourselfthesequestionswhenpreparingthem.

1.Isthegeneralsubjecttarget-specific,isitreallydirectedatmystudents?

2. Dostudentshaveenoughopportunitiestousethelanguagelearntinthelesson?Forexample,ifthesubjectoftheunitwaslettersandthegrammarcontenttheFirstConditional–haveIincorporatedtheseintothetask?

3. Isthetaskclearlydefined?DomystudentsunderstandwhatIwantfromthem?

4. Whatkindofknowledgeisthetaskputtingintopractice?HaveIcovereditbefore,inpreviouslessons?

5. Doesthetopicinvitestudentstousewideandvariedvocabulary?Forexample,atasktellingstudentstodescribeaflowermightnotbedemandingenoughandstudentswouldnothavethechancetousevariedvocabulary.

6. Doesthetaskelicitsentences,ideallyconnected,andnotjustlistsofwords?

18 +++(Learningability:todiscussthecontentsofthelessonandrelatethemtopersonalexperiences,usingcleararguments).

Thisisaroundupexercisewherestudentsareaskedtoreflectonwhattheyhavelearntinthelesson,intermsofabilities,content,grammar,andvocabulary.Italsoencouragesthemtoexpresstheiropinionsconcerningimportantvaluesexplicitlyorimplicitlystatedinthetextsandactivities.Referstudentsagaintothefirstexerciseintheunit,encouragethemtoshareanswersintheirgroupsand/orwiththewholeclass,andmotivatethemtosubstantiatetheiranswers.

OPTIONAL ACTIVITYYoucandothisactivityatanytimeduringtheAFTERYOUREADactivities,whenyoufeelthestudentsneedachange,oralittlebreak.

•Divideyourclassintogroupsofsixstudents.•MakeasmanycopiesofthelettersonPage11astherearegroups(youwillneedoneletterpergroup).

•Cutupthelettersinto6chunks–notnecessarilyparagraphs–andputallthepiecesinsideanenvelope.

•Passanenvelopetoeachgroupandtellthemtoreconstructthelettersinthecorrectorder,withoutlookingatthebook.

•Thewinneristhefirstgrouptogettheirletterinthecorrectorder.

PAGE 16LESSON 2 - LISTENING

EMBARRASSING MOMENTS

++

Tellstudentstocheckthelearningabilitiestheywilldevelopwitheachoftheactivitiesandcommentontheirexpectationsandinterests.

Forthislesson,studentsshouldbefamiliarwith:

•howtoformandusetheSimplePresentandtheSimpleFuture(Exercise6,Page9).

•howtoidentifynumberofspeakersinanoraltext(Exercise7,Page9).

•howtoadaptandroleplayadialogue(exercises8and10,Page9).


Drawstudents’attentiontothenameofthelesson,andmakesuretheyrealisethewordembarrassingisafalsecognate.Encouragethemtodeducethemeaningofthewordsembarrassedandembarrassment,andaskthemtocompletethischart.


Embarrassing Spanish embarrando(covering in / with mud) or embarazando (getting pregnant, getting somebody pregnant)

Embarazoso, vergonzoso

Embarrassed Spanish embarrado (covered in mud) or embarazada (pregnant)

Avergonzado

Embarrassment Spanish embarrada (blunder) or embarazo (pregnancy)

Vergüenza, bochorno

UNIT1_TB_ING3M_(40-67).indd 53 27-11-12 15:54

54 Unit 1

Writethisexerciseontheboardandtellstudentstodoitintheirnotebooks.

Fill in the blanks in these sentences using a word from the chart. use the correct verb tense.

a. whileatschoolcanbeatraumaticexperience.

b.Havingtosinginpublicwasvery .c. Inearlydiedof whenRaymondsaidthat.d.Paulinefelt atbeingthecentreof

attention.e.Rubyis ;herbabyisduenextmonth.f. Somewomenexperiencesicknessduring

their .g.Thechildrenwereabsolutely whenthey

finishedthematch.h.Theyare theirfaces toavoidbeing

detected.i. Timmymadeaterrible whenheanswered

likethat.

Answersa.Gettingpregnant.b.embarrassing.c.embarrassment.d.embarrassed.e.pregnant.f.pregnancy.g.coveredinmud.h.covering/withmud.i.blunder.

BEFORE YOU LISTEN


Studentsreadthethreestatementsintheirgroup.Theycheckvocabulary(explain,ifnecessaryorrefertoadictionary)andthendiscusswhichonestheymostagree/disagreewith.Tellthemtheydonotneedtoagreeonthestatements;however,throughdiscussion,theyshouldtrytoreachconsensus.

2 +(Learningability:tomakepredictionsbasedonprovidedinformation).

Studentsreadthetitleofthelessonagainandcommentonwhatanembarrassingmomentmightbe.Theyshouldfeelfreetoshareexperiencesandembarrassingmoments,butremindthemtoberespectfuloftheirpartnerswhenmakingcomments.

3 + (Learningabilities:tomakepredictions).

Ingroups,studentsdescribeanddiscussthepictures.Askthemtoprovideasmuchdetailaspossible.Encouragethemtoaskeachotherquestionsandofferexplanations.Askthemwhichsituationstheythinkwillbepresentedintherecordedtext.Tellthemtothinkabouttheclues(title,pictures,etc.)andwhattheyalreadyknow(vocabulary,previousdiscussion,topic,etc.).Donotchecktheiranswersatthispoint.

ADDITIONAL ACTIVITYYoucanaskfastlearnersorkeenerstudentstowriteadescriptionofoneofthepictures.Helpthemtocorrecterrors.

example: There are three girls in the picture. Two of them are wearing miniskirts and T-shirts; they seem to be friends. It looks like the two girls are laughing at the third girl who is wearing jeans and carrying a handbag because, in a moment, she is going to walk into a lamp post.

4 ++ 11 (Learningabilities:tofindmeaningofkeywords/tomatchwrittenandspokenlanguage/toidentifyandpractisethepronunciationofanEnglishsoundthatmayinterferewithcomprehension).

Tellstudentsthatthesekeywordswillappearinthelisteningtexts,andthatitisimportantthattheyknowtheirmeaningandwhattheysoundlike.Gothroughthewordswiththem,anddrawtheirattentiontothephrasalverbhang up / hung up,whichincludesboththeinfinitiveandthepastform.Givethemafewminutestocheckmeaningsindictionaries,andthenplaytherecording.

a.Firsttheyonlylistentothewords,andthentheylistenandrepeat.

Youcanletyourstudentsknowthatthewordbreath/breT /isthenoun(=aliento, respiración)andthewordbreathe/brið /istheverb(=respirar).

b. Readtheexamplewordsaloudandaskstudentstorepeatthem.Ifnecessary,youcanaddafewmorewiththesound//,like bus, done, fun, gun, hunt, nut,etc.

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Unit 1

AnswersThe four words that contain the sound // are anyone, crush, hung and up.

TRANSCRIPT – PRONUNCIATION 11

anyone – breath – daring – crush - garlic – hang up / hung up - pick up – sleepover.Note that the word crush is used here with the meaning of ‘loved one’ (teenage talk).


ExplaintostudentsthatthecorrectpronunciationofvowelsisveryimportantinEnglish,assometimestheyaretheonlyelementinawordthatproducesachangeofmeaning.Copythischartontheboardandtellstudentstocopyitintotheirnotebooks.Then,askthemtolistenandrepeatthepairsofwordsafteryou.

/ / / / / / / /bag bug ham humcat cut fan fun

crash crush Nat nutDan done Patty puttyfan fun rat rutgas Gus tag tug

ADDITIONAL ACTIVITYYoucangivekeenerorfasterlearnersalistofwordsandaskthemtocircletheonestheythinkarepronouncedwith//.Checkanswersorallyandtellstudentstopractisethepronunciationofthewordsinpairs.Invitethemtoactasmodelsfortheclasstorepeat.

Askthemtowritesentenceswiththewordsthatcontainthesoundandthenreadthemaloud.

possible words to use:

butt// cool/u/ cup// do/u/duck// enough// fun// pup//super/u/ supper// shut// tool/u/

PAGE 17

While you listenRemindstudentstocheckthelearningabilitiestheywilldevelopwitheachoftheactivitiesandcommentontheirexpectationsandinterests.

5 + 12 (Learningability:tovalidatepredictions).

ReferstudentsbacktothepicturesinExercise3,thesituationstheyrepresent,andthepredictionstheymadeinExercise3b.Playtherecordingonceandaskstudentstochecktheirpredictions(guesses,really).

Answers1, 4.

6 (Learningability:toidentifyspeakersusingprovidedinformation).

StudentsshouldbefamiliarwiththerecordingastheylistenedtoitwhentheywereaskedtoidentifythenumberofspeakersinthesectionGETTINGREADYFORTHEUNIT.Beforeplayingitagain,askthemtoreadthestatementsonceortwice.Checkanswersorally.

Answers a.Presenter.b.Belinda.c.Belinda.d.Presenter.e.Peter.f.Peter.

Youcanusethisexerciseasembeddedevaluationoflisteningskills.

Feedback:0–1correctanswer:needsalotofextralisteningwork.2–4correctanswers:good,butcouldimprovewithextralisteningwork.5–7correctanswers:verygood,couldtrytohelpclassmateswhodidpoorly.

7 + 12 (Learningability:todiscriminatebetweencorrectandincorrectinformation).

Thisisanactivitytoimprovefinelisteningskillsandhelpstudentstodiscriminatebetweensoundsorwords.Readthesentenceswithbothalternativesaloudandthenplaytherecordingonceortwiceagain.Checkanswersorally.

Answers a.me/anyone.b.home/tonight.c.kiss/holdon.d.sister/beautiful.e.as/stairs.

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56 Unit 1

8 +++ 12 ((Learningability:tofindspecificinformation).

Askstudentstoreadthequestionsandthenplaytherecordingagainforthemtoanswer.Tellthemtocompareanswerswithapartnerandthencheckorally.Youcanthenaskthemtowritethequestionsandanswersintheirnotebooks.

Answers a.Hercrush./Aboy./Aboyshelikes.b.Shehadbadbreathbecauseshehadeaten

pizzawithalotofgarlic.c.Howbeautifulhissister’sfriendswere./Thathis

sister’sfriendswerebeautiful.d.Becausethegirlswerelisteningtohim.

TRANSCRIPT – LISTENING 12EMBARRASSING MOMENTS

The presenter speaks with a British accent. Belinda speaks with an Australian accent. Peter speaks with an American accent.

Presenter: Welcome to ´If it happens to me, it can happen to anyone.́ In today’s conversation, Belinda and Peter will tell us about their most embarrassing moments. If you have similar experiences, call us and tell us about them. Belinda, what is your embarrassing experience?

Belinda: Last week, my friends and I were walking around town playing´Truth or Dare´ before our sleepover. As we passed the pizza shop, my friends said: “If you are brave and daring, you will eat a piece of pizza with a lot of garlic.”

Presenter: Do you like garlic?Belinda: No! I hate garlic. If you eat just a little, you’ll have

bad breath for two days!Presenter: So you refused to do it.Belinda: Well, I thought, “It’s all right. If we stay at home, I

won’t meet anyone else tonight.” Big mistake.Presenter: Why?Belinda: Soon after we got home, the doorbell rang and it

was my crush, who wanted to tell me that he liked me. When he tried to kiss me, I told him to hold on and I raced upstairs to brush my teeth.

Presenter: Problem solved, then.Belinda: No! When I came back down, he was sitting with my

friends, laughing at the story of my ‘garlic breath’.

Presenter: Thank you for sharing your most embarrassing moment with us, Belinda. And now, Peter is ready to talk to us. What happened to you, Peter?

Peter: My sister has the most beautiful friends, and last Friday they had a study group in my house and I thought: “if my best friend comes over, we will be the only boys with this group of beautiful girls.”

Presenter: Did you tell your sister about this?Peter: No, but I called my friend, and as soon as I heard

him pick up, I started talking about how my sister’s beautiful friends were over and how much I liked one of them.

Presenter: Nothing embarrassing about that.Peter: No, but as I hung up, I looked down the stairs and

saw my sister and her friends listening to the phone on speaker! I was so embarrassed!

AFTER YOU LISTEN


9 ++(Learningability:toshareandsynthesiseinformationinordertocompletesummaries).

Askstudentstoworkingroupsandusetheinformationtheycollectedwhilelisteningtotherecordingtocompletethesentencesthatsummarisetheanecdotes.

Answers a. Belindawaswalkingaroundtownwithher

friends,whodaredhertoeatpizzawithalotofgarlic,whichgaveherbadbreath.

Whentheboyshelikestriedtokissher,shehadtoruntobrushherteeth,butherfriendstoldtheboyaboutherbadbreath!

b. Peter’ssisterhasalotofbeautifulfriends,andwhentheycametostudyathishouse,hephonedhisfriendtoinvitehimoverandtellhimhowmuchheliked oneofthem.Whenhehung up,herealisedallthegirlswerelisteningtohisconversationontheotherphone!

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Unit 1


Drawstudents’attentiontotheAmericanv/sBritishEnglishbox,andhelpthemtonoticethatonlyonespellingisacceptableinAmericanEnglish,whileBritishEnglishusesboth.


PAGE 18

Language Note

THEFIRSTCONDITIONAL

FormoreinformationonthissectionseePage8oftheIntroduction.

ThisLanguageNoteintroducestheFirstConditionalanditsuses.

TheFirstConditionalfollowsthispattern:

If +SimplePresent+will+infinitivewithoutto.

Weuseittotalkaboutthingswhicharelikelytohappeninthefuture,describingpossibleresults,whichcouldeasilycometrue.

examples:If it rains tomorrow, we will not go down to the beach.

If Brenda passes the exam, she will be very happy.

We will visit you if you invite us.

Iftheifclausecomesfirst,acommaisusuallyused.Iftheifclausecomessecond,thereisnoneedforacomma.MoreinformationontheFirstConditionalplusextraexercisescanbefoundathttp://web2.uvcs.uvic.ca/elc/StudyZone/330/grammar/1cond.htm

Answers Point 4Ifyoueatjustalittle,youwillhavebadbreathfortwodays!

10 ++(Learningabilities:toconsolidatealanguagepoint/torelateknowledgeandcomparedifferentcultures).

ReferstudentstotheLanguageNotebeforedoingtheexercise.WritetheexampleontheboardusingthecolourcodeintheLanguageNote.LetstudentsknowthatallthesentencesmustbecompletedwiththeFirstConditional.

TakethisopportunitytohelpstudentstocompareBritishandChileansuperstitions.Mostofthemarethesameinbothcultures,exceptfortheblackcat,whichinChileisconsideredbadluck.YoucanencouragethemtofindoutaboutBritishsuperstitionsatanyofthesesites:

http://www.woodlands-junior.kent.sch.uk/customs/questions/superstitions.htm

http://www.historic-uk.com/CultureUK/Superstitions.htm

Answersa. Ifablackcatwalkstowardsyou,you will have

good fortune.b. Ifsomeoneissweepingthefloorandsweeps

overyourfeet,you’ll never get married.c. Ifyourrighthandstartstoitch,you will come

into money in the near future.

OPTIONAL ACTIVITY - GAME•Formgroupsoffourorsixstudents.•GivethegroupssometimetothinkoforfindothersuperstitionsthattheycouldexpressusingtheFirstConditional.Tellthemtofindtwoorthree,whichtheyshouldwriteintheirnotebooksusingtheFirstConditional.

•Alternatively,youcanwritesomesuperstitionsonpiecesofpaperandgiveonetoeachgroup.

•Eachgroupmustchooseonesuperstitionandgetreadytopresentitthroughmimicrytotheclassortoanothergroup.

possible superstitions to present through mimicry:

•Ifyoutouchwood,youwillmakesomethingcometrue/youwillpreventsomethingfromcomingtrue.

•Ifyoufindafour-leafedclover,youwillbeverylucky.•Ifyoucutyourhairwhenthemooniswaxing,itwillgrowfaster.

•Ifyouopenanumbrellaindoors,youwillhavebadluck.

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58 Unit 1

•Ifyoudropatableknife,youwillreceiveamalevisitor;ifyoudropafork,youwillreceiveafemalevisitor.

11 13 ++(Learningability:toimitateaspokenmodel/toroleplayamonologue).

ThisexercisecombineslisteningtoimitateaspokenmodelandconsolidationoftheFirstConditional.First,playtherecordingforstudentstorepeatthemonologueandthengivethemafewminutestopractiseitintheirgroups,takingturnstosaydifferentpartsofit.Invitesomegroupstoroleplaythemonologueinfrontoftheclass.

OPTIONAL ACTIVITYYoucanusethismonologuetoaskstudentstoworkinpairsandwriteatleastfourquestionsbeginningwiththequestionwordsHow - What - When - Where - Who.Then,theyaskandanswerthequestionswithapartner.Youcanasksomestudentstoasktheirquestionstothewholeclass.

Possible questions and answers:

Whatwillthegirldoifitissunnythisweekend?She’llgototheseaside.

Whowillgototheseasidewithher?

HerbestfriendSusan.

Howwilltheytraveltotheseaside?Bycarorbytrain.

Whattimearethetrainstotheseaside?At10:30andat10:45.

Wheredothetrainsleavefrom?FromtheCentralStationandfromtheNorthernStation.

Whatwillthegirlshaveforlunch?Theywillhaveapicniclunchorlunchataseafoodrestaurant.

Whowillthegirlbuyapresentfor?ForherboyfriendTom.

ADDITIONAL ACTI VITYYoucanplaytherecordingagain,withpauses,andaskkeenerlearnerstoreplacepartsofitwiththeirownideas.Thentheycanroleplaytheirmonologuesfortheclass.

TRANSCRIPT - ORAL PRACTICE 13

Mildred speaks with an American accent.I wonder what to do this weekend. If it’s sunny, I think I’ll go to the seaside. If my best friend Linda doesn’t have to study, she’ll go with me. If my father isn’t using his car, he’ll probably lend it to us, but if he has to use it, then we can go by train. We can either take the 10:30 from the Central Station or the 10:45 from the Northern Station. If we go by car, then we can take a picnic basket with us, but if we go by train, we can have lunch at a seafood restaurant. If I see a nice gift at the crafts fair on the beach front, I’ll buy it for Tom. If Tom likes my gift… who knows? He might ask me out!

PAGE 19

12 QUICK SELF-CHECK (Learningability:toevaluatelearning)


Ifastudenthasreachedthemaximumscore,youcanofferhim/hersomethingmorechallengingandaskhim/hertodoanotherexerciseorhelpanotherstudentwhoislaggingbehind.Ifoneormorestudentshaveonlyreachedtheminimumscore,youshoulddevotesometimetogoingthroughtheFirstConditionalonemoretimetomakesuretheyarereadytocontinuewiththerestoftheunit.


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Unit 1

Answers Students’ownideas,butasksomeofthemtowritetheiranswersontheboardandhelpthemtonoticethecorrectuseofverbtenses.

13 +++ APPLICATION TASK – SPEAKING Learningability:toroleplayatelevisionprogramme).

SeenotesonthissectiononPage7oftheIntroduction.

Whilecompletingthistask,studentswilldiscussatopic,assignrolesrespectingeachother’sopinions,usedescriptions,participateinconversations,andanalysetheirmistakesandtheirprogress.

Ifnecessary,beginbyplayingtherecordingofthelisteningsectionagain,forstudentstorememberthestyle,theintonation,andtheatmosphereoftheprogramme.

Helpstudentstoformthegroupsanddistributetheroles–presentersandparticipants.

Gothroughtheinstructionswiththeclassandmakesureeveryoneunderstandswhattheyhavetodo.

Allthepresenterscangettogethertopreparetheparticipants’presentationandthequestionstheycanaskthem,whiletheparticipantsworkinpairstopreparethedescriptionofanembarrassingmoment.

Dependingonthetypeofstudentsyouhave,youcaninvitethemtopresenttheirroleplaystoothergroupsortothewholeclass.

Givethegroupsafewminutestoevaluatetheirperformanceusingthepointssuggested,andinvitethemtosharetheirconclusionswithothergroupsorwiththewholeclass.


Drawstudents’attentiontotheAmericanv/sBritishEnglishbox,andhelpthemtonoticethedifferentspellingoftheword.NoticethatBritishEnglishusestheAmericanspelling–program–whenreferringtocomputerprograms.


14 ++(Learningability:towriteatextorganisingcontentandformat).

Inthisexercise,studentsapplywhattheyhavelearntinthewholeunittoproduceawrittentextfollowingthemodelletterstheysawinthereadinglesson.TheycanchooseoneoftheembarrassingmomentsdescribedbytheirclassmatesinExercise13oroneofthesituationsinthepictures.Makesurethatwhencheckingtheletter,youconsiderlanguageerrors,coherence,andtheapplicationoftheletterstructurelearntinLesson 1ofthisunit.

15 +++(Learningabilities:toreflectonthecontentsofthelesson,relatethemtopersonalexperiences,andexpressvaluejudgements).

Studentsareaskedtoreflectonwhattheyhavediscussedinthelessonanddecideifwhattheyhavedonehasinfluencedtheiropinions.Askthemtoreadandanswerthequestions,substantiatingtheiranswers.Payspecialattentiontoquestionsb.andc.,whichdealwiththeOFTsthathavetodowiththeethicalarea.

PAGES 20 - 21CONSOLIDATION ACTIVITIES


1 Thisactivityconcentratesmoreonthecontentthanontheformatoftheletter.

ADDITIONAL ACTIVITYYoucanaskfasterstudentstocopyandcompletetheletterintheirnotebooks,addingthemissingelementsofacompleteletter.

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60 Unit 1

Answersa. (a.) I’llansweritagain. (b.) areonlygoingtoflirt. (c.) personyouwanttobe. (d.) flirtwithherboyfriend? (e.) notharmlessfun. (f.)Whatwillhappen. (g.) hedumpshisgirlfriend. (h.) ifyoukeepchattingwithhim.b. i. Sheisbeginningtochatandflirtwithher

friend’sboyfriend. ii. Sheshouldstopchattingwithhim,she

shouldthinkaboutthekindofpersonandfriendshewantstobe.

2 StudentsapplytheFirstConditional.

Possible answers

picture 1:Ifabirdcollideswithaplane,therewillbeanaccident.picture 2:Shewillhurtherselfifsheisnotmorecareful/ifshefallsdown.picture 3:Thesharkwillbitehimifheswimsnearit.

3 YoucanusethePredictionWheelonPage34oftheTeacher’sGuidewiththistext.

Answersa. Thecorrectorderofthepicturesis: 4-2-8-7-3-5-1-6b. i. Baileywentveryquietandtherewasabig

bumpinhistummy. ii. ThevetkeptpullingthingsoutofBailey’s

tummy:twogloves,onehandtowel,andfivesocks.

iii.Yes,heis,buthekeepseatingthings.

PAGES 22 - 23JUST FOR FUN

SeenotesonthissectiononPage8oftheIntroduction.Remindstudentsthattheyshoulddotheactivitiesontheirown,withoutmuchinterventionfromyou,buthelpandsupportwhennecessary.

answers1. a.Anyfiveofthese:finger,mouth,thumb,arm,

legs,knees,head,throat.b.Fence,floor,bedroom.c. Sofa,wardrobe,cupboard.d.Hamster,turtle,goldfish.2.ParagraphI –Picture5.ParagraphII –Picture8. ParagraphIII–Picture4. ParagraphIV–Picture2.ParagraphV –Picture7. ParagraphVI –Picture3.ParagraphVII–Picture1.ParagraphVIII–Picture6.

PAGE 23CHILEAN CONNECTION

Letstudentsreadthesectionontheirownandthencommentonitintheirgroups.PromotecomparisonbetweentheforeignandtheChileancontextsencounteredinthisshorttextandintheunit,makingsurestudentsgiveeachoneitsownvalue.

Itisimportanttoofferstudentslearner-generatedcontextsfromtheirownsurroundings.AccordingtoLevVygotsky,itmakeslearningmorepleasantandassimilationeasier.Vygotskysaysthat“itisthechild’sculturethatgiveshimthecognitivetoolsneededfordevelopment.”

ConsiderthreeofVigotsky’stheorieswhenteachingaclassroomthatisdiverseandhasdifferentindividualneeds:

1.Learninganddevelopmentisasocial,collaborativeactivity.

2. Schoollearningshouldoccurinameaningfulcontextandnotbeseparatedfromlearningandknowledgechildrendevelopinthe`realworld.´

3. Out-of-schoolexperiencesshouldberelatedtothechild’sschoolexperience.

Lev Vygotsky - http://www.ced.appstate.edu/vybio.html

EncouragestudentstodescribetheirownembarrassingexperiencesduringIndependenceDayorothercelebrations.

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Unit 1

PAGES 24 - 26TEST YOUR KNOWLEDGE

Answers

READING – SEEKING SUPPORT

1.LetterI–c.Toughlifedecision. LetterII–b.Difficultfamilysituation.2.a.talk.b.alone.c.grateful.d.united.e.argue.

f.upset.3. a.Becausetheyarehavingproblemsatwork

andtheyarenotveryyoung. b.Shesaysherfamilywasalovingoneandthat

theyusedtodothingstogether.

LISTENING – TAKING AN EXAM 15

4.Notmentioned:c.and f.5.a.eat.b.brain.c.excess.d.properly.6.a.Auniversityteacheristalkingtofirstyear

students.b.Deepbreathing.

LANGUAGE

7. (a.) aslongas.(b.)therefore.(c.)although/but.(d.)However.(e.)although/but.

8.a.go-willsee.b.get-willbuy.c.willget–eat.d. canhelp–ask.e.asks-willtell.

Writing

9. Studentsusetheirownideasandopinionstocompletetheletter.Assignpointsaccordingtothesecriteria.

Task Score Language Score Presentation Score Final score

Filled in all the blanks with appropriate information. 4 Practically no grammar or

vocabulary mistakes. 4 Correct spelling, heading and greeting. 4

Filled in most of the blanks with appropriate information. 3 Very few grammar or vocabulary

mistakes. 3 A few spelling mistakes, incorrect heading or greeting. 3

Filled in some of the blanks with appropriate information. 2 Some grammar and vocabulary

mistakes. 2 Several spelling mistakes, incorrect heading or greeting. 2

Filled in only one or two of the blanks with appropriate information. 1 Grammar and vocabulary mistakes

interfered with comprehension. 1 A lot of spelling mistakes and incorrect heading and greeting. 1

speaKing10.Assignonepointforeachcorrectexpressionplacedintheblanks. I’m not sure - your opinion - if you ask me – not certain - I can see – from my point of view

Assignpointstotheroleplayaccordingtothesecriteria.

Task Score Language Score Interaction Score Final score

Completed the dialogue with five or six of the correct expressions.

4Practically no language mistakes.

3Fluid interaction, good pronunciation, no hesitation.

3

Completed the dialogue with three or four of the correct expressions.

3 Very few language mistakes. 2Fluid interaction, a few pronunciation mistakes, a minimum of hesitation.

2

Completed the dialogue with one or two of the correct expressions.

2 Some language mistakes. 1Fluid interaction, some pronunciation mistakes, some hesitation.

1

Used only one of the correct expressions.

1Language mistakes interfered with comprehension.

0Interaction affected by pronunciation mistakes, a lot of hesitation.

0

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62 Unit 1

TRANSCRIPT - LISTENING - TAKING AN EXAM 15

The teacher speaks with an Indian accent.

UniversityTeacher: You have asked me how to prepare for your first

university exam. Well, as I said before, it’s quite different to any tests

you took at school, but there are some general suggestions that you could follow.

For example, if you drink too much coffee, tea, and fizzy drinks before the exam, it will increase your nervousness. I suggest that you drink a glass of

milk, or maybe some orange juice instead. You should also eat healthily and at regular times, and your brain will benefit from good nutrition.

Some of you ask if it is a good idea to do physical activity before the exam to get rid of excess energy.

Mm, it depends. If you do some very strenuous activity just before the exam, for example several hours of swimming, or running a marathon, you will get rid of the excess energy and have nothing left for your exam, but if you do some mild activity, such as walking in the park or even some dancing, you will benefit from it. If you are very tense just before the exam, you can practise relaxation techniques. For example, you can clench or unclench your fists or you can buy yourself a squeezing ball instead. You can also practise deep breathing to get oxygen to the brain.

One of the most important things is to believe in yourself. If you prepare for the exams properly ,you will do fine, meaning that there is no need to worry excessively.

And finally, if you are still nervous, tell someone – it always helps to get some moral support.

PAGE 26FINAL REFLECTION

Givestudentsenoughtimetoanalysewhattheyhavedoneandlearntinthisunit.Encouragethemtofollowthetipssuggestedandtoshareideasintheirgroups.

PAGE 27SELF-EVALUATION


Asthisisthefirsttimestudentswillbedoingthissection,gothroughthedifferentpartswiththem.

Helpthemtonoticethattherearetwomainparts:YOURTESTRESULTSandYOURGENERALPERFORMANCE.

ForYOURTESTRESULTS,theyhavetoworkouttheirscoreintheTESTYOURKNOWLEDGEsection,readtheirresults,andreflectonthem.Helpthemtothinkofwhattheycandotoimproveresults,solveproblems,giveorgethelp,etc.

YOURGENERALPERFORMANCErequiresreflectionontheirinvolvementwiththemainOFTsdiscussedinthelessonsandinvitesthemtothinkabouttheirlearningstrategiesandattitudes.

NOTE

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PHOTOCOPIABLE ADDITIONAL ACTIVITY UNIT 1 lesson 2 – the First conditional

Cutuponebrokensentenceforeachpairofstudents.Handoutthepiecesatrandom.Studentsthenstandupandtrytofindtheotherhalfoftheirsentencebyreadingtheirhalfaloud.Redistributethepiecesandrepeat,thistimewithstudentsmemorisingthewords.

Ema will catch a cold... ...if she doesn’t wear warm clothes.

I won’t eat it... ...if there’s chilli pepper in it.

I’ll be very sad... ...if you decide to go away.

If I need any help,... ...I’ll let you know.

If Valerie gives me an apple,... ...I’ll give her an orange.

If Walter doesn’t have money,... ...he won’t go to the concert.

If you don’t take an umbrella,... ...you’ll get wet.

If you like,... ...I’ll help you with your bags.

If you see Sonia,... ...can you give her a message?

If you take a map with you,... ...you won’t get lost.

If you write Fran an e-mail,... ...she will tell you how to do it.

If you’re not careful,... ...you’ll knock that glass off the table!

My parents will be very happy... ...if I pass all my exams.

Tammy’ll be annoyed... ...if she sees you reading her notes.

Vincent will buy some ice-cream... ...if we give him the money.

We won’t save the planet... ...if we keep using so much electricity.

Will the children share their toys... ...if their mother tells them to?

Will you go out... ...if it’s 40ºC?

You’ll be late... ...if you don’t hurry up.

You’ll get hungry... ...if you don’t eat something now.

©ELTgames.com2007


Unit 1

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64

1. Whattypeoftexthaveyoujustread?a.Anarticle.b.Anessay.c.Ashortstory.

2. Thesethreeexcerpts(a – c)wereremovedfromthetext.Placethembackintothecorrespondingspaces(1 – 3):a.Whenyougetane-mail,youcanneverbe

surethatyouaretheonlyrecipient–oreventhatitisoriginal.

b.ThinkoflettersandthemindfallsonAbrahamLincoln,JaneAusten,MarkTwain;onloveletterswrittenduringtheAmericanCivilWar,orletterswrittentoaparentbyafrightenedsoldieratthebattlefront.

c. Shewritesinaneasy,cursivescript,aclearbutrelaxedstylethatdoesnotseektoimpress.

3. Findtheanswertothesequestions:a.WhathappenedrecentlythatmadeJoycesad?b.DoyouknowwhattheabbreviationsOMG

andLOLmean?Wheredoweusethem?c.WhatdoesJoycelikewritingabout?d.Whatcommentdoesthewriterofthistext

makeaboute-mail?

TheenvelopearriveswiththeaddresshandwrittenandthestampwiththeQueen’sheadalwaysevenlyplacedinthetopright-handcorner.Thepostmanslidestheletterthroughtheletterboxandthedogletsouttwobarks.It’stimeformetomaketea,andread.TheletterisfromJoyce,my75-year-oldmother-in-law,wholivesinScotlandandwasrecentlywidowed.Itisalwayswrittenontwosidesofasinglesheet,ongood-qualitywhitepaper.(1)_______________________________________Herwordssitcomfortablyonbothsidesofthepage;herthoughtsflowneatlyfromoneparagraphtothenext.Therearenostrangeabbreviations,nosmileyicons.Justwords.Herletteroftentakesfourorfivedaystoreachme,butthefeelofitinstantlybreaksthroughtimeandspace.Sittingwiththeletterinmyhands,Iimmediatelyseeherinmymind.Theresheisatthediningtable,acupofteatoherright,theradioswitchedofforturneddown,herthoughtsflowingthroughherfingersandontothepage.Herlettersinformusoftheweather,ofthekindnessofneighbours,ofathousandotherthings—inshort,ofallthebitsandpiecesofstartinglifewithoutthemanshelovedfor50years.

Oncefinished,sheputsonhercoatandwalkstothemailbox,justintimeforthe4:30p.m.pickup.Forher,writingaletteratatimeofgriefispartofseeingthingsthrough,asignofthecivilityandcommitmentthatbindsocieties.Willthisfadinggenerationalsobethelasttowriteletters?Letter-writingisamongourmostancientofarts.(2)____________________________________Agoodhandwrittenletterisacreativeact,andnotjustbecauseitisavisualandtactilepleasure.Yousavourtheirarrivalandlatertakecaretoplacetheminaboxforsafekeeping.Yes,e-mailisawonderfulinvention.Itlinkspeopleacrosstheworld,destroyinginaninstantthehurdleofgeographythatconfrontssnailmail.Yet,itisbyitsnatureephemeralandlacksthesparkofcharacterthatonlyhandwritingcanprovide.(3)___________Sittinghere,savouringtheimminentarrivalofthenextletterfrommymother-in-law,Iwonderwhatwillbethelegacyofthedigitalletter-writingage.

Taken from:Field,C.(2011,February4),TheFadingArtofLetterWriting,The International Herald Tribune,p.12.

ADDITIONAL rEADINg TExT UNIT 1- Lesson 1 The fading art of letter writing

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Unit 1

rEADINg – ANNE’S ANSWEr

ExTrA TEST UNIT 1

DearTeen,

It’sreallysadthatthesedayswemeasurehowbrightapersonisbyhisorherclassgrades.Iknowitmustbetoughforyou,butitisdefinitelynotworthworryingsomuch.Beingyoungisabeautifulgiftandtobecherished.Don’tthrowitawayatanycost.Your`problem´asyoucallitseems(a.) rightnow,butbelieveme–goodmarksarenottheonlythingsthatmatter.Therearemanymore(b.) thingsinlifesuchaswhatkindofpersonyou(c.) ;youhavetobebrightfromwithin.Alsorememberthatmanyofthereallysuccessfulpeopleinlifedidn’thaveacollegedegree.Iamnotminimisingtheimportanceofacollegeeducation-Iamjusttellingyoutoperkup.Studywell,butrelax.Asforyourclassmatesteasingyou,Iam(d.) itisbecausetheydon’tknowyouwellenough.Showapositiveattitudeandbeconfident.Don’tapologiseforwhatyouare.Onceyoustartbeingconfidentaboutyourself,theworldwilllookuptoyou.Iwouldalso(e.) thatyouapproachacaringteacherorcounselloratschool,ormaybeyoucangetyourparentstotalktoyourschoolmistress.Thismightputanendtotheinsensitiveremarksofsomeoftheteachers.Socheerup!Concentrateonyour(f.) .Mostdyslexicshaveoutstandingtalents.Findyoursandshineinlife.

LoveAnne

Taken from: Chakravarthula,S.(2003).Teen Talk.RetrievedJuly9th,2008,fromhttp://www.boloji.com/teens/articles/letters.htm

DearAnne,Ihaveastrangeproblemandhopeyoucanhelpmeout.Iam16andIaminlovewithtwopeople.Thereisthischildhoodfriendofmine(wegrewuptogether)andwearekindofgoingsteady.ThenlastmonthanewguymovedontomyblockandIfellforhim.Heissohandsomeandhelikesmetoo.WhatshallIdo?

c.

DearAnne,Iama15-year-oldgirlandanonlychild.Myproblemisthatmyparentsdon’tletmegooutanywhere.Ican’tgotopartiesortothecinema,likeotherpeoplemyage.Myfolksarealsoverysuspiciousofmyfriendsandkeepaskingmequestions.

a.DearAnne,Iamdeeplyunhappy.MyproblemisthatIthinkIamnotveryintelligent.Thedoctorshavediagnosedmeasdyslexic.Istudyalot,butnevermanagetogetgoodmarks.Iamolderthanmostoftheothersinmyclass.Iamreallyweakinmathsandnevermanagetoevenpass.

b.

1 ReadAnne’sanswertoateen’sletter.Whichoftheseisitanswering? 1 pt.

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66 Unit 1

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2 ReadAnne’sletteragainandchooseoneoption(i – iii)foreachgap(a – f) 6 pts.

a. i.attractive ii.terrible iii.uglyb. i.important ii.pretty iii.worryingc. i.are ii.can iii.choosed. i.happy ii.sad iii.suree. i.like ii.suggest iii.tellf. i.problems ii.studies iii.talents

3 WhatadviceisAnnegivingtheteen?Tick(3)threeoftheseoptions. 3 pts.

a. Concentrateonwhatyouaregoodat.b. Ifyouarenothappyinyourschool,

changetoadifferentone.c. Ifpeopleteaseyou,youshouldtease

themback.d. Studyingandgradesareimportant,but

notthemostimportantthinginlife.e. Trytobepositiveandhavea

confidentattitude.

LISTENINg - AN EMBArrASSINg MOMENT

4 16 ListentoCarlatellingherfriendaboutanembarrassingexperience.Arethesestatementstrue(T)orfalse(F)? 5 pts.

a. Carla’scrushisinagradehigherthansheis.

b. Carla’scrushplayshockeyandvolleyball.

c. Whenhercrushlookedather,Carlagotreallynervous.

d. Carla’scrushwassmilingandwavingather.

e. Theguyisnothercrushanymore.

5 16 Listenagainandidentifythewordyouhear. 5 pts.

a. Theembarrassingmomenttookplaceatashopping centre / school.

b. WhenIlookedbackhewasstilllooking / staringatme.

c. Ibetyougotreallyexcited / worried!d. Inoticedhissmileturnintoafunny / strange

look!e. Ijustgrabbedmyfriends / thingsandleft.

LANgUAgE

6 Completethesesentenceswithyourownideas. 5 pts.

a. Theaccidentvictimhasinternalinjuries,therefore .

b. IfwevisitVicuña,we .c. IneedtophonePatrickbecause .d. AlthoughMarkwenttoViñadelMar, .e. Doyouthinktheywillhelpmeif .

UNIT1_TB_ING3M_(40-67).indd 66 27-11-12 15:54

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7 Usedifferentintensifierstomakethemeaningofthesesentencesmorepowerful. 5 pts.

a. IfailedtheexameventhoughItried hard.b. Icanhardlyholdthepen.Itis coldinthisroom.c. YouaskifIlikedthefilm.Itwas

fabulous.d. Wewentoutlastnightandhada(n)

goodmeal.e. IliketheAllensbecausetheyare

nicepeople.

SPEAKINg

8 Developaconversationwithapartneraskingforandgivingadviceinthesituationsbelow(a – e).Usetheexpressionsinthebox. 10 pts.

· According to me · I think you should · If I were you, I would · In my opinion

· The best thing you

a. Youhavehadanargumentwithyourgirlfriend/boyfriendandwanttomakeitup.

b. Youthinkyourparentsaretoostrictandwon’tletyougooutwithyourfriends.

c. Youcamehomelatelastnightandyourparentsgotveryangry.

d. Someoneatschoolisbullyingyouandhasthreatenedtohurtyouifyoutellanyone.

e. Youwanttoinviteyourcrushtoaparty,butyouhavehardlyevertalkedtohim/her.

WrITINg

9 Writeareplytotheletterbelow,offeringyourpersonaladvice. 10 pts.

Dear Anne,

I am 16 and &have never &had a &boyfriend. I &feel &very

out of &place and &it &really gets me down.

The &trouble &is I’m &extremely &shy and &self-&conscious;

I’ve &tried not &to &be, &but I &just can’t &seem &to change &it.

There &is &this guy at &school I &really &like. I’ve only

&known &him a couple of months. He’s in my group of

&friends, &but we &hardly &ever &speak; &when &we are &in class

&together &we &sit on opposite &sides of &the &room; &we &keep

making &eye &contact and I &try &to &smile at &him, &but &he

&just &looks away all &the &time. I’ve &tried &studying &his

&body &language (&eye contact, nervousness, &etc.) and &it

&would &suggest &he &likes me, &but I’m &thinking &this might

&be all &in my &imagination.

I don’t &know &what &to do, I &would &really &like &to date

&him, &but I’m &scared &that &he’ll just &laugh or &be

&frightened off. Please give me &some advice.

Georgia

0 to 10

KeeP tryinG

11 to 24

REvIEw

25 to 37

Well done!

38 to 50

excellent!

50 PTS

TOTAL

Unit 1

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68 Unit 2

DIDACTIC RESOURCES AND METHODOLOGY TIPS

• ComplementarymaterialsuchasEnglishlanguagesciencebooks,newspapercuttingsonearthquakesandtheelements,encyclopaedias,etc.AreliableonlinesourceistheUSgovernmentEarthquakes for Kids athttp://earthquake.usgs.gov/learning/kids/withawealthofinformationandactivitiesor,alternativelytheBBCresourcehttp://news.bbc.co.uk/2/hi/science/nature/4126809.stm

• Usefulmaterialsforthisunitare:lists(nouns,adjectives,conceptlists,etc.),dictionaries,glossaries,definitionsofchemistryterms,printedhandouts,librarymaterial,notes,etc.

Unit tWO OF tHE ELEMEntS2

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 • identifytextorganisationbydecidinghowtheinterviewhasbeendivided.• relateinformationpresentedindifferentformsbyidentifyingwhatsomenumbersreferto.

• discriminatebetweencorrectandincorrectinformationbydecidingifitis trueorfalse.

• distinguishexplicitandimplicitinformationbyclassifyingcertainitems.

WRITING: to write a school earthquake plan that includes different stages, uses the First Conditional, contains sequencing words, and is organisedlogically.

LISTENING: to listen to a scientific presentation that contains the communicative function of expressing conditions, reflects the importance of English to learn and to acquire information, and• discriminatebetweencorrectandincorrectinformationbychoosingtherightoption.

• identifyspeakersbychoosingtherightnames.• findspecificinformationbycompletingdiagramsand answeringquestions.

SPEAKING: todescribepicturesindetailsharingideasandknowledge,using expressions learnt, correct pronunciation, and the correct structuresfordescriptions.

UNIT2_TB_ING3M_(68-99).indd 68 27-11-12 15:57


PAGE 28INTRODUCTION


Formgroups.Askthemtoreadtheobjectivesoftheunitandmakecommentsonanythingtheyalreadyknow,whattheycando,whatwillbenew,etc.


Beforeyoustartthisunit,pleaserememberto:

•constantlycommunicatewithyourstudent’sparentsortutors.Thisisanimportantaspectoftheireducationalprogress;

•communicateclearexpectations-bespecificaboutwhatyouexpectstudentstoknowandbeabletodo;

•createanenvironmentinwhichthereisgenuinerespectforstudentsandabeliefintheircapability–rememberthateachstudentisdifferent,hasdifferentneeds,andadifferentpaceofprogress;

•assignstudentsresearchprojectsthatfocusonissuesorconceptsthatapplytotheirowncommunityorculturalgroup.


Remindstudentsthatthispageofeachunitwillcontainactivitiesmeanttoidentifyandactivatetheirpreviousknowledgeofthetopicandrelatedvocabulary,toestablishthestartingpointfortheactivitiesthatwillfollow.

Givestudentstimetoformgroupsanddiscusstheexercisesthathavetobedoneingroups;encouragethemtoreflectandbehonesttodothosethatrequireindividualresponses.

Beforedoingtheexercises,askstudentstogiveexamplesofnaturalphenomena.Alternatively,givethemalistandaskthemtodecideiftheyarecausedbyhumansoriftheyoccurnaturally.

Examples:car crash, drought, earthquake, flood, H1N1 flu outbreak, hurricane, landslide, mine explosion, nuclear disaster, rain, snow, terrorist attack, tornado,etc.

Askaboutsafety,prevention,andprotectionwhentherearenaturaldisasters.Referstudentstowhattheymighthavelearntintheirnaturalscienceclassesaboutsuchoccurrences.

1 Quizzesareafavouritewithstudents,especiallywhentheyarecarriedoutasacompetition.Ifappropriate,youcanawardasmallprize(extrapointsforafuturetest,asweet,etc.).Setatimelimitandaskstudentstogetintopairstodothequiz.Youcanmakeitmoreentertainingbyringingabellwhentimeisup.

BACKGROUND INFORMATIONNaturalphenomena(plural)–naturalphenomenon(singular).

Anatural phenomenon isanon-artificialeventinthephysicalsense,andthereforenotproducedbyhumans,althoughitmayaffecthumans.Forexample,bacteria,naturaldisasters,etc.Commonexamplesofnaturalphenomenaincludevolcaniceruptions,weatherconditions,earthquakes,andtheelementsingeneral.

Whennaturalphenomenacausealotofdamage,theyarecallednaturaldisasters.Hereisadefinitionofthemostcommonnaturaldisasters.

Tornado:characterisedbyviolentwindsthatswirlinacounterclockwisedirectionnorthoftheequatorandclockwisesouthoftheequator.

Volcanic eruptions:escapeofboilinghotmagmathroughtheventofavolcano.

Drought:unusuallydryweatherwithinageographicareawhererainfallisnormallypresent.

Flood:excessiveamountofwaterthatleadstotheoverflowingofrivers,lakes,andseas.

Earthquake:shakingofthegroundcausedbythesuddendislocationofmaterialwithintheearth’souterlayerorcrust.

Tsunami:theJapanesewordmeaningtidal wave.Atidalwaveisalargeseawavecausedbyasubmarineearthquakeorvolcanicexplosion.

Avalanche:afallorslideofalargemassofsnowormuddownamountainside.

Unit 2

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70 Unit 2

Thesearesomefamouspeoplerelatedtonaturalphenomena.Youcanaskstudentstofindinformationonotherfamousscientistsrelatedtonaturalphenomena,fromChileandothercountries.

Roger Hill:oneofthemostfamousandsuccessfulstormchasersintheworld.HelivesinBennett,Coloradoandhaslaidclaimtohavingwitnessed416tornadoes-andcounting!HehaschasedsevereweatherfromoneendofthenationtotheotherandvideosofhischaseshavebeenfeaturedonNationalGeographic,TheWeatherChannel,TheDiscoveryChannel,TheTravelChannel,TheLearningChannel,NOVA,BBC,60Minutesandallofthemajornetworks.

Taken from: Hake, T. (March 3, 2009). AninterviewwithRogerHill,worldfamousstormchaser. R etrieved April 11, 2012, from http://

www.examiner.com/weather-in-denver/aninterview-with-roger-hill-world-famous-storm-chaser.

Hiroo Kanamori:JapaneseAmericanseismologistwhohasmadefundamentalcontributionstounderstandingthephysicsofearthquakesandthetectonicprocessesthatcausethem.KanamoriandAmericanseismologistThomasC.HanksdevelopedtheMomentMagnitudeScalewhichreplacedtheRichterMagnitudeScaleasameasurementoftherelativestrengthofearthquakes.

In2007hewasawardedtheKyotoPrizeinBasicSciences.

Taken from: HiruKanamory–biography. “n.d.” Retrieved on April 11, 2012, from http://wn.com/Hiroo_Kanamori

Haraldur Sigurdsson:professorofOceanographyattheUniversityofRhodeIsland.Hehasworkedonresearchinthefieldofvolcanologyforoverfortyyears,withstudiesonvolcanoesinhisnativeIceland,NorthandSouthAmerica,theCaribbean,Indonesia,ItalyandAfrica,aswellasonsubmarinevolcanoes.

Taken from: TheraExpedition–Underwaterexplorationofanactivevolcano. “n.d.” Retrieved April 11, 2012, from http://www.uri.

edu/endeavor/thera/bio-sig.html

AvOID THIS MISTAKEAvOID THIS MISTAKE

Drawstudents’attentiontothewordphenomenaintheinstructionofExercise1.ExplainthatsomesingularwordsofLatinoriginformtheirpluralchangingtheirendingto–a.

Drawthischartontheboardandaskstudentstowritethecorrespondingplurals.Suggesttheyusedictionaries.

Singular Pluralbacteriumcorpuscriterioncurriculumdatummediummemorandumphenomenonstratum

Answers

Singular Pluralbacterium bacteriacorpus corporacriterion criteriacurriculum curriculadatum datamedium mediamemorandum memorandaphenomenon phenomenastratum strata

2 Askstudentstoworkinsmallgroupsandidentifytheobjectsinthepictures.Theymustfirstsaywhattheyareanddescribewhatweusethemfor.Theneachstudentchoosestheobjectshe/shefeelsareimportanttohaveinthecaseofadisasterandwhichonescouldbeleftout.StudentsshouldapplytheFirstConditionaltheylearntinUnit1tocompletethisexercise.Makesurethatallthestudentsinthegroupgettheopportunitytoexpresstheirviews.

Makenotesofanyusefulinformationaboutwhatstudentsalreadyknowthatyoucanuselaterwhendevelopingthelessons.

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71tWO OF tHE ELEMEntS

Unit 2

Possible answersPicture 1: bottledwater.If we have clean water, we will not be thirsty.Picture 2: BritishEnglish:torch/AmericanEnglish:

flashlight. If we have a torch, we will be able to find our way in the dark.

Picture 3: abattery-operatedradio.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: afirst-aid-kit.If we have a first-aid-kit, we can cure injuries.

Picture 6: canned/tinnedfood.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: amobilephone. 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.


Before starting this unit, students need to know:

•characteristicsofdifferenttypesofsentences.•howtofindmainidea(s)inwrittentexts.•howtousesomeconnectors.•theSimplePresent.•theSimpleFuture.•howtoidentifynumberofspeakersinanoraltext.•howtoadaptandroleplayadialogue.

1 ThisisareviewoftheFirstConditionalbeforeitisfurtherdevelopedintherestoftheunit.Askstudentstoreadthesentencesandunderlinethecorrectverbform.YoucanaskfastlearnerstowriteadditionalsentencestoillustratetheuseoftheFirstConditionalincontext–forexample,naturaldisasters,accidentpreventionetc.

Answersa. see.b. willleave.c.have.d.takesplace.

2 FurtherandmoredemandingpracticeoftheFirstConditional.Explaintostudentsthattherearedifferentwaysofsayingthesameidea(paraphrasing)andtellthemtotrytoexpresssentencesa–cusingtheFirstConditional.

AnswersIfyouseeaflyingsaucer,willyourun?/Willyourunifyouseeaflyingsaucer?Ifwewinthelottery,willwebuyanewhouse?/Willwebuyanewhouseifwewinthelottery?Ifitissunnytomorrow,wewillgotothebeach/Wewillgotothebeachifitissunnytomorrow.

3 Imperativesareusedtotelloraskpeopletodosomething,tomakesuggestions,andtogiveadviceorinstructions.

BACKGROUND INFORMATIONTomaketheImperative,weusetheInfinitiveoftheverbwithoutto,andtomakeanegativeImperative,weputdo notordon’tbeforetheverb.

WeusetheImperativeformtogiveanorder,awarningoradvice,and,ifweuseplease,tomakearequest.

Examples: Come here! Be quiet! Don’t go! Don’t open the box! Try again, please. Listen to me carefully, please.

TheImperativecanbeusedforallsubjects,you, he,they andwe;youcanalsouselet’sbeforetheverbifyouareincludingyourselfintheImperative.

Examples: Let’s stop now. Let’s have some lunch. Let’s not argue! Let’s not tell her about it.

WecanalsousedowithanImperativeinpoliterequests,complaints,andapologies.

Examples:Do sit down! Do be a little more careful! Do forgive me – I didn’t mean to interrupt.

Wecanalsousethestructures I would like you to / I want you to…togiveinstructionsandorders.

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72 Unit 2

Examples:I would like you to find that address for me. I want you to finish this work today.

Possible answers:Sitdown!Sitdown,please.Let’ssitdown.Dositdown!Iwantyoutositdownimmediately.

4 Anactionplanisawrittendocumentthatdescribesthestepsthatmustbetakeninagivensituation,forexample,ifthereisafireoranemergency.Anactionplanconsistsofbulletpointsornumberedstepstoletreadersknowwhattodofirst,next,etc.

Askstudentstoreadthetwotextsandtrytoestablishwhichoneisanactionplan;askthemtojustifytheirchoice.Aftertheyhavecorrectlyidentifiedthetext,drawtheirattentiontothewayitiswrittenandtotheImperativeformsused.

AnswerTextII.

5 StudentschooseageneralideaforeachtextinExercise4.Assigningageneralideatoatextissimilartosummarisingitinaveryshortway;asummaryisashortenedversionofatext;itcontainsthemainpointsinthetextandiswritteninyourownwords.Itisamixtureofreducingalongtexttoashorttextandselectingrelevantinformation.Agoodsummaryshowsthatapersonhasunderstoodthetext.

Answersa.TextI.b.TextII.

6 Frequently,ordersandprohibitionsareexpressedbyvisualsigns.Studentsmatchthepictureswiththecommands.Askthemtocompareanswerswithapartner,andthencheckanswersorally.

AnswersPicture1-d.Picture2- f.Picture3-e.Picture4-c.Picture5-a.Picture6- b.

7 Thisisoneoftheareasofknowledgeofalanguagethatstudentswillneedtouseagainandagain;numbersappearinallaspectsoflife,informs,articles,televisionshows,mathsproblems,etc.Beforedoingthisexercise,revisehowtoexpresslargenumbersanddecimalsandhowtousesignssuchas%, º,etc.StudentswillneedthisknowledgetounderstandthereadingtextonPages 34and35.

RemindstudentsthatinEnglish,weuseafullstopwithdecimalsandacommawithlargenumbers,exactlytheoppositeofwhatwedoinSpanish.

Answersa.Onepointone.b.Sixpercent.c.Eightpointeight.d. Threehundredandeightyseven.e.Onethousand,ninehundred,andsixtytwo.f.Fiftysixthousand,fourhundred,andfive.

8 Studentscontinuepractisingnumbers,usingprovidedinformation.Invitefastlearnerstoaskmorequestionslikethoseinthisexercise,findthecorrectanswer,andthensharetheinformationwiththeclass.

Answersa. ItisMexicoCity,withtwentyfivemillion

people.b. ItisAntarctica,withminuseightysevenpoint

eightdegreesCelsius.c. ItistheAtacamadesert,withfourhundred

yearswithoutrain.d. ItisGreenland,withasurfaceoftwomillion,

onehundredandseventyfivethousandandsixhundredsquarekilometres.

9 20StudentslistenonlytothepresentationoftheprogrammeintherecordingtheyaregoingtoworkwithinLesson 2andfillintheblankswiththemissinginformation.

AnswersThefollowingprogrammeissponsoredbyWatertech,thecompanyinchargeofourdrinkingwater.

UNIT2_TB_ING3M_(68-99).indd 72 27-11-12 15:57


Unit 2

PAGE 32lESSON 1 - READING

EARTH

++



•theFirstConditional(refertoExercises1and2onPage30).

•howtoexpressinvitationsandorders(refertoExercise3onPage30).

•howtoidentifytypesofwrittentexts(refertoExercise4onPage30).

•howtoidentifymainideasinwrittentexts(refertoExercise5onPage31).

•theImperativeform(refertoExercise6onPage31).•howtosaydifferenttypesofnumbers(refertoExercises7and8onPage31).

•howtofindspecificinformationinanoraltext.(refertoExercise9onPage31).

1 +(Learningability:toconnectcontentandpreviousknowledge).

Askstudentstoworkinpairstoanalyseandcomparetheinformationprovided.Theytheninvestigatetheearthquakehistoryofanothercountry(recentearthquakesinJapan,Haiti,Mexico,Indonesia,etc.)andprepareasimilargraphfortheinformationfound.

BACKGROUND INFORMATIONAbargraphmaybeeitherhorizontalorvertical.Theimportantpointtonoteaboutbargraphsistheirbarlengthorheight—thegreatertheirlengthorheight,thegreatertheirvalue.

Bargraphsareoneofthemanytechniquesusedtopresentdatainavisualformsothatthereadermayreadilyrecognisepatternsortrends.

Bargraphsusuallypresentnumericvariablesgroupedinclassintervals.Theyconsistofanaxisandaseriesorlabeledhorizontalorverticalbars.Thebarsdepictfrequenciesofdifferentvaluesofavariableorsimplythedifferentvaluesthemselves.

2 +(Learningabilities:toidentifytopicfromvisuals/toactivatepreviousknowledge).

Thiskindofexerciseencouragesstudentstoapplypreviousknowledge,relateswhathasbeenlearnttotheirownexperiences,andstimulatesthinking.Thewholeprocessofreferringtopreviousknowledgeandotherlearntsubject-mattersiscalledreflectivelearning.Thefollowinggraphillustratesthereflectivelearningandthinkingprocess.

Concreteexperience(1)

Observationandreflection(2)

Formingabstractconcepts(3)

Testinginnewsituations(4)

Youcanalsoaskthesequestionstoencouragediscussioninthegroups.•Whyisoneofthepicturesinblackandwhite?

•Whenandwhereweretheytaken?

Askstudentstomakenotes,butdonotcheckanswersatthispoint.

BACKGROUND INFORMATION•EarthquakesareveryrelevantdisastersforChile,asourcountrysitsonaveryactivetectonicplateleadingtostrongmovements.Earthquakesarethedeadliestofallnaturaldisasters;mostdeathsarecausedbycollapsingbuildingsorfires.Severalmillionearthquakesoccurintheworldeachyear;however,manyoftheseareundetectedbecausetheyoccurinremoteareasorareveryweak.Onaverage,thereare18majorearthquakesandatleastonegreatearthquakeeachyear.

•OnMay22,1960,theearthquakethatstruckValdivia,inthesouthofChile,hadamagnitudeof9.5ontheRichterscale.Thisisthestrongestearthquakeeverrecorded.Onthepreviousday,anearthquakewithamagnitudeof7.5hadstruckthecityofConcepción.Approximately130,000homesandbuildingsweredestroyed,therewere2millionpeopledisplaced,thedeathtollwasestimatedat2,000,and3,000peoplewereinjured.(Some

UNIT2_TB_ING3M_(68-99).indd 73 27-11-12 15:57

74 Unit 2

sourcessay6,000peoplewerekilled).Thetotallossanddamagetopropertywasapproximatelyhalfabilliondollars(1960dollars).

Taken from: Thelargestearthquakeintheworld. “n.d.” Retrieved on March 12, 2011, from http://earthquake.usgs.gov/

regional/world events/1960_05_22.php

At3:34amlocaltimeonFebruary27th,2010,adevastatingmagnitude8.8earthquakestruckChile,oneofthestrongestearthquakeseverrecorded.AccordingtoChileanauthorities,over400peoplewerekilled.TheearthquakealsotriggeredatsunamiwhichpropagatedacrossthePacificOceanandreachedHawaii.

Taken from: (February 27, 2010). EarthquakeinChile. Retrieved on March 12, 2011 frm http://www.boston.com/

bigpicture/2010/02/earthquake_in_chile.html

•Aferocioustsunami,resultingfroma9.0earthquakeslammedJapan’seasterncoastFriday,killinghundredsofpeopleasitsweptawayboats,cars,andhomeswhilewidespreadfiresburnedoutofcontrol.ThisearthquakeoccurrednearlyexactlyayearaftertheChileanearthquake–on11March,2011.

Hourslater,thetsunamihitHawaiiandwarningsblanketedthePacific,puttingareasonalertasfarawayasSouthAmerica,Canada,Alaska,andtheentireU.S.WestCoast.InJapan,theareaaroundanuclearpowerplantinthenortheastwasevacuatedafterthereactor’scoolingsystemfailed.

TheJapaneseauthoritiesconfirmed15,850deaths,6,011injuredand3,287peoplemissing.

Adapted from: Alabaster, J., Yamaguchi, M. , Hosaka T. A., Kageyama, Y. (March 11, 2011). JapanEarthquake2011:8.9

MagnitudeEarthquakeHits,30-FootTsunamiTriggered. Retrieved on April 10, 2012, from http://www.huffingtonpost.com/2011/03/11/

japan-earthquake tsunami_n_834380.html

The Richter Scale: alogarithmicscaleusedtoratethestrengthortotalenergyofearthquakes.Thescalehasnoupperlimit,butusuallyrangesfrom1to9.Becauseitislogarithmic,anearthquakeratedas5istentimesaspowerfulasoneratedas4.Anearthquakewithamagnitudeof1isdetectableonlybyseismographs;onewithaMagnitudeof7isamajorearthquake.TheRichterScaleisnamedaftertheAmericanseismologistCharlesFrancisRichter(1900-1985).

Taken from: http://www.thefreedictionary.com/Richter+scale

3 +(Learningabilities:tofindmeaningofkeywords/topredicttheirpresenceinatext).

Theconceptofkeywordsisoneofthemostimportantonestograspwhentryingtooptimisereadingorlisteningskills.Increasingly,whenlookingforinformationontheInternet,yougotothesearchenginesandyoutypeinsomewordstodescribewhatyouarelookingfor.Thesewordsarekeywords.Studentswillcomeacrosstheminallkindsofeverydayactivities.Itisimportanttostressthatfindingtherightkeywordsmightfacilitateboththeircomprehensionandtheirsearchforinformation.

Taken from: Nessel, D., Graham, J. (June 1, 2000). ThinkingStrategiesforStudentAchievement. Skylight Professional

Development. Thousand Oaks, CA: Corbin Press.

Studentsreadthewordsintheboxandcheckthattheyknowtheirmeaning.Ifnot,encouragethemtoaskyouoraclassmate:what does____mean?Thentheythinkhowtheycouldberelatedtothesubjectofthelesson.Inthiscase,thetopicisearthandpreviousexercisesindicatethatitis‘movingearth’,inotherwords,‘earthquakes’.Studentsformhypothesesanddebatetheirideas,whicharethensubstantiatedoncetheyreadthetext(confirming,abandoningandrectifyingpredictions).Donotcheckanswersatthispoint.

ADDITIONAl ACTIvITYYoucantellstudentsthattoplacetheirideasineasy‘compartments’theymayuseaconcept wheel.Drawoneontheboardandtellthemtocopyitintotheirnotebooks.Theremustbeasmany‘compartments’asconcepts.Inthiscase,thecentralideaisearthquakes.Theythenfilltheconceptsintothecompartmentsandsayhoweachwordcanberelatedtothecentralconcept.Aftertheyfinish,tellthemtoputoneortwomoreexamplesintothewheel,forexample:disaster, tsunami, weather,etc.

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75TWO OF THE ELEMENTS

Unit 2

Magnitude

Relatedphenomena

Victimsanddamage

Protectionand

preventionOrigin

Earthquake

Meaning of the words

Damage =physicalharm=daño. Crowded=havingalotofpeopleortoomanypeople=lleno/a.Epicenter=thepointontheearth’ssurfacewheretheeffectsofanearthquakearefeltmost strongly=epicentro.Fall=todropdownfromahigherleveltoalowerlevel=caer.Magnitude=thesizeofanearthquake=magnitud.Movement =theactofmoving=movimiento.Noise =asound,especiallywhenitisloud,unpleasantordisturbing=ruido.Prevent=tostopsomethingfromhappening=prevenir.Tsunami=anextremelylargetidalwaveinthesea=maremoto.Volcano=amountainwithalargeopeningatthetopthroughwhichgasesandlavaareforcedoutintotheair=volcán.Withstand=tobestrongenoughnottobedamaged=soportar.

WHIlE YOU READ


BACKGROUND INFORMATION Astudentnewspaperisanewspaperrunbystudentsofauniversity,professional,technical,orotherschool.Schoolnewspaperstraditionallycoverlocaland,primarily,schooloruniversitynews.

Workingforone’shighschoolnewspaperissometimesanextracurricularactivity,butoftenitisintegratedwithjournalismclasses.Someschoolshavebothabasicclass,inwhichstudentslearnaboutnewspapers,andaclassthatproducestheschool’snewspaper.

Ifyouareinterestedinstartingaschoolnewspaper,youcanfindgreatideasatthefollowingsites,amongothers:

http://www.suite101.com/content/school-newspaper-ideashttp://commtechlab.msu.edu/sites/LETSNet/noframes/subjects/la/

b6u3.htmlhttp://news.bbc.co.uk/cbbcnews/hi/newsid_3290000/

newsid_3292300/3292327.stm

4 +(Learningability:tovalidatepredictions).

StudentsreadthetextandchecktheirpredictionsintheideastheysharedandthenotestheymadeinExercises2and3.

Answers2.ThepicturesillustratetheGreatChilean

Earthquake:Valdivia,22ndMay1960,andthe27Fearthquake:centralandsouthernChile,27February2010.

3.Thewordsthatappearinthetextare:crowded,epicentre(withtheAmericanspelling,epicenter),fall,magnitude,movement,prevent,tsunami,volcano,andwithstand.

5 +(Learningability:toidentifytextorganisation).

Askstudentsinwhatotherwayswecanorganiseaninterview(chronologically,geographically,byinterviewee,etc.).Havetheyevercarriedoutand/orwrittenaninterview?Whowastheinterviewee?Whatwasiton?Howdidtheyorganiseit?

Answerb. Byquestion.

6 ++(Learningability:torelateinformation).

Tellstudentsthatfrequently,justbylookingatanumberweknowwhatitrefersto,forexample,2009(ayear),50m2(asurface),etc.Thereareotherindicatorsthattelluswhatthenumberis,forexamplesigns,suchas$,%,etc.

UNIT2_TB_ING3M_(68-99).indd 75 27-11-12 15:57

76 Unit 2

Answersa. NumberofhousesdestroyedintheValdivia

earthquake.b. Numberofpeoplelefthomeless.c. ThemagnitudeoftheValdiviaearthquakeon

theRichterScale.d. HoursaftertheearthquakewhenthePuyehue

volcanoerupted.e. TheyearoftheGreatChileanEarthquake.f. ThehighestmagnitudeontheRichterScale.

Youcanusethisexerciseasembeddedevaluationofreadingskills.

Feedback:0–1correctanswer:needsalotofextrareadingwork.2–4correctanswers:good,butcouldimprovewithextrareadingwork.5–6correctanswers:verygood,couldtrytohelpclassmateswhodidpoorly.


ExplaintostudentsthatinEnglish,thecommaisusedasathousandsseparatorandtheperiodasadecimalseparator,exactlytheoppositeofwhatwedoinSpanish.Readthenumbersintheexercisefirst(noticetheuseofand afterthehundreds).Thentellthemtocopyanddotheseexercisesintheirnotebooks.

1. Write these numbers in words.

a. 2,200:b. 25.75:c. 10,000:d. 22.2:e. 1,237:2.5f. 0.3:g. 8,497:

2. Write these numbers.

a. Eleventhousandtwohundredandthirtyeight:b.Fiftysevenpointnineteen:

c. Twelvethousandfivehundred:d. Zeropointseventytwo:e. Eightthousandsixhundredandforty:

f. Threethousand:g. Fourteenpointsixtyfour:h. Ninetyeightpointtwentyone:

Answers1. a. Twothousandtwohundred.b. Twentyfive

pointseventyfive.c.Tenthousand. d.Twentytwopointtwo.e.Onethousand,two

hundred,andthirtyseven.f. Twopointfive.g.Zeropointthree.h. Eightthousand,fourhundred,andninetyseven.

2. a.11,238.b.57.19.c.12,500.d.0.72. e.8,640.f.3,000.g.14.64.h.98.21.

ADDITIONAl ACTIvITY

Writethesenumbersandsignsontheboardandaskstudentstoreadthemaloud.

a. 23%.b.US$100.c.24°C.d.€50.e.#10.f.£50.

Answersa.Twentythreepercent.b.Onehundreddollars.c. Twentyfourdegreescentigrade.d. Fiftyeuro(s).e.Numberten.f. Fiftypounds.

7 ++(Learningability:todiscriminatebetweencorrectandincorrectinformation).

Studentsreadthestatementsandthentheygobacktothetexttocheckiftheyaretrueorfalse.Askfastlearnerstocorrectthefalsestatementsandthensharetheinformationwiththerestoftheclass.

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Unit 2

Answersa.True.b. True.c.True.d.False.Valdiviahassincebeenrebuilt.

PAGE 33

8 +++ (Learningability:todistinguishandclassifyexplicitandimplicitinformation).

SeedetailedinformationoninferringonPage47ofthisbookandrevisethedifferencebetweenbothtypesofinformationwithstudents.

Answersa.Writteninthetext.b.Inferred–becausetheearthquakeaffected

areasofConcepcion,Valdivia,andPuertoMontt.c. Inferred–asitisexpressedinnumbers,wecan

guessitisanumericalscale.

AFTER YOU READ

Language Note

THE FIRST CONDITIONAl (continued)

MoreinformationontheLanguageNoteonPage8oftheIntroduction.

InUnit1,studentslearntthatweusetheFirstConditionalwhenwearethinkingaboutaparticularconditionorsituationinthefuture,andabouttheresultofthiscondition;thereisarealpossibilitythatthisconditionwillhappen.

TheyalsolearntthatweusetheSimpleFuturetenseintheclausefollowingthe if clause.

However,whenwewanttogiveaninstruction,anorderorarecommendation,weoftenusetheFirstConditionalfollowedbytheImperative.

Examples:

If you want to eat, cook something. If you want to finish on time, hurry up.If you watch TV, don’t listen to the radio at thesame time.

Whenweuseadifferentpersoninsteadofyou,weemploythemodalverbshould.

Examples:

If Ron wants to be healthy, he should exercise more.

If Sylvia uses the Internet, she shouldn’t give her personal details to everybody.

MoreinformationontheFirstConditionalplusextraexercisescanbefoundat http://web2.uvcs.uvic.ca/elc/StudyZone/330/grammar/1cond.htm and www. englishgrammarsecrets.com/firstconditional/menu.php

Answer3 a.Ifyouarehungry,getyourselfasandwich. b. IfyouchatonMessenger,don’trevealyour

telephonenumberoraddress.4. a. Ifyouarenearglassoranythingthatcan

fall,moveawayquickly. b.Ifyouareinacrowdedarea,donotrunfor

thenearestexit.

ADDITIONAl ACTIvITYYoucanwritethistableontheboardorphotocopyitandgiveittofastlearners.AskthemtomatchthetwopartsofthesesentencesintheFirstConditionalandwritethemontheboardfortherestoftheclasstocopy.Checkanswersorally.

If there is an emergency, she should register its licence plate. If Fred wants to catch the bus, press the red emergency button. If the fire alarm goes off, he should run really fast.If Brenda buys a new car, don´t panic and leave the building. If you see Jenny, tell her I want to talk to her.


Drawstudents’attentiontotheAmericanv/sBritishEnglishbox,andhelpthemtonoticethatthewordisaccenteddifferentlyineachvarietyofEnglish.Ifyourstudentsareinterestedinthissortofinformationaboutthelanguage,youcanaddthatthewordisaccenteddifferentlywhenitisanoun,butinbothvarietiestheverbisad`dress.

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78 Unit 2


9 17(Learningabilities:toconsolidatealanguagepoint/toimitateaspokenmodel).

Studentscompletetheconversationindividuallyorinpairsandthencompareanswerswiththerecording.Playtherecordingagainforstudentstolistenandrepeatthedialogue.

BACKGROUND INFORMATIONEmergencyservicestelephonenumbers.EuropeanUnion:112.UnitedKingdom:999/112.USA,Canada:911.Australia:000.Chile:Ambulance:131,FireDepartment:132,Police:133.

AnswerSeeTranscriptbelow.

Did you know that...SeePage8oftheIntroduction.

TRANSCRIPT – ORAL PRACTICE

Dana has an American accent and Lennox has a British accent.

Dana: Can we predict earthquakes?Lennox: No, we can´t.Dana: What will you do if there’s an earthquake?Lennox: I’ll drop and look for cover.Dana: Who will you phone first of all?Lennox: I’ll phone the Emergency Office.Dana: What will you do if the land line isn’t working?Lennox: I’ll use my mobile phone.Dana: What will you do if someone’s hurt?Lennox: I’ll call for an ambulance.Dana: What if there’s no electricity after the earthquake?Lennox: I’ll use matches or a torch.Dana: Where will you hide if you’re outdoors?Lennox: I’ll hide far away from buildings.Dana: What will you do if there are aftershocks?Lennox: Nothing, just wait for them to end.

17

OPTIONAl ACTIvITY - GAME•Formgroupsoffourtosixstudents.•GivethegroupssomeminutestoinventsixsentenceslikethoseinExercise9,usingtheFirstConditionalfollowedbyanImperative.

•Checkandcorrectthesentencesstudentsproducewhileyouwalkaroundtheclass.

•Tellthegroupstowriteeachoftheirsentencesinbig,clearhandwritingonseparatepiecesofpaper,andtocutupeachsentenceintothetwoclauses:conditionalclauseandimperativeclause.

•Organisetheexchangeofcutupsentencesbetweengroups.

•Oncethegroupshaveputtogetherthesentences,theywritethemonapieceofpaperandshowthemtotheauthors,whodecideiftheyarecorrectornot.

PAGE 36

10+(Learningabilities:toconsolidatevocabularyandalanguagepoint).

Thisexercisecanbedoneindividuallyorinpairs,givingstudentstheopportunitytodiscusswhattheyhavelearnt.Youmayneedtoexplainsomedifficultwordsorexpressionsbeforetheyread:security warning = security alert; huge = enormous; shoreline = waterside; heeded = paid attention to.

Tellstudentstoreadthetext,thenreadtherecommendations,andthenreadthetextagain,tryingtoinserttherecommendationsintothecorrespondinggaps.(a – e).Checkanswersorally.

Answersa. Followtheseguidelines.b. Turnonyourradiotolearnifthereisatsunami

warning.c. Moveinlandtohighergroundimmediately.d. Stayawayfromthebeach.e. Moveawayimmediately.

ADDITIONAl ACTIvITYYoucanmakeyourowngap-fillingexercisesfromEnglishtexts,dependingonthetypeofgrammarpoint/vocabularyyouwanttopractise.

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Unit 2

Chooseashort,simple,andinterestingtextinEnglish,suchasapopularsong,anarticle,anewsitem,anexcerptfromastory,etc.Copythetextanddeletesomewordsinthecopy.Yourchoiceofwordscanbemadeconcentratingoncertaintypesofwords–prepositions,adjectives,verbsinacertaintense,definitearticles,specificvocabularyitems–oryoucandeleteoneineverysix,eight,ortenwords.

Photocopyorwritethegappedtextontheboardandaskstudentstofillinthegapscorrectly.

Variation:Studentsworkinpairs.Eachstudentpreparesashorttextandgivesagappedcopytohis/herpartner,whowilltrytofillinthegapscorrectly.Theauthorofthegappedtextcheckstheanswers.

11QUICK SElF-CHECK (Learningability:toevaluatelearning).

Thisself-checkallowsstudentstoevaluatetheirperformanceinthegrammaraspectofthelessonandalsotoconsiderevaluationasacontinuousprocessthroughoutthebook.Readtheinstructionsaloud,makesurethatallthestudentsunderstandthemclearly,andsetatimelimittocompletethetask.Checkanswersandhelpstudentstoworkouttheirscores.

Ifastudenthasreachedthemaximumscore,youmightwanttoofferhim/hersomethingmorechallengingandaskhim/hertodoanotherexerciseorhelpanotherstudentwhoislaggingbehind.Ifoneormorestudentshaveonlyreachedtheminimumscore,youshoulddedicatesometimetogoingthroughthesubjectoncemore,tomakesuretheyarereadytocontinuewiththerestoftheunit.


Answersa.–ii.b.–iv.c.–iii.d.–i.


Drawstudents’attentiontotheAmericanv/sBritishEnglishbox,andhelpthemtonoticethatdifferentwordsareusedineachvarietyofEnglish.


12++(Learningability:toconnecttopicandpersonalexperiences).

ToquotetheBritishCouncil:“… group discussion skills are useful for everyday life, as we regularly find ourselves having discussions amongst friends, family, and colleagues. These may vary from very informal chats about day-to-day things, to more serious topics, for example, a discussion about a recent news story or a problem that needs to be solved. Additionally, group discussions are increasingly being used in the job market during interviews and selection procedures. These can take a variety of formats, but the key skills remain very similar. Last but not least, group discussions offer an opportunity for extended speaking and listening practice by all of the contributors. Group discussion practice and skill development is therefore useful for all students.”

Inthisexercise,studentspractisegroupdiscussionskills;theyreadquestionsthatwillhelpthemtoprogressinthediscussionandprepareforthewritingApplicationTask.

Asinallguideddiscussions,youshouldplaytheroleofmediatorandmakesurethatthediscussioniscarriedoutwithrespectforotherpeople’sopinions.

Forfurtherinformationonteam/groupdynamicsseePage9oftheIntroduction.

PAGE 37

Learning tipLearning tipLearning tip

AnalysethisLearningtiptogetherwiththeclassbeforedoingtheApplicationTask.Helpthemto

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80 Unit 2

noticethatinthiscasetheyhavealreadybrainstormedideasforthewritingassignment(Exercise12).

13+++APPlICATION TASK – WRITING (Learningability:towriteatextorganising

contentandformat).

FormoreinformationontheApplicationTasks,seePage 7 oftheIntroduction.

Thisexerciseisbasedonthegroupdiscussioninthepreviousexercise.ThefinalversionoftheEarthquakePlancanbedoneeitherinclassorashomework.Doyourbesttocheckeachindividualassignment,correcterrors,andmakehelpfulcomments.Encouragestudentstoevaluatetheirworkandreflectontheirperformance,consideringstrengthsandweaknessesandstepstheycantaketosolveproblems.Offerassistanceifnecessary.

Source: Based on the Minnesota Language Proficiency Assessments and the American Council for the Teaching of Foreign

Languages (ACTFL). ACTFL Proficiency Guidelines - Writing (Revised 2001-PDF) available as a downloadable PDF file at www.actfl.org

By completing this task, students will:

•makeuseofnotestakenduringapreviousactivity;•identifythepurposeofaspecifictask;•discussideaswithrespectforothers;•dobasicInternetresearch;•practisesequencing;•elaborateanactionplan.

14+(Learningability:toidentifyandapplytheuseofthecommainconditionalsentences).

Weuseacommawhentheifclauseisatthebeginningofthesentence.

Example:If I go to London, I will visit the London Eye.

Wedon’tuseacommaiftheifclauseisattheendofthesentence.

Example: I will visit the London Eye if I go to London.

Answersa. Ifthereisatsunami,trytogoasfarawayfrom

thecoastaspossible.b. Youwillfindinformationonearthquake

proceduresifyoulookontheInternet.c. IfRenataseesanaccident,shewillcallforan

ambulanceimmediately.d. Paulwillletusknowifthereisanemergency.

15+++(Learningability:toreflectonthecontentsofthelessonandrelatethemtopersonalexperiences).

Thisisaroundupexercisewherestudentsareaskedtoreflectonwhattheyhavelearntinthelessonintermsofcontentandlanguage.Tellthemtoworkingroupsandsharetheiranswerswithothergroups.

Metacognitionisatermthatmostteacherswillrecognise-itrefersto´thinkingabouthowapersonthinks,´andisoneofthemostimportanttoolsforlifelonglearning.Itisthusimportanttoteachstudentsthecomponentsofmetacognition.Itinvolvesbefore,during,andafterlearningactivitiesthatrequirereflection.Teachstudentstoask,“whatamIsupposedtolearn?”earlyintheprocess,“howamIdoing?”duringtheprocess,and“whathaveIlearnt?”aftertheprocess.Itwillthenhelpthemtoapplywhattheyhavelearntinreallifesituations.

Drawstudents’attentiontotheInternetsitewheretheycanseesciencefilmsabouttheelements.

Encouragethemtousethesiteontheirown,buttosharetheinformationwithyouandwiththeirclassmates.

PAGE 38lESSON 2 - lISTENING

WATER


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Unit 2


• howtosaydifferentnumbertoaskandanswerquestions(refertoExercises7and8onPage31);

• howtofindspecificinformationinoralmessages(refertoExercise9onPage31).

Thisisaverycross-curricularlessonthatcallsuponthestudents’priorknowledgeofthingstheyhavelearntintheirchemistryandbiologyclasses.Thelisteningtextandtheactivitiesreinforceand/orrevisethestudents’knowledgeofthesesubjects.GothroughtheBEFOREYOULISTENactivitiesverycarefullytofacilitatethelisteningtasks.

BEFORE YOU lISTEN


Forinformationonreflectivelearning,seenotesforExercise2,Lesson1onPage73.

Invitestudentstolookatthepicturescarefullyandthentogetintosmallgroupstodescribetheminasmuchdetailaspossible.Thentheyreadandanswerthequestions.Checkanswersorally.

Answersa. Waterindifferentlocationsanduses: Picture 1:peopleenjoyingthewaterinthesea. Picture 2:waterfallinginabeautifulcascade. Picture 3:waterinbottles/bottledwater. Picture 4:awater-purificationsystem.b. Itcomesfromriversandstreams;itneedsa

processofpurification;somepeopleprefertodrinkbottledwater;bottledwatermaybeparkling(fizzy,bubbly)orstill(justlikewaterfromthetap).

ADDITIONAl ACTIvITY

Thisactivitycallsonstudents’priorknowledgeandcanbeassignedasagroupproject.Studentschooseatopicfromdifferentareasoftheircurriculumandformgroupsaccordingtothesubjecttheyaregoingtoresearchandpresenttotheclass.Thepossibilitiesare:maths,history,philosophy/psychology,physics,technology,visualarts,andmusic.

•EachgroupbrowsesthetextbookordiscussesthesubjecttheyhavechosentodecideononepointtheywanttoteachinEnglish.

•Theymustdecidehowtheyaregoingtoorganisetheteachingstrategically(whodoeswhat,whatmaterialstheywillneed)andlinguistically(whatvocabularyandstructurestheyneedforthetask).

•Aswellaspreparingtheteaching,theymustalsoprepareatestonthemainitemsthattheyaregoingtoteach.

•Thetestishandedintotheteacher.Thegroupteachestheirmaterialtotherestoftheclass.

•Theteachergivesoutthetests,probablywithsomeminorcorrectionsorediting,tobedonebythewholeclassinsomesubsequentperiod.(Thegroupwhosettheexammayormaynotbeexemptfromdoingtheirowntest).

Source: Phillips, D., Burwood, S. & Dunford, H. 1999. Projects with Young Learners. Oxford: OUP.

2 +(Learningability:toidentifykeywordsusingknowledgefromotherareas).

Elicitfromstudentsthedifferencebetweenelements and compounds andbetween symbolsandformulas.Ifnecessary,writethedefinitionsontheboard,withexamples.

Readthecontentsoftheovalsaloudandthendrawstudents’attentiontothedifferenceincolour.Askthemtoreadtheinstructionscarefully,checkthateveryoneunderstandswhattheyhavetodo,andgivethemafewminutestodotheactivityinpairs.Checkanswersontheboard.

AnswersCaO–Calciumoxide.NaClO–Sodiumhypochlorite.NaOH–Sodiumhydroxide.FeCl3–Ironorferricchloride.O3–Ozone.H–Hydrogen.

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82 Unit 2

BACKGROUND INFORMATIONElement:asimplechemicalsubstancethatconsistsofatomsofonlyonetypeandcannotbesplitbychemicalmeansintoasimplersubstance.

Examples:gold, oxygen, carbon, hydrogen, copper,etc.

Compound:asubstanceformedbyachemicalreactionoftwoormoreelementsinfixedamountsrelativetoeachother.

Examples:ammonia, calcium chloride, carbon monoxide, silver nitrate,etc.

Symbol: Whenwritingnamesofelements,abbreviationsaregenerallyused,sincetheyarequickertowritethanthenames.Theseabbreviationsarecalledsymbols.Noneofthesymbolscontainmorethantwoletters;thefirstoneisalwayscapitalisedandthesecond,ifany,isalwayslowercase.

Examples:H(hydrogen),Cu(copper),C(carbon),Au(gold),Ag(silver),etc.

Formula:letters,numbersandsymbolsthatshowthepartsofachemicalcompound.

Examples:NH3(ammonia),CaCl2(calciumchloride),CO(carbonmonoxide),AgNO3(silvernitrate),etc.http://library.thinkquest.org/3659/pertable/

OxfordAdvancedLearner’sDictionary,OxfordUniversityPress,2000.

ADDITIONAl ACTIvITY

Youcanaskfastlearnerstowritethesymbolsandformulasoncardsofonecolour,andtheelementsandcompoundsoncardsofanothercolourtoplayMemoryGame,matchingthecorrespondingcards.

3 + 18(Learningability:toidentifykeywordsconnectingtheirwrittenandspokenform/topractisepronunciationofkeywords).

First,readthewordsaloudandaskstudentstorepeatthem.Thengivethemsometimetolookupthemeaningofthosetheydonotknow.

Helpthemtonoticethatthetexttheyaregoingtolistentocontainsscientificinformation;for

thisreason,manycognatesareused.Encouragethemtoidentifythemintheexercise(reservoir,aeration,chemicals,particulate,odour,micropollutants).

Invitethemtoworkinpairsandsharetheinformationtheyfindinthedictionary.Playtherecordingoncethrough,andthenplayitagain,stoppingaftereachwordforthestudentstorepeat.

TRANSCRIPT – PRONUNCIATION

surface – store – reservoir – aeration – softening – chemicals – particulate – settle – flocs – odour – micropollutants – muddiness – harmful – layer – storage – supply

18

BACKGROUND INFORMATIONFlocsaresmallsolidparticlesformedinaliquidthroughprecipitationoraggregationofsuspendedparticles.

Particulates,alternativelyreferredtoasparticulate matter(PM)or fine particles,aretinyparticlesofsolidorliquidsuspendedinagasorliquid.


Drawstudents’attentiontotheAmericanv/sBritishEnglishbox,andhelpthemtonoticethedifferentspellingofthesameword.Youcanaskkeenerstudentstowritemoreexamplesofthesamedifferenceontheboard.

Other examples: flavor – flavour; neighbor – neighbour; rumor – rumour; labor – labour; behavior – behaviour; harbor – harbour,etc.


4 + 19(Learningability:toidentifyandpractiseapronunciationelementthatmayinterferewithcomprehension).

A silent letterisaletterthatdoesnotcorrespondtoanysoundinthepronunciationoftheword.Silentletterscreateproblemsforbothnativeandnon-nativespeakersofa

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Unit 2

language,astheymakeitmoredifficulttoguessthespellingofspokenwords.Itisthusimportanttopractisesuchwordswithstudentsinordertoimproveboththeirpronunciationandtheirspelling.

AnswersInthisexercise,allthewordshaveasilentt.•castle/`kæsl/•chestnut/`tʃesnʌt/•Christmas/`krisməs/•fasten/`fɑsn/•listen/`lisn/

•mortgage/`mɔgidʒ/•mustn’t/`mʌsnt/•often/ɒfn/•soften/`sɒfn/•whistle/`wisl/

5 (Learningability:tomakepredictions).

Informstudentsthattheyaregoingtolistentoaspecialpresentation.BasedonthepreviousactivitiesandonthepicturesinExercise 1,studentstrytopredictthetopicofthepresentation,choosingfromtheprovidedalternatives.Donotcheckanswersatthispoint.

PAGE 39

WHIlE YOU lISTEN


BACKROUND INFORMATION Thispresentationontelevisionisan infomercial–alongadvertisementthattriestogivealotofinformationaboutasubject,sothatitdoesnotappeartobeanadvertisement.Inthiscase,itisascientificpresentationwithanexperttalkingtoaliveaudienceofstudents.

AnInfomercialisapieceoftelevisionprogrammingthateverybodyhasseenatleastonce;theyareshort,usuallylessthan30-minuteprogrammesthattellusabouttheuniquequalitiesofaproductweusuallywouldnothavebought.Theyarealsoknownasdirect-responsetelevision,orDRTV.

Itisclaimedthatthefirstinfomercialforacommercialproduct,ablender,appearedin1949or1950,buttherealpioneeroftheshortformwasaninventornamedRonPopeil.

Startinginthe1950s,Popeilbeganusing30-second,60-second,90-secondand120-secondtelevisionspotstosellhisinexpensivearrayofusefulproducts,includingthePocketFishermanandtheVeg-O-Maticfoodslicer.Long-formDRTVfollowedinthemid-’70s.

Accordingtostatistics,onaverage,250,000infomercialsaireachmonthontheeightU.S.broadcastnetworks,their1,600affiliatesand36nationalcablechannels,dominatingthesmallscreenbetweenthehoursof1a.mto9a.m.Theinfomercialindustryisbooming,enjoying$91billiondollarsayearinsalesintheUnitedStatesalone.

OnBritishtelevision,infomercialsarenotaspopularasintheUSA,buttheyarestillamega-earningbusiness.Theyareusuallyknownaspaid programming or teleshopping (atermcoinedintheeighties).Until2009,theUKpermittedneitherpaidinfomercialsnorteleshoppingonmainstreamnetworktelevision,butin2009alloweduptothreehoursofinfomercialsadayonallchannels.

6 + 20(Learningability:tovalidatepredictions).

Playtherecordingoftheinfomercialoncethroughforstudentstochecktheirpredictionin

Exercise5.Ifyounoticethatmoststudentshaveidentifiedthecorrecttopicbeforefinishingthefirstlistening,stoptherecordingandchecktheiranswers.

Answerc.

7 ++ 20(Learningability:todiscriminatebetweencorrectandincorrectinformation).

Readthequestionsandthealternativeswiththeclassandthenplaytherecordingagain,onceortwice,forstudentstoidentifythecorrectanswers.

Answersa. AradioorTVprogramme.b. NickRogers.

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84 Unit 2

8 ++ 20(Learningability:toidentifyspeakersusingprovidedinformation).

Elicitfromstudentsthenumberofpeopletheyidentifiedinthepreviouslisteningactivities,andtheirroles.Askthemtowritethesenamesontheboard:Presenter,Expert,Student.Youcanaskkeenerstudentstoalsowritethenumberofthestudent,1,2or3.Playtherecordingonceortwiceagainandthencheckanswersontheboard.

Answersa.Presenter.b.Student(1).c.Student(3).d.Student(2).e.Expert.f.Expert.

9 ++ 20(Learningability:totransferinformationtoagraphicorganiser).

Thisactivityrequiresconcentrationandcarefulpreparation.Readtheinstructionswiththeclassandmakesuretheyunderstandtheitemstheyhavetochoosefromtocompletetheinformationinthediagram.

a. Readtheitemsintheboxaloudandaskstudentstorepeatthem,tohelpthemtogetfamiliarwithwhatthewordssoundlike.Readthepartsoftheprocessthatalreadyhaveaname(Stepsa.,c.,e.,g.,i.,andk.).Studentsnowhavetolistenandputthenamesintheboxintheemptyslots:Stepsb.,d.,f.,h.,andj.Playtherecordingonceortwiceforstudentstodothistask.Askthemtocompareanswerswithapartnerbeforecheckingthemorally.

AnswersStepb.Microfiltrationindrumfilters.Stepd.Removalofflocs.Stepf. Disinfection.Steph.Activecarbonfiltration.Stepj. Aeration.

b. Beforelisteningagain,studentsmustcheckwhichelementsandcompoundsfromExercise2arealreadywritteninthediagram.Oncetheyhaveidentifiedwhichofthemtheyhavetoinsert,playthepresentationagainforthemtofindinwhichofthetwoemptyrectangleseachoneshouldgo.

AnswersStage 2, step d:FeCl3–ironorferricchloride.Stage 5, step i:NaClO-sodiumhypochlorite.

10+++ 20(Learningability:tofindspecificinformation).

Bynow,studentshavelistenedtothepresentationseveraltimes,fastlearnersmaybepreparedtoanswerthesequestionswithoutlisteningagain.Ifthisisthecase,readthequestionswiththewholeclassandaskthosefastlearnerstoputuptheirhandswhentheyheartheanswertothefirstquestion,stoptherecordingandchecktheiranswer.Dothesamewiththesecondquestion.Ifyounoticethatthestudentshavegottiredoflisteningtothepresentation,skipthisactivity;youcandoitthefollowingclass,aspartofrevision.

AnswersThewaterthatcomesfromrivers,lakesandstreams.Ifthereisnaturalfiltration,softening/`sɒfniŋ/willtakeplacenaturally.

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Unit 2

TRANSCRIPT – LISTENING – WATER 20

The speakers have a British accentPresenter: The following programme is sponsored by

Watertech, the company in charge of our drinking water. With you, their expert, Nick Rogers.

Nick: The diagram on the screen explains the purification of surface water, the water that comes from rivers, lakes, and streams. All the stages in the diagram have a number and the steps in each stage have a letter.

Stage 1 is prefiltration. In Step a., water is stored in reservoirs, where

aeration, softening, and pH- adjustments take place.

Step b. is rapid sand filtration or microfiltration in drum filters.

Student 1: Stage 2 looks complicated. What is it?Nick: It’s the addition of chemicals.Student 2: Chemicals? What for?Nick: Look at letter c. If we add calcium oxide and sodium

hydroxide, there will be pH adjustment. Look at letter d.; when we add iron chloride, we will

remove humid acids and suspended particulate matter. Separators then settle and remove flocs.

Student 3: What is Step e.?Nick: When water is placed in a reservoir, there will be

softening through natural aeration or using sodium hydroxide. If there is natural filtration, softening will take place naturally.

Student 1: What is Stage 3?Nick: Stage 3, Step f. is disinfection, using either sodium

hypochlorite or ozone. If ozone is used, it will kill bacteria and viruses, it will improve taste and odour properties, and break down micropollutants.

Student 2: Why is the picture in Stage 4 very similar to that in Stage 1?

Nick: Stage 4 is the process of fine filtration, while Stage 1 was pre-filtration.

Step g. shows slow sand filtration to remove residual muddiness and harmful bacteria. Notice that if sand filters are backwashed with water and air every day, they will keep their filtrating capacity for a long time.

Student 3: What is Step h.?Nick: Active carbon filtration. Unless water streams

through a granular activated carbon layer in a filter, it will retain particles affecting taste and odour.

Student 1: What is Stage 5?Nick: Preservation and storage. When we add sodium

hypochlorite in Step i., we will guarantee the preservation of quality. The water is now ready to be distributed to users.

Step j. is aeration. If there is aeration, we will recover the oxygen supply of the water before storing it. Step k. shows that the remaining water is stored in drinking water reservoirs.

In our next session, I’ll explain (fade)

PAGE 40

AFTER YOU LISTEN


11++ (Learningability:toconsolidatekeyvocabulary/tosynthesiseinformation).

Asksomestudentstocopythediagramontheboard,whileotherscontributeinformationandwritesomecluesontheboardforeachstageandstepoftheprocess.Givegroupssometimetocompletetheirsummariesandhelpandcorrectwhilewalkingaroundtheclass.Checkthatstudentsuseappropriateverbsintheirdescriptions(Seetranscript).

Language Note

cOnnEcTORS OF cOnDITIOn

FormoreinformationontheLanguageNote,seePage8oftheIntroduction.

Thissectionprovidesinformationonconnectorsofconditionssuchas when,if andunless.

Totalkaboutrepeatedpredictableactions,inthesenseofwhenever,wecanuseiforwhen;itdoesnotreallymatterwhichoneweuse,asthereisverylittledifferenceinmeaning.

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86 Unit 2

•WhenI’mbroke,Iborrowmoneyfrommymother.• IborrowmoneyfrommymotherifI’mhard-up.•WheneverI’mshortofcash,Iborrowmoneyfrommy

mother.

Unless meansthesameas if... not. Like if, itis followedbyapresenttenseifthesentenceisintheFirstConditional;itisusedinsteadof if… not inconditionalsentencesofalltypes.Thesamepunctuationrulesapplyasinthecaseof if.

•UnlessSandrahurriesup,wewon’tarriveintime.•Wewon’tgounlessHenryinvitesushimself.Encouragestudentstocollectmoreexamplesfromthelisteningtext.Ifnecessary,playtherecordingagain.

Additionalpracticecanbefoundathttp://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-45666.php

Possible answers

Ifweaddcalciumoxideandsodiumhydroxide,therewillbepHadjustment.WhenweaddFeCl3–ironchloride–wewillremovehumidacidsandsuspendedparticulatematter.Ifozoneisused,itwillkillbacteriaandviruses.Ifsandfiltersarebackwashedwithwaterandaireveryday,theywillkeeptheirfilteringcapacityforalongtime.WhenweaddsodiumhypochloriteinStepi.,wewillguaranteethepreservationofquality.Ifthereisaeration,wewillrecovertheoxygensupplyofthewaterbeforestoringit.

12++(Learningability:toconsolidatealanguagepoint).

OncestudentshavebecomefamiliarwiththematerialincludedintheLanguageNote,theyworkinpairsandrewritethesentencesintheirnotebooksusing unless.Tocheckanswers,askdifferentstudentstowritethenewsentencesontheboard.

Answersa.Unlessyoupayattention,youwillnot

understandtheexplanation. Youwillnotunderstandtheexplanationunless

youpayattention.b.WewillnotgiveJimthechemicalsunlesshe

askspolitely. Unless Jimaskspolitely,wewillnotgivehim

thechemicals.c. UnlessKellysendstheinformationnow,itwill

notarrivebeforethemeeting. Theinformationwillnotarrivebeforethe

meetingunlessKellysendsitnow.d.Iwillnotletanyonetakepartintheexperiment

unless Iknowwhotheyare. Unless Iknowwhotheyare,Iwillnotletanyone

takepartintheexperiment.

Youcanusethisexerciseasembeddedevaluationofconnectorsofcondition.Askstudentstowriteallthesentenceswithunlessatthebeginningandinthemiddleofthesentence.

Feedback:0–2correctanswers:needsalotofextragrammarwork.3–5correctanswers:good,butcouldimprovewithextragrammarwork.5–6correctanswers:verygood,couldtrytohelpclassmateswhodidpoorly.

PAGE 41

13 21QUICK SElF-CHECK / ORAl PRACTICE(Learningabilities:tocompleteamonologue/toimitateaspokenmodel/toevaluatelearning).


Ifastudenthasreachedthemaximumscore, youcanofferhim/hersomethingmore

challengingandaskhim/hertodoanotherexerciseorhelpanotherstudentwhoislaggingbehind.

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Unit 2

Ifoneormorestudentshaveonlyreachedtheminimumscore,youshoulddedicatesometimetogoingthroughthesubjectoncemore,tomakesuretheyarereadytocontinuewiththerestoftheunit.


Thisexercisehastwocomponents.First,studentshavetoapplytheFirstConditionalandtheirgeneralknowledgeofthelanguagetofillintheblanksinthemonologue,andthentheyhavetoroleplayit.

Givethemtimetoreadtheincompletemonologuecarefullyandthentocompleteit.Walkaroundtheclassroom,checkingtheiranswersastheyfinish.Givethemonepointforeachcorrectlycompletedblank.Thenplaytherecordingforthemtolistenandrepeat.Givestudentsafewminutestopractisethemonologueingroupsofthreeandthenaskthemtoroleplayit.Eachmemberofthegroupcanpractiseandroleplayoneparagraphofthemonologue.

Ifthereistime,askallgroupstoroleplayinfrontoftheclassandassignbetween1and10pointstotheirperformance.Ifnot,askstudentstogettogetherwithanothergroupandtoevaluateeachother’sperformanceinthesameway.

Toevaluatestudents’performanceintheroleplayyou/studentscanusethechartinExercise14.

AnswersSeetranscript.

TRANSCRIPT – QUICK SELF-CHECK / ORAL PRACTICE 21

Claire has a British accent.Claire: What a horrible day! Oh! I’m feeling low, the sky looks

dark and the weather man said it’ll rain soon. If it rains, I’ll have to stay at home. If I stay at home, I’ll get really bored.

Perhaps if I call my friend Elaine, we can do something; if she’s free, she’ll come over; if she comes over we’ll rent a DVD, or just talk. Yes, that’s what I’ll do. I’ll definitely phone Elaine.

Oh, but what if Elaine isn’t free? What if she has something important to do? Maybe I’ll have to stay at home alone and get bored. If that happens, I’ll be really upset!

14+++ APPlICATION TASK – SPEAKING (Learningability:todescribeapictureindetail,

sharingideasandknowledge).

FormoreinformationontheApplicationTasks,seePage7oftheIntroduction.

Readtheinstructionscarefullywiththeclass,makingsuretheyknowwhattheyhavetodoineachofthesteps.

HelpthemtochooseoneofthepicturesonPage38,Exercise1,andtrytogetatleasttwogroupsworkingwiththesamepicture.

Rememberthattheprocessofdiscussionandpreparationofthetaskisasimportantasthefinalproduct,soencouragethegroupstouseEnglishasmuchaspossible,andtousetheirimaginationtoadddetailstowhattheycanactuallyseeinthepictures.

Assignatimelimittothepreparationofthedescriptions.Oncetheyhavefinished,gothroughtheevaluationcriteriawiththeclassandformpairsofgroupsthatworkedwiththesamepicture.Tellthemtosaytheirdescriptionsandtoevaluateeachotherusingtheevaluationchart.Takethisopportunitytoemphasisetheimportanceoffairplay,respectforotherpeople’sperformance,andrespectfulsilencetolistentotheirclassmates.

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88 Unit 2

Bycompletingthistaskstudentswill: •participateinteamwork; •describepicturesindetail; •practisespeakinginpublic; •practisepeerevaluation.

15+++(Learningability:toreflectonandtodiscussthecontentsofthelessonandrelatethemtopersonalexperiences,valuingdifferentlearningstrategies).


Metacognition isatermthatmostteacherswillrecognise-itrefersto´thinkingabouthowapersonthinks,´andisoneofthemostimportanttoolsforlifelonglearning.Itisthusimportanttoteachstudentsthecomponentsofmetacognition.Itinvolvesbefore,during,andafterlearningactivitiesthatrequirereflection.Teachstudentstoask,“WhatamIsupposedtolearn?”earlyintheprocess,“HowamIdoing?”duringtheprocess,and“WhathaveIlearnt?”aftertheprocess.Itwillthenhelpthemtoapplywhattheyhavelearntinreallifesituations.

Inthiscase,questionsa.,b.andc.invitestudentstoreflectonwhat/howtheyhavelearnt,andquestiond.promotesreflectionanddiscussioncomparingwhattheylearntintheunitandtheirownreality.

PAGES 42 - 43CONSOlIDATION ACTIvITIES

Formoreinformationonthissection,seePage8oftheIntroduction.

1 Studentsshouldbefamiliarwiththewatercyclefromtheirsciencelessons,sothisactivityshouldbefairlyeasyforthem.Ifnecessary,youcanaskthemtoworkingroupsanddescribethecycleinSpanish,tryingtoidentifythewordstheywouldneedtofillintheblanksinthediagram.Then

theyreadandusethewordsandexpressionsindifferentcoloursinthetexttowritetheirdefiniteversionofthecompletediagram.

Answersa.precipitation. b.snow.c.hail. d.rain.e.sun’sheat. f. runoff.g.transpiration. h.condensation.i. riversandstreams. j. lakesandoceans.


Drawstudents’attentiontothepronunciationofthelastsyllableinthewordsendingin–tion,allofthemwithasoftsibilantsound,liketheoneweusetorequestsilence/∫ /.

Readthesewordsaloudforstudentstolistenandrepeat.

abbreviation–benediction-communication–definition–election–function–generation–hallucination–immigration–junction–legislation–migration–narration–obligation-plantation–quantification–radiation–station–translation–undulation–vaccination-westernisation.

2 Youcanaskthewholeclasstofindtheanswerstothesequestions.Alternatively,youcandividetheclassintotwogroups.Eachgroupanswersonequestionandthentheysharetheiranswers,oryoucanaskfastfinisherstodoit.

Answersa.Vapour,liquidwater,rain,hail,snow.b.Becausewaterdoesnotdisappear,butchanges

fromoneformtoanother,andmovesfromoneplacetoanother.

3 Tellstudentstostudytheschedulebeforedoingtheexercise.Studentsworkinpairs.Encouragethemtotaketurnstoaskandanswer,givingfullanswerstoeachofthequestions.

Example:If I play volleyball on Monday, I will not be able to take drama club or communication skills.

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Unit 2

Answersa.IfIplayvolleyballonMonday,Iwillnotbeableto

takedramacluborcommunicationskills.b.IfItakeguitarclasses,Iwillgotwiceaweek.c.IfItakeguitarclasses,Iwillneedmyownguitar.d.IfIgotobasketballonTuesday,Iwillnot(won’t)

beabletoplayfootball.e.IfItakeDramaClubonMonday,Iwillalsogoon

Tuesday.

4 Studentsworkinpairs,examineanddescribeeachpicturecarefullyandthencompletethedialoguesaccordingtothepictures.

Answersa.Ifthereisanothertremor,thatwallwillcollapse

/falldown.b.Ifyoudon’tliketapwater,youcandrinkbottled

water/mineralwater.c.Ofcoursewewill,unlessitisraining/itisvery

cold/theweatherishorrible.

PAGES 44 - 45

JUST FOR FUN

FormoreinformationontheJUSTFORFUNsection,seePage8oftheIntroduction.

Studentscanworkinpairsorsmallgroupsandchecktheiranswersontheirown,usingtheanswersprovidedintheirbook.


Drawstudents’attentiontoquestion7ofthequestionnaire:What do we call a person who studies the stars?TheremaybeariskofnegativetransferfromSpanish,leadinglearnerstosayHow do we call…?

Askstudentstoworkinpairsandwritetwomorequestions.Theycanrefertojobs,partsofthebody,objects,etc.

Possible questionsWhatdoyoucallapersonwhorepairscars/takesphotos/designsclothes/drivesabus/cooksprofessionally?WhatdoyoucallthisinEnglish?(pointingatobjectorpartofthebody).

PAGE 45

CHIlEAN CONNECTION

Formoreinformationonthissection,seePage8oftheIntroduction.

Oneofthemostimportantrequisitesforlanguageteachersistoincorporateculturalmaterialintotheirteaching,bothfromthetargetlanguageandfromtheirownmothertongueculture.Thisway,studentswillbeabletocomparetheirdailyrealitywiththenewrealitytheyarelearningabout.Theobjectiveofthissectionistoprovidestudentswithsamplesoftheirownculture,butinthetargetlanguage.

Studentsworkinpairsorsmallgroups.Thisisaparticularlychallengingtext,sobepreparedtoprovidesupport,helpwithvocabulary,orhavedictionariesathand.Youcanalsoelicit/givesomekeyvocabularybeforestudentsbegintoread:

Freetradeagreement=acuerdo de libre comercioStrengthen=reforzarMeasures=medidas

Toguidestudents’reading,youcanwritequestionsliketheseontheboardforstudentstoreadthetextandfindtheanswers.Youcancheckanswersorallywiththewholeclass,oraskstudentstocompareanswerswithotherpairs/groups.Avoidusingthesequestionsasatestingdevice;theirpurposeistohelpstudentstoreadandfindtheanswers,focusingtheirattentiononparticularpoints.

Questions and answers

•Whichcountriesarementionedinthistext? ChileandCanada.•Whyaretheymentioned? Becausetheysignedafreetradeagreement.•Whendidthishappen? InFebruary1997.•Whattwoparallelagreementsdoesthisagreementcontain?

Anagreementofwork-relatedcooperationandanagreementofenvironmentalcooperation.

•Whatarethemainobjectivesoftheagreement? Tostrengthencooperationbetweenbothcountriesandtoensuretheefficientapplicationofinternalenvironmentallawsandregulations.

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90 Unit 2

•Whatotherimportantpointsarealsomentioned? Thepromotionofsustainabledevelopment,cooperationinconservation,protectionandimprovementoftheenvironment,thepromotionofeffectiveandeconomicallyefficientenvironmentalmeasures.

•Whatisanimportantaspectoftheagreementofenvironmentalcooperation?

Thepromotionoftransparencyandthepublicparticipationinenvironmentalmanagement.

•WhathaveChileandCanadadoneinconnectionwiththis?

Bothcountrieshavecreatedwebsitesoftheagreement.

•Whatfor? Toprovideclearandupdatedinformationonthesubject.

PAGES 46 - 48TEST YOUR KNOWlEDGE

READING – RYAN’S STORY

1. c.2. a.1998: theyearRyanlearntthatpeopledid

nothavecleanwatertodrink.Hedecidedthatraisingmoneyforthesepeoplewouldbeagoodthingandworkedforfourmonthsto

earnsomemoney. b. US$70:thefirstmoneyRyanearnedtohelp peoplewhodidn’thavecleanwatertodrink. c.16:thenumberofcountriesthathave

receivedwaterandsanitationprojectsfromRyan’sfoundation.

d.621,712:thenumberofpeoplewhohavebenefitedfromRyan’sproject.

3. a.False.b.False.c.True.d.True.4. a.Toearnmoneytobuildawell/tohelp

peoplewhoweredyingbecausetheydidn’thavecleanwatertodrink.

b.Theneedforcleanwateraroundtheworld. c.Heplaysbasketballandicehockey,andloves

playingvideogames. d.HewillbeattendingtheUniversityofKing’s

CollegeinHalifax,NovaScotia.

LISTENING – A RADIO QUIZ 235. a.ii.b.i.c.ii.d.ii.e.i.6. a.Music.b.tickets.c.disco.d.before.e.line.7. a.theRollingStones.b.MaroonFive.c.onthe

line.d. Seventeen.e.songs.

LANGUAGE

8. a.If/Whentheweatherisgood,wewillgototheseaside.

b.When/Ifheknocksonthedoor,I/someonewillopenthedoor./Unlessheknocksonthedoor,nobodywillopenthedoor./Iwon’topenthedoor.

c. If/Whenyougivemesomemoney,Iwillwashthedishes.Unlessyougivemesomemoney,Iwillnotwashthedishes.Iwillnotwashthedishesunlessyougivemesomemoney.

9. a.If.b.Unless.c.Unless.

SPEAKING10.Assignpointsaccordingtothesecriteria.

Task Score Language Score Interaction Score FinalScore

Talked to a partner using all the expressions suggested. 4 Practically no language

mistakes. 3 Fluid interaction, good pronunciation, no hesitation. 3

Talked to a partner using most of the expressions suggested. 3 Very few language mistakes. 2 Fluid interaction, a few pronunciation

mistakes, some hesitation. 2

Talked to a partner using some of the expressions suggested. 2 Some language mistakes. 1 Fluid interaction, some pronunciation

mistakes, some hesitation. 1

Tried to talk to a partner, but used very few or none of the expressions suggested.

1 Language mistakes interfered with comprehension. 0 Interaction affected by pronunciation

mistakes and a lot of hesitation. 0

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Unit 2

Yes, we have somebody else on the line.Jack: Hi, Jack here. I think I know the answer.Presenter: Now, are you sure?Jack: Well, I’m pretty certain. Of course, it’s a band that

played long before my time.Presenter: How old are you, Jack?Jack: Seventeen.Presenter: Yes, it’s a band your dad probably listened to.Jack: Actually, it was my mother, and I think it’s Earth,

Wind, and Fire. Am I right?Presenter: Absolutely! Three elements out of four. And what a

band it was! Jack, you win two tickets to a Maroon Five concert on Sunday in Detroit. Please stay on the line to take your details. And you, listeners – enjoy a few more songs with this band.

TRANSCRIPT – LISTENING – A RADIO QUIZ 23

The presenter speaks with a British accent. Jenna speaks with a Scottish accent. Jack speaks with an American accent.

Presenter: The prize, a Maroon Five concert ticket for two, is sponsored by the Music Netline. Remember, if you answer the question correctly, you can get two tickets to a concert. So call us now and in the meantime, I’ll repeat the question: Which popular band from the 70s is named after the elements? Yes. I hear we have the first caller.

Hello, there! What’s your name?Jenna: Jenna.Presenter: So, Jenna, what’s the answer to our question?Jenna: I’m not that sure, but I think it must be the

Rolling Stones.Presenter: Sorry, Jenna. Wrong answer, so there’ll be no

tickets for you tonight.Jenna: What a pity! I really love Maroon Five.Presenter: Maybe next time. Here comes the question again:

Which popular 70s band is named after the elements? I can also add that they played a fusion of disco, funk, and jazz. And here comes a small sample of their music.

Come on, the question’s really easy. Yes? Another caller. What’s your name? Hello? I think we’re

having some technical problems. Sorry, no luck.

WRITING

11. StudentsusetheinformationintheinterviewinLesson1towritealetter.Drawstudents’attention tothenumberofwordsthelettershouldhaveineachparagraphandintotal.Assignpoints

accordingtothesecriteria.

Task Score Language Score Presentation Score FinalScore

Changed the whole interview into a correct letter.

4Practically no grammar orvocabulary mistakes.

3 Correct spelling and letter format. 3

Changed most of the interviewinto an appropriate letter.

3Very few grammar or vocabulary mistakes.

2A few spelling mistakes, slightlyincorrect format.

2

Changed some of the interviewinto an acceptable letter.

2Some grammar and vocabulary mistakes.

1Several spelling mistakes, ratherincorrect format.

1

Changed very little of theinterview into a letter.

1Grammar and vocabulary mistakes interfered with comprehension.

0A lot of spelling mistakes, incorrect format.

0

PAGE 48FINAl REFlECTION


PAGE 49SElF – EvAlUATION


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92 Unit 2

Gothroughthedifferentpartsoftheself-evaluationsheetwithstudents.Remindthemthattherearetwomainparts:YOURTESTRESULTSandYOURGENERALPERFORMANCE.


PAGES 50 - 51SYNTHESIS TESTS UNITS 1 & 2

Answers

READING - TWO lETTERS ThesetwotextsareinAmericanEnglish.1.a.I.b.I.c.II.d.II.2. a. upstairsorinahighplace.b.calm/reassure.

c. peoplethantoproperty.d.indanger.

lISTENING – A NEW ROlE 24

3. a. Theinterviewer.b.Miley.c. Theinterviewer.d. Theinterviewer.e. Miley.

4. a.teen.b.nearly.c.leaves.d. cool.

lANGUAGE

5. a.Ifyoudon’tlistentotheradioallthetime,youwillnotknowifthefloodissubsiding.

Youwillnotknowifthefloodissubsidingifyoudon’tlistentotheradioallthetime.

b. Ifyoudon’tstaycalmandrelaxed,othersaroundyouwillpanic.

Othersaroundyouwillpanicifyoudon’tstaycalmandrelaxed.

6. a.iii.b.ii.c.i.

7. a.therefore.b. although.c. so.


Wrote appropriate advice in the whole letter.

3Practically no grammar or vocabulary mistakes.

3Correct spelling and letter format.

3

Wrote appropriate advice in most of the letter.


2A few spelling mistakes and slightly incorrect format.

2

Wrote appropriate advice in some parts of the letter.


1Several spelling mistakes and rather incorrect format.

1

Most of the advice in the letter is inappropriate.

0Grammar and vocabulary mistakesinterfered with comprehension.

0A lot of spelling mistakes and incorrect format.

0

WRITING8.Studentsusetheinformationintheunitsandinthetesttowriteadviceonwhattodoifthereisan

earthquake.Assignpointsaccordingtothesecriteria.

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Unit 2

tWO OF tHE ELEMEntS

Unit 2

TRANSCRIPT - LISTENING - A NEW ROLE 24

Both speakers have an American accent. The script also uses American spelling and vocabulary: favorite, a`dult, movie, meter, center, learned.Please note that the girl is not Miley Cyrus, but a professional actress.

Interviewer: Favorite teen sensation Miley Cyrus has walked away from her previous roles to embrace a new coming of age. For her first adult role in ‘The Last Song’, she shares an on-screen romance with co-star and ex boyfriend Liam Hemsworth. Was that very awkward, Miley?

Miley: In the movie, I had to kiss him, which was no problem, but the uncomfortable thing was that I had to stand on a box because Liam is nearly two meters tall!

Interviewer: In the movie, you play a teen who reluctantly leaves her home in New York to spend the summer with her father in a small southern beach town, where she unexpectedly finds romance. I understand the script was written especially for you.

SPEAKING

9.Assignpointsaccordingtothesecriteria.


Talked to a partner about natural disasters, offering appropriate advice and tips.



2

Talked to a partner about natural disasters, offering mostly appropriate advice and tips.

2Very few language mistakes.

2Fluid interaction, a few pronunciation mistakes, a minimum of hesitation.

1.5

Talked to a partner about natural disasters, offering some appropriate advice and tips.


1

Tried to talk to a partner about natural disasters, but couldn’t offer appropriate advice and tips.


0Interaction affected by pronunciation mistakes and a lot of hesitation.

0

Miley: Yes, can you imagine? It felt really cool. In fact, I was blown away; a movie written especially for me!

Interviewer: The movie centers on a death in the family and I understand you drew on a personal experience.

Miley: It was hard because certain scenes made me think about the time when I lost my best friend. When she passed away a while ago, there were moments when I couldn’t breathe and I felt sick. I couldn’t even switch on the TV because I thought of nothing else but her, but making the movie made me appreciate my own family more. I learned to never let a day go by without telling my family that I love them. I don’t know what I’d do if anything happened to my parents. My heart hurts just thinking about it.

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94 Unit 2

PHOTOCOPIABLE ADDITIONAL ACTIVITY UNIT 2 Lesson 2 – The First Conditional

Snake:godown.Ladder:goup.Sun:moveforward3spaces.

Writetheshortinstructionsaboveontheboard.Tellstudentstoworkingroupsandre-writetheinstructionsintheFirstConditionalusingif,whenandunless.Photocopythesnakeandladdersboardbythenumberofgroupsintheclassroom.

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.

1

16

2

15

3

14

4

13

5

12

6

11

7

10

8

9

17 18 19 20 21 22 23 24

32 31 30 29 28 27 26 25

33 34 35 36 37 38 39 40

48 47 46 45 44 43 42 41

49 50 51 52 53 54 55 56

63 62 61 60 59 58 57

29 28

36 37

45 44

52 53

20 21 22

2729 28

52

17 18 19

32 31 30

19

30

43

3

14

1919

48 47

49 50

23 24

26 25

41

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Unit 2

I

Themanwalksdownthetrailonacold,grayday.Purewhitesnowandicecovertheearthforasfarashecansee.ThisishisfirstwinterinAlaska.Heiswearingheavyclothesandfurboots,buthestillfeelscoldanduncomfortable.ThemanisonhiswaytoacampnearHendersonCreek.Hisfriendsarealreadythere.Ifhehurries,hewillreachHendersonCreekbysixo'clockthisevening.Itwillbedarkbythen.Hisfriendswillhaveafireandhotfoodreadyforhim.Adogwalksbehindtheman.Itisabiggrayanimal,halfdogandhalfwolf.Thedogdoesnotliketheextremecold;itknowstheweatheristoocoldtotravel.

II

Themancontinuestowalkdownthetrail.HecomestoafrozenstreamcalledIndianCreek.Hebeginstowalkonthesnow-coveredice.ItisatrailthatwillleadhimstraighttoHendersonCreekandhisfriends.Ashewalks,helookscarefullyattheiceinfrontofhim.Once,hestopssuddenly,andthenwalksaroundapartofthefrozenstream.Theiceisthin.Ifhestepsthere,hewillbreakthroughtheiceintoapoolofwater.Togethisbootswetinsuchcoldweathermightkillhim.Hisfeetwillturntoicequickly,hecouldfreezetodeath.

III

Atabouttwelveo'clock,themandecidestostoptoeathislunch.Hetakesoffthegloveonhisrighthand.Heopenshisjacketandshirt,andpullsouthisbreadandmeat.Thistakeslessthantwentyseconds.Yet,hisfingersbegintofreeze.Hemakesafire,beginningwithsmallpiecesofwoodandaddinglargerones.Hesitsonasnow-coveredlogandeatshislunch.Heenjoysthewarmfireforafewminutes.Thenhestandsupandstartswalkingonthefrozenstreamagain.

IV

Halfanhourlater,ithappens.Ataplacewherethesnowseemsverysolid,theicebreaks.Theman'sfeetsinkintothewater.Itisnotdeep,buthislegs

getwettotheknees.Themanisangry.Theaccidentwilldelayhisarrivalatthecamp.Hewillhavetobuildafirenowtodryhisclothesandboots.Hewalksovertosomesmalltrees.Heputsseverallargepiecesofwoodonthesnow,underoneofthetrees.Hepullsoffhisgloves,takesouthismatches,andlightsthefire.Hefeedstheyoungflamewithmorewood.Asthefiregrowsstronger,hegivesitlargerpiecesofwood.

V

Heworksslowlyandcarefully.Atsixtydegreesbelowzero,amanwithwetfeetmustnotfailinhisfirstattempttobuildafire.Whilehewaswalking,hisbloodkeptallhisbodywarm.Nowthathehasstopped,coldisforcinghisbloodtowithdrawdeeperintohisbody.Hiswetfeethavefrozen.Hecannotfeelhisfingers.Hisnoseisfrozen,too.Theskinalloverhisbodyfeelscold.Now,however,hisfireisbeginningtoburnmorestrongly.Heissafe.HesitsunderthetreeandthinksoftheoldmeninFairbanks.TheoldmentoldhimthatnomanshouldtravelaloneintheYukonwhenthetemperatureissixtydegreesbelowzero.Yethereheis.Hehashadanaccident.Heisalone.Andhehassavedhimself.Hehasbuiltafire.

VI

Thoseoldmenareweak,hethinks.Arealmancantravelalone.Ifamanstayscalm,hewillbeallright.Theman'sbootsarecoveredwithice.Suddenly,withoutwarning,aheavymassofsnowdropsdown.Hismovementhasshakentheyoungtreeonlyatinybit,butitisenoughtocausethebranchesofthetreetodroptheirheavyload.Themanisshocked.Hesitsandlooksattheplacewherethefirewas.Heholdstheblazingmatchestoapieceofwood.Afterawhile,hebecomesawarethathecansmellhishandsburning.Thenhebeginstofeelthepain.Heopenshishands,andtheblazingmatchesfallontothesnow.Theflamegoesoutinapuffofgraysmoke.

ADDITIONAL READING TEXT UNIT 2 To build a fire (abridged version)

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96 Unit 2

VII

Themanlooksup;thedogisstillwatchinghim.Themangetsanidea.Hewillkillthedogandburyhishandsinsideitswarmbody.Whenthefeelingcomesbacktohisfingers,hecanbuildanotherfire.Hecallstothedog.Thedoghearsdangerintheman'svoice;itbacksaway.Themancallsagain;thistimethedogcomescloser.Themanreachesforhisknife,buthehasforgottenthathecannotbendhisfingers.Hecannotkillthedogbecausehecannotholdhisknife.

VIII

Thefearofdeathcomesovertheman.Hejumpsupandbeginstorun.Hefeelswarm.Ifherunsfarenough,hewillreachhisfriendsatHendersonCreek.Theywilltakecareofhim.Itfeelsstrangetorunandnotfeelhisfeetwhentheyhittheground.Hefallsseveraltimes.Hedecidestorestawhile.Asheislyinginthesnow,henoticesthatheisnot

shaking.Hecan’tfeelhisnose,orfingers,orfeet.Yet,heisfeelingquitewarmandcomfortable.Herealisesheisgoingtodie.Themancloseshiseyesandfloatsintothemostcomfortablesleephehaseverknown.

IX

Thedogsitsfacinghim,waiting.Finally,thedogmovesclosertothemanandcatchesthesmellofdeath.Theanimalthrowsbackitshead.Itletsoutalong,softcrytothecoldstarsintheblacksky.AndthenitturnsandrunstowardHendersonCreek,whereitknowsthereisfoodandagoodfire.

Source:London,J.(1902),(adaptedbydeSanctisD.fortheVoiceofAmericaRadio).To build a fire.RetrievedonFebruary16,2012,from

http://www.voanews.com/learningenglish/home/a-23-2009-01-10-voa1-83143117.html

1. In Unit 2 you learnt about the elements and natural disasters. What element is the short story about?

a.Theweather. b.Snow. c.Fire.

2. Whydoyouthinkweneverknowtheman’sorthedog’sname?a.Thewriterdidn’tknowtheirnames.b.Thewriterwantedtoprotecttheiridentify.c. Thewriterwantedustothinkthatthissituationcouldhappentoanybody.

3. Read the story again and copy all the sentences in the First Conditional.

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Unit 2

——-Original Message——-

From: Sofia [mailto: [email protected] ]

Sent: Wednesday, July 13, 2012, 13:52

To: James Oswald

Subject: Earthquake protection plan

Dear James,

You asked me how my school tries to protect its students if there is an earthquake.

Today we had a visitor from our local Emergency Office who told us about an

evacuation plan in the case of an earthquake. He told us about some vital points

we must keep in mind when planning evacuation procedures.

First of all, he suggested we should take a few minutes with our teachers and with

our families at home to discuss an evacuation plan. He told us that a good idea

would be to sketch a floor plan of our home or school. Then we should walk

through each room and discuss evacuation details. Next, we should plan a second

way to exit from each room or area, if possible. The expert said that if we needed

special equipment, such as a rope ladder, it would be a good idea to mark where

it is located. He asked us to mark on the plan the place where our emergency

food, water, first-aid kits, and fire extinguishers are located.

One of the most important things to do is to decide the location of our family’s or

our group’s outdoor meeting place. We must make sure that all of us are able to

leave the building.

Once we have the house or school plan ready, we must write down important

telephone numbers, such as police, fire, paramedics, and medical centres. The

expert also said it was a good idea to have the numbers of our neighbours and

some information we might need in case we had no access to our home, such as

the car registration number, medications we need to take regularly, and so on.

Before the expert’s visit, I thought that nothing could be done if there was an

earthquake, but now I am sure that we can do lots of things to protect ourselves.

In a country such as ours, where earthquakes happen periodically, everybody

should be prepared.

I hope you find this information useful and, if you need more, please contact your

local Emergency Office.

LoveSofia

Created by: Author and English editors

EXTRA TEST UNIT 2

READING - AN EARTHQUAKE PROTECTION PlAN

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98 Unit 2

1 Readthetextandanswerthesequestions. 4 pts.

a.Whereistheschoolvisitorfrom? b. Whatspecialequipmentismentionedin

themail? c.Whydoweneedtoprepareourselvesfor

earthquakes? d.Whatnumbersshouldwehaveathandif

thereisanemergency?

2 Readthetextagain.Underlineandcorrectthefalseinformationinthesesentences. 3 pts.

a.Firstofall,hesuggestedweshouldtakeafewminuteswiththeEmergencyOfficerstodiscussanevacuationplan.

b.Heaskedustomarkontheplantheplacewhereourfamilymembersarelocated.

c.Wemustwritedownimportantaddresses,suchaspolice,fire,paramedics,andmedicalcentres.

3 Readthemailoncemoreandfindphrasesusedbythewriterthatmeanthesameasthese.

3 pts.

a.Decidewhereyouaregoingtomeet.

b.Weshouldconsideranalternativewaytogetoutofeachroomorarea.

c.Weshouldmakeapictureofthefloor.

LISTENING - A HORSE WITH NO NAME

4 25Listenandcirclethewordyouhear. 5 pts.

a.Therewassand/sound, andhills,andrings. b.Itfeltgoodtobeoutofthecity/rain. c.Iwaslookingattheriverbank/ bed. d.Afterninedays,Iletthehorserunfar/free. e.Underthecities,liesaheartmadeofgold/

ground.

5 25Listenagainandfillineachblankwithoneword. 5 pts.

a.Onthefirstpartofthejourneythepersonsaw ,and ,and

,andthings.

b.Accordingtothepoem,the isadesertwithits underground.

lANGUAGE

6 Choosethebestoptiontocompletethe sentences. 5 pts.

a. IfOliverdoesn’tphoneyoutoday, i. hewilldoittomorrow. ii. hewillgototheparty. b. Ifyougivemea10%discount, i. Iwillnotreturn. ii.Iwillbuytwoofthose.

98

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Unit 2Unit 2

c. UnlessyouaskFlorencepolitely, i. shewillnothelpyou. ii.shewilltalktoyou. d.Whenpeoplegettogether, i.thereistrouble. ii.theycanachievegreatthings. e. UnlessVanceworksreallyhard, i. hewillpassthetest. ii.hewillnotpassthetest.

7 Fillintheblanksinthesesentenceswithwhen,if or unless. 5 pts.

a. youdoyourhomeworknow,you’llbefreealldaytomorrow.

b.Joannawillbesad wetellherthedoghasrunaway.

c. You’llbereallytiredtomorrow youdon’tgotobedsoon.

d. youdoitwell,Iwon’tbeabletoacceptyourwork.

e. Irenekeepspractising,she’llgetbetter.

SPEAKING

8 Taketurnstoaskandanswerthesequestions. 10 pts.

a.Whatwillyoudoifyougetapoormarkinthistest?

b.Whowillyouphoneifyouknowyouaregoingtogethomelate?

c. Wherewillyougoifyouwanttocelebrateyourbirthday?

d.Whatwillyousayifyoumeetyourexboyfriend/girlfriendinthestreet?

e.Wherewillyougoifyouwanttobuyticketsforaverypopularconcert?

WRITING

9 Chooseoneoftheseissuesandprepareanactionplan.Donotusemorethan60words.

10 pts. a. Afirepreventionplan. b. Anevacuationplan. c. Aschoolanniversarycelebrationplan.

0 to 10

KeeP tryinG

11 to 24

REvIEw

25 to 37

wELL DOnE!

38 to 50

ExcELLEnT!

50 PTS

TOTAL

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100 Unit 3

Unit PROFESSiOnS

DiDactic resources anD methoDology tips

• Ifavailable,useofcomplementarymaterialsuchasEnglishlanguagenewspapersandmagazineswiththeclassifiedadssectionandotherjobadvertisements.Agoodonlinesourceishttp://www.jobisjob.co.ukandhttp://www.job4good.com.Forcomparison,youcanuseChileanmagazinesandnewspaperswithjoboffers.

• Usefulmaterialsforthisunitare:lists(nouns,adjectives,conceptlists,etc.),dictionaries,glossaries,definitions,printedhandouts,librarymaterial,notes.

3

LEARNING OBJECTIVES

READING: to read CV´s 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

• predictandvalidatepredictionsbyscanning.• findspecificinformationbymatchingtitlesandheadingswithextendedinformation.

• relateandsummarisecontentsusingwrittentextsandpictures.

WRITING: to write a Curriculum Vitae following a provided model, usingacomputerapplication.

LISTENING: to listen to job advertisements on the radio that contain the communicative functions of describing jobs and offering suggestions and recommendations, consider the importance of relating the right person and the right job, and• discovertheorderinwhichinformationismentionedbynumberingitems.

• identifyspecificinformationandtransferitintographicorganisers.• discriminatebetweencorrectandincorrectinformationbychoosingcorrectalternatives.

SPEAKING: to prepare for and role play a job interview as an interviewer and as an interviewee, asking for and offering suggestions andrecommendations.

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101PROFESSiOnS 101

PAGE 52INTRODUCTION



Elicitfromstudentswhatvaluestheythinkwillbepaidmoreattentiontoandaskthemtoanticipatewhatissueswillbediscussedinconnectionwiththem.Alwaysrememberthatthelearningstylesofyourstudentsvary.

•Auditorylearnersprefertoreceiveideasandinformationbyhearingthem.Thesestudentsmaystrugglewithreadingandwriting,butarereallygoodatmemorisingspokenwordssuchaslyrics.

•Visuallearnersprefertoreceiveinformationbyseeingit.Typicallythesestudentspayalotofattentiontodetail.Theyarelesslikelytospeakinclassthanauditorylearners.Uselotsofvisualaidswithsuchstudents.

•Kinaesthetic-Tactilelearnerslearnbestviamovementandtouch.Thesestudentsareoftenlabelled’hyperactive‘becausetheytendtomovearoundagreatdeal.Theymaytakemanynotesandlearnbestwhenallowedtoassociatecontentswithphysicalmovement.


1 Explaintostudentsthatthispageofeachunitwillcontainactivitiesmeanttoidentifyandactivatetheirpreviousknowledgeofthetopicandrelatedvocabulary,toestablishthestartingpointfortheactivitiesthatwillfollow.Theywillalsohelptodetectweaknessesthatwillrequireextraworkandsupportandtocontextualisethecontentsthatwillbedeveloped,andpresentcognitivechallenges.

Givestudentstimetoformgroupsanddiscusstheexercisesthatcanbedoneingroups;encouragethemtoreflectandbehonestwhendoingthosethatrequireindividualresponses.

Discusswithstudentsoraskthemtotalkingroupsaboutthejobstheywouldliketohaveinthefuture.Talkabouttheirfamiliesandfriendsandthejobstheyhave.

Askstudentstoreadthebusinesscards (1 – 4) andmatchtheprofessionalswiththejobdescriptions(a – d).Makesurethatstudentsunderstandthevocabulary.Tellthemthatthepicturesinthecardswillhelpthemtoguess.Givethemfourorfiveminutestocompletetheactivity.

answersCard1 – d.Card2 – c.Card3 – b.Card4 – a.

2 Askthestudentstoworkontheirownandcompletethesentenceswiththeirownideas.Aftertheyfinishaskthemtoworkinpairsorsmallgroupsandcomparetheiranswers.Tellthemthatmostoftheiranswerswillbedifferentandthatitisimportanttoexpresstheirownopinionsandrespectothers’opinions.

3 Thiscanbeageneralclassdiscussion.Askstudentswhichjobstheywouldliketodoandwhyandwhichjobswoulddefinitelynotbeforthem.AlwaysencouragediscussionandinvolvementevenifitisinSpanish.

4 Askstudentsabouttheplaceswheretheythinkpeoplecanlookforjobs.Askthemiftheyknowwheretheirfriendsorfamilymembersgottheirjobs.Tellthemtobegintheiranswerswith:People should / people might…


Beforestartingthisunit,thestudentsneedtoknow:•characteristicsofdifferenttypesofsentences.•howtofindmainidea(s)inwrittentexts.•howtousesomeconnectors.•theSimplePresent.•theSimpleFuture.•howtoidentifynumberofspeakersinanoraltext.•howtoadaptandroleplayadialogue.

1 Askstudentstoreadtheexamplesanddrawconclusionsaboutthecharacteristicsofmodalverbs.Checktheiranswersorally.Askforandoffermoreexamples.

Unit 3

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102 Unit 3

Answersi, ii, iii.

BACKGROUND INFORMATIONModalsarespecialverbswhichbehaveirregularlyinEnglish;theydonottakean–sinthethirdpersonsingular,theyusenottomakethenegativeform,evenintheSimplePresentandtheSimplePast,andtheyarefollowedbyaninfinitivewithoutto.ManymodalverbscannotbeusedinthePasttenseortheFuturetense.

Somecommonmodalverbs:can - could – may – might – must - ought to - shall – should - will – would.

2 Askstudentstoworkindividually,checkanswerswithapartner,andthensharethemwiththerestoftheclass.

Answersa.DarrylandEmilymightbuyahousenextyear.d. Youmustn’tswiminthisriverbecausethe

currentisverystrong.e.AnnieandBurtneednotworry.g.ItispossibleJanetwillvisitTominBoston.

ADDITIONAL ACTIVITYYoucanaskfastlearnerstodothisactivityontheirownandthenwriteitontheboardtoshareitwiththeclass.Invitethemtoexplainwhythesentencesarecorrectorincorrect.

mark the correct sentences with a tick (√) and the incorrect sentences with a cross (X).

a. Theymustdecidetoday.

Theymusttodecidetoday.

b. Candyshouldsexercisemore.

Candyshouldexercisemore.

c. Canyouplaytheguitar?

Doyoucanplaytheguitar?

Answersa. Theymusttodecidetoday.(X)

Modalverbsarefollowedbyaninfinitivewithoutto.

b. Candyshouldsexercisemore.(X) Modalverbsdonottakean–sinthethird

personsingular.c. Doyoucanplaytheguitar?(X) Modalverbsdonotuseauxiliaries.

3 Thisexercisefurtherdevelopsstudents’abilitytoidentifyandtoapplymodalverbs.Checkanswersorally.

Answersa.must.b.iseating.c.is.d.can.

4 Studentswillfrequentlybeaskedtoestablishthetypeoftexttheyarereadinginordertoidentifycharacteristicsthatmayhelpthemtounderstandortodefinethepurposeoftheirwork.Ifitisanarrativetext,thenmostcommonlythepurposeofreadingisentertainment;ifitisamanualoraguide,thepurposewillbetoreceiveinstructionsororders.AskstudentstohaveaquicklookatthetextsandestablishwhichoneisaCV,justifyingtheirchoice.Thentheyanswersquestionsb.andc.

Answersa. TextB.b. ITengineer.c. Aprinter.

5 29Studentsusetheirownideastocompletethefirstsentence;thenplaytherecordingtheywillbeworkingwithinthelisteninglessonforthemtocomparebothsentences.

AnswersIfyouarelookingforajob,listencarefullytotheseadvertisementsfromourcommunityservice.

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103PROFESSiOnS

Unit 3

PAGE 56LESSON 1 – READING

PREPARING A CV

++

BeFore you reaDRemindstudentstocheckthelearningabilitiestheywilldevelopwitheachoftheactivitiesandcommentontheirexpectationsandinterests.


•modalverbsandtheirspecialcharacteristics(refertoExercises1,2and3onPage54);

•theformatandelementsofaCurriculumVitae(refertoExercise4onPage55);

•howtofindspecificinformationinwrittentexts(refertoExercise4onPage55).

Ifpossible,bringsomeEnglishlanguagemagazinesornewspaperswithjobadvertisements.Ifnot,bringSpanishlanguagenewspapersandmagazinestoshowstudentsthesection(s)wherepeopleusuallylookforjobs.

Askstudentstolookatthecartoonanddiscussit.Howdotheyunderstandthewordresponsible?Whyisthecartoonfunny?


Tellstudentstoformsmallgroups.Readthequestionswiththemandaskthemtoansweranddiscussthem.

Askthemtopresenttheirfindings/opinionstotherestoftheclass.Dostudentshavethesameexperiences/opinions?


Drawstudents’attentiontotheAmericanv/sBritishEnglishbox,andhelpthemtonoticethattotallydifferentwordsareusedineachvarietyofEnglish.


2 +(Learningability:toconnectpicturesandtopic).

Askstudentstolookatthefourpicturesanddescribethem.Tellthemtoreadthelistofsuggestedqualitiesforeachjob.Tellthemtopaycloseattentiontothestructure:You should… .

Studentsmatchthesuggestions(a – d)withthejobsinthepictures(1 – 4).

Answersa.Picture4-ambulancedriver.b.Picture2-trapezeartist.c.Picture3-partyentertainer.d.Picture1-wildlifephotographer.

3 ++(Learningability:toconnecttopic,generalknowledge,andpersonalopinions).

Thisexercisedealswithstudents’ownexperiences,interests,andfeelings.Giventhattheyareabouttofinishtheirsecondaryeducation,theyprobablythinkquitealotaboutwhattheywanttodoaftertheyfinishschool.Makethisdiscussionaspersonalaspossibleandencouragepresentationandacceptanceofdifferentpointsofview.

PAGE 57

4 +(Learningability:tomakepredictionsfromprovidedinformation).

AskstudentsiftheyhaveeverwrittenaCV.Inwhatsituation?HavetheysentorpresentedtheCV?Weretheysuccessfulingettingthejobtheyhadappliedfor?Wasitdifficulttoincludealltheinformationtheywanted?

AwealthofCVsamplescanbefoundathttp://www.cv-service.org .Theyaredownloadableinpdfandcanbeusedfortheclass.

Askstudentstoreadthelistofheadings.WhichheadingsdotheythinkshouldbeincludedinaCV(3)andwhichonesshouldnot(7)?Whichinformationisoptional(?)?

Donotchecktheiranswersatthisstage.

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104 Unit 3


Tellstudentstohaveaquicklookatthetextsandfindsentenceswithapply for,whichisafalsecognate.


Apply for Spanish aplicar (apply) Postular

Askstudentstocopyanddothisexerciseintheirnotebooks.

circle aplicar and underline postular in these sentences:

a. Applysunlotiontoyourfaceandneck.b. Lisbethhasappliedtojointhearmy.c. MaxwellisapplyingforascholarshiptoAustralia.d. Thestudentsareapplyingpressuretogetlonger

holidays.

e. Theyareapplyingthenewtechnologytofarming.

f. Youshouldapplyinperson.

answersAplicar:a.,d.,e.Postular:b.,c.,f.

While you reaD

5 ++(Learningability:tofindandmatchspecificinformation,identifyingcorrectpatterns).

Thereadingtexthasthreecomponents:anarticleonCVwriting–PREPARINGACV(Page58),tipsforCVwriting(Page59),andasampleCVtemplate(Page 59).TellstudentstofirsthavealookatthesampleCV.Askthemtoreadtheheadings(a – f) andthenplacethembackinthesampleCV(i – Vi).

Answersa. VI.b.I.c.V.d.II.e.III.f.IV.


Drawstudents’attentiontopointse.EmploymentHistoryandf.EducationHistoryinExercise5.Elicit/Providethedifferencebetweenhistoryandstory.history:(noun)1. alltheeventsthathappenedinthepast.example:These events changed the course of history.2. Thestudyofpasteventsasasubjectatschoolor

university.example:Ms Allen is our history teacher.3. Awrittenorspokenaccountofpastevents.example:Burl Davies is writing a new history of Ireland.4. Arecordofsomethingthathappenedfrequently

inthepastlifeofaperson,familyorplace;thesetoffactsthatareknownaboutsb’spastlife.

example:Dr Campbell read her patient’s medical history very carefully.

story:(noun) 1.adescriptionofeventsandpeoplethatsb.hasinventedinordertoentertainpeople.example:Grandpa read the children an adventure story.2. Anaccountofwhathappenedtosb.orofhow

sth.happened.example:The police didn’t believe Anette’s story.3. Anaccountofpasteventsorofhowsth.has

developed.example:Bryce told us the story of his life.4. Areportinanewspaper,magazine,ornews

broadcast.example:Jocelyn’s activities appear in a front page story.Tellstudentstocopyanddothisexerciseintheirnotebooks.

history or story? Fill in the blanks in these sentences with one of the two words.

a. Haveyouheardthe oftheghostinourschool?

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105PROFESSiOnS

Unit 3

b. I’dliketolistentoasummaryofthetwomainnews fromtonight’snews.

c Julianisstudyingtogetadegreeinart .d. Let’sinventa aboutadolphin.e. Lionelhasa ofbadbehaviourinclass.f. The ofearthquakesinChileisverylong.g. WorldWarIwasaturningpointinhuman

.h.Wouldyoulikemetotellyoua ?

answersa.story.b.stories.c.history.d.story.e.history.f.history.g.history.h.story.

6 + (Learningability:tovalidatepredictions).

TellstudentstodiscusstheirchoicesinExercise 4withotherstudents.Thenaskthemtocheck theirpredictionsandalsocomparewitha classmate;weretheythesameordifferent?

Answers(3):a.,b.,c.,f.,g.(?):e.,j.(7):d.,h.,i.

7 + (Learningability:tofindspecificinformation).

scanningisatechniqueoftenusedwhenlookingupsomethinginthetelephonebookorinadictionary.Peoplelookforkeywordsorideas.Inmostcases,theyknowwhattheyarelookingfor,sotheyareconcentratingonfindingaparticularanswer.Scanninginvolvesmovingtheeyesquicklydownthepageseekingspecificwordsandphrases.Scanningisalsousedwhenonefirstfindsaresourcetodeterminewhetheritwillanswerone’squestions.Weoftenusescanningwhentheobjectiveistofindspecificinformation,asinthiscase.

AnswerPartyentertainer.

Did you know that… SeePage 8oftheIntroduction.

8 ++(Learningability:torelateinformationanddrawconclusions).

Tellstudentstoworkinsmallgroups.AskthemtoreadthetipsonPage59anddecidewhichofthemshouldbeexpressedasapositiverecommendation-should -andwhichonesasanegativerecommendation-shouldn’t.Oncetheyplacethecorrectwordintheprovidedblanks,askthemtoreadthewholetipaloud.Dothetipssoundcorrect?Checkanswersorally.

Answers

tip 1:Youshould.tip 2:Youshould/youshould.tip 3:Youshould.

tip 4:Youshould.tip 5:Youshouldn’t.tip 6:Youshouldn’t.tip 7:Youshouldn’t.tip 8:Youshouldn’t.

9 ++(Learningability:tolocateinformationbycomparinganddiscriminating).

Thisisanotherapplicationofthescanningtechnique.Studentslookforspecificrequiredinformationinthetips.Checkanswersorally.

Answersa.Tip2andTip5.b.Tip4.c.Tip3.d.Tip6.

10+++(Learningability:tofindsupportinginformation).

Answeringquestionshelpsstudentstogetthe gistofatext.Takeintoaccountthatthe

sentencesstudentswillproducewillsometimesbeawkward,butastheobjectiveoftheactivityistoguidecomprehension,youshouldfavourcorrectinformationratherthanperfectuseofEnglish.

Encouragestudentstoshareexamplesofqualitiesandskills,andofshortcomingsandproblems.

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106 Unit 3

Answersa.YouneedaCVtoapplyforajob,toapplyfora

scholarship,tobeadmittedtoauniversity,toapplyforspeakingengagements,lectures,conferences,ortopublishyourwork.

b. YoucanexplainwhatyouhaveincludedintheCV.

c.Youshouldpromoteyourqualitiesandskillsandavoidyourshortcomingsandproblems.

PAGE 60

aFter you reaD


11++(Learningability:toconsolidatevocabulary).

Itisadvisabletocheckifstudentshaveassimilatedkeywordsfromthereadingtext.Frequently,anexerciseisprovidedintheStudent’sBook,asinthiscase.However,youcandesignyourownexercises,giventhatyouknowwhatyourstudentsmightfinddifficult.

Youcandothisexerciseasacompetition;thewinneristhestudentwhofirstgetsthefourwordsandwritesthemcorrectlyontheboard.

Answersa. interview.b. scholarship. c. advertisement.d. employer.

ADDITIONAL ACTIVITYWritealistofwordsontheboardintheirrootform:

•Admit •Apply •Common•Compete •Employ •Engage•Market •Publish •Spell

Askstudentstogobacktothetextandfindthederivativesfromtherootwords.Someofthemmighthavemorethanoneform.

•Admit-admission. •Apply-applying.•Common-commonly. •Compete-competition.•Employ-employer. •Engage-engagement.•Market-marketing. •Publish-publishing.•Spell-spelling.

OPTIONAL ACTIVITYYoucangivefastlearnersanadditionalandchallengingactivity.Youcaneitherwritethislistontheboardorphotocopyit.

Tellstudentstofindoutthemeaningoftheseprefixesandthenwriteasmanyderivativesusingthemaspossible.Oncetheyfinish,askthemtosharetheirworkwiththeclass.

•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(onethousand): kilogram,kilometre,kilobyte,etc.micro(verysmall,amillionth):microbe,microbiology,microscope,etc.out(external):outgoing,outside,outstanding,outsider,etc.trans(across,beyond,change):transport,transplant,transgenic,translate,etc.

12++ 26(Learningabilities:torelateandputinformationinalogicalsequence/toimitateaspokenmodel).

Thisexercisehelpsstudentstoorganiseinformationlogically,theresultbeingasortofsummaryofthekeyinformationforCVwriting.Askthemtoworkinpairsandreadthequestions(a – i)andtheanswers(i – ix).Tellthemtowritethequestionsandthecorrespondinganswersintheirnotebooks.

Playtherecordingforstudentstochecktheirwork.Onceeveryonehaswrittentheconversationinthecorrectorder,askthemtorepeataftertherecordingandthenpractiseandroleplaythedialogue.

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Answerse. –viii.g.–iv.c.–v.h.–iii.f.–ii.a.–i.d.–ix.i.–vi.b.–vii.

learning tip

AnalysethisLearningtiptogetherwiththeclass.Helpthemtodividethedialogueintomeaningfulchunkstopractise.


A has an Indian accent and B has a British accent.A: When should I use a CV?B: When you apply for a job, or a scholarship, or a grant.A: Why should my CV be concise?B: Because no employer will want to read a CV several pages

long.A: Should I type or write my CV by hand?B: It’s better to type, as it’s more readable.A: Why should my CV look nice?B: Because first impressions are important.A: Why is it important to check spelling and grammar?B: Because employers pay attention to grammar and spelling

errors.A: How many times should I check my CV for errors?B: As many times as necessary. A: What happens if I lie about my work experience?B: You might be caught out because employers often do a

background check on candidates. A: Would you recommend that I include my photo in the CV?B: Only if you are a model or an actor and your appearance is

important.A: Should I tell my future employer about my experience as a

party entertainer?B: Only if you are applying for a position in the entertainment

business.

PAGE 61

Language Note

RECOMMENDATIONSANDSUGGESTIONS

Thissectiondealswithdifferentmodalswecanusetoexpresssuggestionsandrecommendations:should, ought to, might want to.

Should andought to havethesamemeaning.Theyareusedtogiveadvice,orsaywhattherightthingtodois.

Drawstudents’attentiontoought to;itsownformcontainstheparticleto.

example: We ought to go right now.

Thenegativeandinterrogativeformsofought toareusedrarely.

example:

They ought not to speak so loud.Ought Marion to study so late at night?Might ismostcommonlyusedtoexpresspossibility,butwecanalsouseittomakesuggestionsorrequests,althoughthisislesscommoninAmericanEnglish.Itisneverusedinthenegativeformtoofferarecommendationorasuggestion.

Answers Point 3Youmightwanttoprepareyourself...Belowisalistofthingsyoushouldandshouldnotdo.YouwillfindanexampleofaCVyoushouldfillinaspractice.Youshouldprepareforthejobrequirements.Youshoulduseclearformatting.Youshouldbeneat.Youshouldcheckyourspelling.Youshouldnotusetextboxes.Youshouldnotincludethereasons...Youshouldnotlieaboutyourexperience.Youshouldnotincludeaphoto.Youremployermightwanttojudge...

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108 Unit 3

13+++(Learningability:toconsolidatealanguagepoint).

Thisexerciseuseseverydayactivitiesstudentsmightencounter.Askthemtoofferappropriaterecommendationsandsuggestions.Aftertheyhavewrittenthesentences,tellthemtojustifytheirchoices.Helpthemalongwithpromptsandquestions:whyshouldthemannotdriveandtalkonthephoneatthesametime?Whyisitimportanttobewell-manneredwhenweshareameal?,etc.

Possible answerspicture 1:Themanshouldnot/oughtnottotalkonthephonewhiledriving.picture 2:Thegirlshouldweardifferentclothestoajobinterview.picture 3:Theboyshouldmindhistablemanners/shouldn’tputhiselbowsonthetable.

14Quick selF-check (Learningability:toevaluatelearning).

Thisself-checkallowsstudentstoevaluatetheirperformanceinthegrammaraspectofthelessonandalsotoconsiderevaluationasacontinuousprocessthroughoutthebook.Readtheinstructionsaloud,makesurethatallthestudentsunderstandthemclearlyandsetatimelimittocompletethetask.Checkanswersandhelpstudentstoworkouttheirscores.

Ifastudenthasreachedthemaximumscore,youmightwanttoofferhim/hersomethingmorechallengingandaskhim/hertodoanotherexerciseorhelpanotherstudentwhoislaggingbehind.Ifoneormorestudentshaveonlyreachedtheminimumscore,youshoulddedicatesometimetogoingthroughthesubjectoncemoretomakesuretheyarereadytocontinuewiththerestoftheunit.


Possible answersa.Youshould/oughttoeatmorehealthyfood

andwatchyourdiet.b.Youmightwanttotalktoher/himandforget

aboutyourdifferences.c. Sheilashouldnotdrivewithoutadriving

licence.Sheoughttopassadrivingtest.d. Youmightwanttotalktothemandaskthemto

turnthevolumedown.e. Heshouldinformthepoliceimmediatelyand

getanewIDcard.

American v/s British EnglishDrawstudents’attentiontotheAmericanv/sBritishEnglishbox,andhelpthemtonoticethedifferentspellingoftheword.StudentscanfindmoreexamplesofdifferencesbetweenAmericanandBritishEnglishathttp://esl.about.com/od/toeflieltscambridge/a/dif_ambrit.htm

ADDITIONAL ACTIVITYYoucouldtakethisopportunitytolookatthedifferentusesofthewordlicence

•Doyouthinkthatyouhavelicence(permission)tobehaveanywayyouwant?

•Theyhavealicence(authorisation)tousetheWordandExcelprograms.

•TherestaurantislicensedtousetheDisneycharacters.

•Hehasalicence(degree)toteachprimaryandsecondaryschool.

PAGE 62

15+(Learningability:toidentifytheuseofcapitallettersinpropernames).

Althoughcapitallettersarenotreallyanaspectofpunctuation,itisconvenienttodealwiththem.Talkstudentsthroughtheuseofcapitallettersinthenamesofcompanies,organisationsandbrandnames.Askthemtoreadsentencesa – eandcircleallthewordsthatarespeltwithacapitalletter.

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109PROFESSiOnS

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16+++APPLICATION TASK – WRITING(Learningability:towriteatextapplyingaprovidedpatternandmakinguseofacomputerapplication).

Bycompletingthistaskstudentswill: • reviewanddiscussofferedtips; • learnhowtoprepareaCV; • discriminatebetweenimportantand

unimportantinformation; • useacomputerapplicationinEnglish; • reviewtheirownandtheirclassmates’work.

Thisisanindividualtask;organiseitcarefullysothatallthestudentshaveaccesstothecomputer:fasterstudentscanuseitfirstwhileslowerstudentspreparetheirdrafts.Askstudentstoreadtheinstructionscarefullyandansweranyquestionstheymayhave.MakesuretheygobacktotheCVtemplateandcheckonceagainalltheinformationthatshouldbeincludedinasuccessfulCV.Askthemtore-readthetips(1 – 8),toknowwhattoincludeornot.

Helpandcorrectstudents’workwhilewalking aroundtheclassroomandmotivatethemto

evaluateeachstepofthetask.Atthemomentofevaluatingtheirownwork,encouragethemtobehonest.

AskthemtoexchangetheCVsandproofreadeachother´swork.Highlighttheimportanceofrespectingeveryone’sworkandofferingpositive/constructivecomments.

OrganiseadisplayofalltheCVsintheclassroom.

PAGE 63

17(Learningability:toreflectonthecontentsofthelesson,relatethemtoownexperiences,andexpressvaluejudgements).

Thisisaroundupexercisewherestudentshave toreflectonwhattheyhavelearntinthelesson intermsofabilities,content,andlanguage.It alsoencouragesthemtoexpresstheiropinions concerningimportantvaluesexplicitlyor implicitlystatedinthetextsandactivities.

Tellthemtoworkingroupsandsharetheiranswerswithothergroups.Metacognitionisatermthatmostteacherswill

recognise-itrefersto‘thinkingabouthowa personthinks,’andisoneofthemost importanttoolsforlifelonglearning.Itisthus

importanttoteachstudentsthecomponentsofmetacognition.Itinvolvesbefore,during,andafterlearningactivitiesthatrequirereflection.Teachstudentstoask,“WhatamIsupposedtolearn?”earlyintheprocess,“HowamIdoing?”duringtheprocess,and“WhathaveIlearnt?”aftertheprocess.Itwillthenhelpthemtoapplywhattheyhavelearntinreallifesituations.

Referstudentsagaintothefirstexerciseintheunit,encouragethemtoshareanswersintheirgroupsand/orwiththewholeclass,andmotivatethemtosubstantiatetheiranswers.


ADVERTISING FOR JOBS

++



•makingandvalidatingpredictionsinoralmessages(refertoExercise 5onPage55);

•findingspecificinformationinoralmessages(refertoExercise5onPage55).

BeFore you listen


ReferstudentsbacktoExercise4onPage53,wheretheydiscussedsourcestofindjoboffers.Askthemtoindicatewhichones,intheiropinion,arethebestplacestolookforjobs.Havetheyortheirfriends/relativesfoundjobsthroughoneofthem?Askthemtotalkabouttheirown/theirfriends’experienceswhenapplyingforjobs.

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110 Unit 3

2 +(Learningability:toidentifythecorrectsequenceofeventsinordertoorganisethepartsofatext).

Tellstudentstodescribethecartoonandmatcheachpicturewiththecorrespondingsentence(a – c).Writethesesequencingwordsontheboardandaskstudentstomatchthemwiththoseprovidedintheexercise:After that – Last – Second – Then – To begin with.Then,tellthemtosequencetheactionsusingdifferentsequencingwords.

Possible answersFirst/Tobeginwith-a.-Picture2.Next/Afterthat/Second/Then-b.-Picture3.Finally/Last-c.-Picture1.

ADDITIONAL ACTIVITYAskstudentstothinkofaneventtheyknowabout,anarticleorbooktheyhaveread,orafilmtheyhaveseenandwritethreesentencesaboutitwithoutusingsequencingwords.Tellthemtomixthesentencesupandreadtheminrandomordertotherestoftheclass.Theotherstudentsmustputthesequenceofeventsinthecorrectorderusingsequencingwords.Thestudentwhowrotethesentencesindicatesifthesequenceiscorrect.Chooseseveralstudentstodothesame.


Askstudentstoworkinpairsorsmallgroups.Tellthemtoreadthestatements(a – h)andrankthemfromtheleasttothemostimportantcharacteristicwhenchoosingajoborprofession.Tellpairs/groupstocomparetheirchoices.

4 +(Learningability:tomakepredictions).

Studentstrytopredictthesubjectofthetexttheyaregoingtolistento,basedonthepreviousexercise.Donotcheckanswersatthispoint.

Rememberthatpredictionshelptoincreasestudents’motivationandinterest,astheyconnectwhattheyaregoingtolistentoorreadwiththeirbackgroundknowledge,clues

fromthetextorpreviousactivities,andtheirownexpectations.

Thepredictingprocessmustbethenrationalised(why?),checked(throughreading/listening)andsubstantiated(proved).ThisisdoneinasubsequentexerciseintheWhileyouListen/Readpartofthelesson.Alwaysmakesurethatpredictionsarecheckedoncestudentshavelistenedtoorreadthetext.

5 ++ 27(Learningability:tocompareEnglishandSpanishsounds).

Thepronunciationofthesound/r/inEnglishisoftendifficultforSpanishspeakersasitismuchsofter,rollingthaninSpanish.ThereisalsoanimportantdifferencebetweenthepronunciationinBritishandAmericanEnglish.InBritishpronunciation,theletterrisusuallysilent,unlessitisfollowedbyavowel,eitherinthesamewordorinthenext.

examples:Incar,tower,inform, first,ther issilentbecauseitisnotfollowedbyavowel.

However,noticewhathappensinthissentence:

That tower on the hill is new. The rintowerispronouncedbecausethenextwordbeginswithavowel.

Inred,foreign,print,ther ispronouncedbecauseitisfollowedbyavowelinthesameword.

InAmericanEnglish,ther isalwayspronounced,evenifitisnotfollowedbyavowel.

Givestudentsplentyofexamplesofbothtypesofpronunciation.

answersa.ThesoundisdifferentinSpanish.b.Singlerordoublerarepronouncedthesamein

English;inSpanish,singlerispronouncedasatapbetweenandaftervowels:para, carta, perla, duro,etc.andasastrongrollininitialposition:rato, rudo, reto, rico, robo,etc.Doublerrisalwayspronouncedasastrongroll:ferrocarril, perro, carro, error,etc.

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111PROFESSiOnS

TRANSCRIPT – PRONUNCIATION 27

• around • culinary • experience • hiring • Mediterranean• necessary • races • regular • required • restrictions• resume • salary • secretary • starring • write

Youcanusethisexerciseasembeddedevaluationofpronunciation,focusingontheproductionofthesound/r/,butalsoconsideringgeneralpronunciation.

Feedback:wordsarenotrecognisable:needsalotofextrapronunciationwork;wordsarerecognizable,butmanysoundsarejustlikeinSpanish:good,butcouldimprovewithextrapronunciationwork;mostsoundsjustlikeanativespeakerwouldsaythem:verygood,couldtrytohelpclassmateswhodidpoorly.

6 + 28(Learningabilities:toidentifyandpronouncekeywords).

Tellstudentsthatthesekeywordswillappearinthelisteningtexts,andthatitisimportantthattheyknowtheirmeaningandwhattheysoundlike.Gothroughthewordswiththem,givethemafewminutestocheckmeaningsindictionaries,andthenplaytherecording.Firsttheyonlylistentothewordsandthentheylistenandrepeat.

AnswersCrew=allthepeopleworkingonaship,plane,etc.=tripulación.Crowd=alargenumberofpeople.=multitud.Featurefilm=amainfilmwithastory.=película de fondo.Frustrated=feelingannoyedandimpatientbecauseyoucannotdoorachievewhatyouwant.=frustrado/a.Hiring=employingpeopleforashorttimetodoaparticularjob=contratando.Shoot=anoccasionwhensomebodymakesafilm=filmación.

TRANSCRIPT – VOCABULARY 28

• crew • crowds • feature film • frustrated • hiring • shoot

PAGE 65

WHILE YOU LISTEN

7 + 29(Learningability:tovalidatepredictions).

PlaytherecordingonceortwiceandaskstudentstochecktheirpredictionsinExercise4.Checkanswersorally.

Answersa.,b.,e.,g.,h.

8 ++ 29 (Learningability:toidentifysequence).

Readthethreenamesofjobswiththeclassandmakesurestudentsidentifythecorrectpronunciation.Askthemwhichofthethreejobstheyfindthemostinteresting.Whataretheadvantagesanddisadvantagesofeachone?

Thenplaytherecordingatleastoncemoresothatstudentscanidentifythewordsintherecordingandplaceanumbernexttoeachone,indicatingtheorderinwhichtheyappear.

Checkanswersorally.

answers1. Assistantchef. 2. Filmextra. 3. Legalsecretary.

9 ++ 29 (Learningability:totransferinformationtoagraphicorganiser).

Askstudentstocopythechartintotheirnotebooks,makingitbiggerthaninthebook;thisway,theywillbeabletoplaceallthenecessaryinformation.Playtherecordingagain.Askdifferentstudentstocompletethechartontheboard.

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112 Unit 3

answersJob title

Working hours

Salary Location How to apply

Assistant chef

Ten to twelve hours per day,seven days a week, for six weeks at a time.After that, two weeks off.

Good. Cruise ship. Application letter to Jennifer Spells, of TheMediterranean Cruise Company.

Film extra

9 am - 6 pm for ten continuous days.

30 dollars a day.

Not mentioned.

Call Noel at07 - 654 32 56.

Legal secretary

Regular work hours, from nine to five.

20,000 dollars a year.

Outside Brisbane.

Contact Tanya Wood on07 - 324 30 33 or at tanya.wood@ hays.com.au.

10+ + 29 (Learningability:todiscriminatebetweencorrectandincorrectinformation).

Thisisanactivitytoimprovefinelisteningskillsandhelpstudentstodiscriminatebetweenwords/sounds.Itmightbenecessarytoplaytherelevantpartsoftherecordingmorethanonce.

answersa. prepareandserve.b.resume.c.types.d.incinemas.

TRANSCRIPT - LISTENING - ADVERTISING FOR JOBS 29

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, you’d better pay attention to this one. The Mediterranean Cruise Company is looking for an assistant chef. It’s a full time position for this

summer so, if job stability is your thing – you’d better not apply for this job. You will be required to prepare and serve meals to both passengers and the crew. The salary is good, but you should be able to work ten to twelve hours per day, seven days a week, for six weeks at a time. After that, you get two weeks off. You should have a minimum of two to four years experience in the culinary or restaurant industry, and extra training is available. So, if you want to apply for this job, you’d better get your resume ready because the interviews are starting next week.

Interested parties should send their CV and a short letter of application to Jennifer Spells, of The Mediterranean Cruise Company, PO Box 201, Sydney.

Speaker II: This one will certainly attract the crowds. Ever considered yourself a frustrated entertainer? You’d better get your pen ready and write down the details because this is the job for you. Aussie Films is looking for 35 extras for a major feature film starring Daniel Craig and Emma Watson. Extras should be on set from 9am to 6pm for ten continuous days. Lunch and snacks will be provided during the shoot. There are NO restrictions - the film company needs all types of people, all races, any age, and any nationality. The bad news is that you get paid only 30 dollars a day, but the up side is that you’ll see your face in cinemas around the world.

Call Noel on 07 - 654 32 56.Speaker III: And last but not least – anyone looking for fast

promotion and extra benefits should apply for this job. A law firm is hiring a legal secretary. Salary: 20,000 dollars per year. To be considered for this position, candidates should have extensive previous secretarial experience in the legal industry. You’d better have your own car too because the firm is based outside Brisbane. Regular work hours, from nine to five. To apply or to find out more information, please contact Tanya Wood on 07 324 30 33 or at tanya. [email protected]

UNIT3_TB_ING3M_(100-127).indd 112 27-11-12 15:58

113PROFESSiOnS

Unit 3

aFter you listen

11+ (Learningability:toinfertherelationshipbetweencontentandnewinformation).

ThisexerciseisbasedonBloom´staxonomyoflearning.Throughthisexercise,studentsapplytheircognitivelearningandalsogetemotionallyinvolvedwithasituation,expressingtheiropinionsandattitudes.TheycombinethesixstepsdefinedbyBloomasnecessaryforaneffectiveandcompletelearningprocess.

1.knowledge:arrange,define,duplicate,label,list,memorise,name,order,recognise,relate,recall,repeat,reproduce,state.

2. comprehension: classify,describe,discuss,explain,express,identify,indicate,locate,recognise,report,restate,review,select,translate.

3. application: apply,choose,demonstrate,dramatise,employ,illustrate,interpret,operate,practise,schedule,sketch,solve,use,write.

4. analysis: analyse,appraise,calculate,categorise,compare,contrast,criticise,differentiate,discriminate,distinguish,examine,experiment,question,test.

5. synthesis: arrange,assemble,collect,compose,construct,create,design,develop,formulate,manage,organise,plan,prepare,propose,setup,write.

6. evaluation: appraise,argue,assess,attach,choose,compare,defend,estimate,judge,predict,rate,core,select,support,value,evaluate.

Taken from: Designing and Managing MCQs: MCQs and Bloom’s Taxonomy. RetrievedonMay18,2009,from:

http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html

answersa. Filmextra.b.Assistantchef.c.Legalsecretary.

PAGE 66

Language Note

HAD BETTERVERSUSSHOULD

Thissectiondealswiththedifferencesbetweengeneralandspecificrecommendations,namelyshould versushad better.Bothofthemexpressanemotional,practical,orotherreasonfordoingsomething,butinthecaseofhad better werefertoaspecificsituation,whileshould isusedforgeneralrecommendations.

BACKGROUND INFORMATION

Had betterisalsousedtosaywhatisthebestthingtodoinasituationthatishappeningnow.Inmostcases,had betterisstronger;thespeakerseestheactionasnecessaryandexpectsthatitwillhappen.

example:We’d better hurry or we’ll miss the train.Also,withhad better,thereisalwaysadangeroraproblemifyoudon’tfollowtheadvice.Should onlymeans´itisagoodthingtodo´whilehad betterimpliesthattherewillbebadconsequences.Bothshouldandhad betterarefollowedbyaninfinitivewithoutto.

examples:You should come immediately.I’d better go immediately.Moreusefulinformationcanbefoundat http://www.englishgrammarsecrets.com/hadbetter/menu.php


Helpstudentswithpromptsandquestionstotalkaboutthesituationsinthephotos.Whatishappening?Why?Howcanthesituationbechanged?Tellstudentstoreadthethreestatementsandthenwritearecommendationusinghad betterforeachone.Checkanswersorally.

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114 Unit 3

Possible answersa. You’dbettertakethebiketothegarageandget

thetyrerepaired.-Picture3.b.You´dbettergetinsideandgetoutoftherain.–

Picture1.c. You’dbetternotswimnow;thewavesaretoo

big.Picture2.

OPTIONAL ACTIVITYPhotocopyordrawthistableontheboard.Askfastlearnerstomatchthetwopartsofsentencestoexpressrecommendations.

You’d better find to finish by 6 o’clock. You might for directions.

We should try the key or we will not be able to get into the house.

They’d better ask want to cook some vegetables with the fish. Jack should not swim some suntan lotion. We’d better use in the pool because he is too small.


Drawstudents’attentiontotheAmericanv/sBritishEnglishbox,andhelpthemtonoticethedifferentspellingoftheword.


13++ 30(Learningability:toconsolidatealanguagepoint/toimitateaspokenmodel/toroleplayamonologue).

Askstudentstoworkingroupsofthreeorfour. Helpthemtorevisewhenweusemight,had better,and should.Tellthemtoreadthe

monologueandshareideastocompleteit.Play therecordingseveraltimes,firstforthemto checktheiranswers,andthentolisten,repeat, andpractisethemonologue.Suggestthey dividethetextamongthemembersofthe groupsothateachstudentpractisesonlythree orfourlines.Ifthisistoodifficultforyourclass, formgroupsofmorestudents.Chooseafew

groupstoroleplaythemonologueinfrontoftheclass.



The employer has a German accent.Employer: The rules are simple. You should arrive at 8:30 am and

leave at 6 pm. You should never be late. As soon as you arrive, you should mark your attendance card in the employee time clock. You should also mark it before leaving.

We work from Monday to Friday, but you might get a few extra hours once a month, on a Saturday morning.

You can either come by car or you can take the bus. You might want to talk to your colleagues to ask where to take it.

We all have lunch here in the shop, so you’d better bring your lunch; the nearest restaurant is 20 minutes from here!

The warehouse where you’ll be working is quite dusty, so we will give you a uniform; you should wash it every week, either at home or ask someone to do it for you.

You’d better talk to Mrs Stephens about it – she knows some people who do this kind of work.

You might have some questions later, so you’d better write them down and I can answer them next week. You might also want to talk to the other employees about other issues.

Well, good luck on your first day!

PAGE 67

14Quick selF-check (Learningability:toevaluatelearning).

Thisself-checkallowsstudentstoevaluatetheir performanceinthegrammaraspectofthe lessonandalsotoconsiderevaluationasa continuousprocessthroughoutthebook.Read theinstructionsaloud,makesurethatallthe studentsunderstandthemclearly,andseta

timelimittocompletethetask.Checkanswersandhelpstudentstoworkouttheirscores.

Ifastudenthasreachedthemaximumscore, youmightwanttoofferhim/hersomething morechallengingandaskhim/hertodo

anotherexerciseorhelpanotherstudentwhois

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115PROFESSiOnS

Unit 3

laggingbehind.Ifoneormorestudentshaveonlyreachedtheminimumscore,youshoulddedicatesometimetogoingthroughthesubjectoncemoretomakesuretheyarereadytocontinuewiththerestoftheunit.


Possible answersa. He’dbettertellhisparentsrightaway.b. She’dbetterleavethecatalone.c. He’dbetterturnoffthegas.d. They’dbetterhurryuporthey´llmissthebus.

15application task – speaking(Learningability:tocreateandroleplayajobinterview).


Itisimportanttopreparethesettingfortheexercise.Makesurethattheclassroomis‘turnedinto’aninterviewroom–itwillhelpstudentstogetthefeelingofarealinterviewsituation.Letthemworkingroupstheyfeelcomfortablewith.Ingroups,theychoosethejobtheylikethemostandassignordrawroles–intervieweesandinterviewers.Theycanlaterchangeroles.

Givethematleast10minutestopreparethequestionsindicatedintheinstructions.Atthisstage,theycanreadthemfromtheirnotes.

Theinterviewshouldlastbetweenfiveandeightminutes.Goaroundtheroomtodifferentgroupstocheckpronunciationandgrammar.

Makenotestogivestudentsfeedbackaftertheexercise.

Attheend,askstudentshowtheyfelt.Weretheycomfortablewiththeirroles?Whatwasthemostdifficulttask?Howcouldtheyimprovetheirperformance?Discusstheirbodylanguageandgestures.Asktheinterviewerswhattheythoughtabouttheintervieweesandviceversa.

Bycompletingthistaskstudentswill: •adaptaCVtotheirownneeds; •roleplaybeinginterviewersandinterviewees; •askforandgivefeedbackonperformance; •talkabouthowtheyfeltplayingthedifferent

roles; •evaluatetheirownandothers’performance.

16+++(Learningability:toreflectonthecontentsofthelessonandrelatethemtoownexperiences).


Metacognitionisatermthatmostteacherswill recognise-itrefersto‘thinkingabouthowa personthinks,’andisoneofthemost importanttoolsforlifelonglearning.Itisthus



Drawstudents’attentiontoquestiond. oftheexercise,andaskwhattheynoticeabouttheuseoftheapostrophe.

Apostrophesareusedintimeexpressions,alsocalled`temporal´expressions.Inatemporalexpression,theapostropheispositionedbeforethesforsingleunitsoftimeandafterformultipleunitsoftime.

examples:I never did a day’s work in my life. It was all fun. (ThomasA.Edison) That is the equivalent of one year’s pay. Dora’s car came with two years’ free insurance.

UNIT3_TB_ING3M_(100-127).indd 115 27-11-12 15:58

116 Unit 3


add ‘ or ‘s where appropriate.a. Thatistheequivalentofoneyearpay.b. Thereissixmonthsinterest-freecreditonall

sofas.c. Applicantsshouldhaveatleast3years

experience.d. Wehavetopresentourfindingsinthreedays

time.e. Themanagerofferedthemamonthpaidholiday.

Answersa. Thatistheequivalentofoneyear‘s pay.b. Thereissixmonths’interest-freecreditonallsofas.c. Applicantsshouldhaveatleast3years’

experience.d. Wehavetopresentourfindingsinthreedays’

time.e. Themanagerofferedthemamonth’spaidholiday.


Drawstudents’attentiontotheAmericanv/sBritishEnglishbox,andhelpthemtonoticethedifferentspellingoftheword.Generally,thefinallisdoubledinBritishEnglish.

examples: cancel – cancelled; compel - compelled; control - controlled; distil – distilled; equal – equalled; fulfil - fulfilled; propel - propelled, travel - travelled,etc.


ADDITIONAL ACTIVITYTimeisusuallyshortwhenteaching,sothereisatendencytoomitwrapupexercises.Mostteacherssaythattheirlessonsusuallyendinoneofthreeways:

1.therestofthelessonthatcouldnotbefinishedinclassisassignedashomework;

2.theteacherwrapsupthelessonquicklybecausetheclasshascometoanend;

3.theteacherasks:“Arethereanyquestions?”(towhichtheanswerisusuallysilence).

Itisoftheutmostimportancetodoawrapupactivity(seenotesonBloom´staxonomyoflearningonPage112 ofthisbook).Ifthereisnowrapup,threewholepartsofthelearningprocessaremissing.

1.Analysis 2.Synthesis 3.Evaluation

Hereareafewotherwrapupactivitiesapplicabletothislessonandtootherendofclassactivities.

•Givestudentsoneminutetowritethemostimportantthing(s)theylearnt,thebiggestquestion(s)theystillhave,etc.

•Askstudentstowriteanotetothemselvesaboutwhattheywanttofocusoninthenextclass/week/course,etc.

•Askstudentstotryandremember10pointsaboutwhattheylearntinthelesson.

•Askstudentstonameatleastonewordfromthelessonforeachletterofthealphabet.

•Alloweachstudenttheopportunitytothinkaboutsomethingtheywoulddodifferentlyiftheyhadtheday/classoveragain.

•Havestudentsdrawamindmapoftheinformationtheylearntintheclass.

•Giveeachpairofstudentsanindexcard.Askthemtowritedowneverythingtheycanrememberabouttheday’scontent.

Adapted from:Meier,M.&Panitz,T.(2006).EndonaHighNote:BetterEndings

forClassesandCourses.LettheAdventureBegin.RetrievedonMay20,2009,from

http://www.capecod.net/~tpanitz/tedspage

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117PROFESSiOnS

Unit 3

117PROFESSiOnS



1 Askstudentstohavealookatthethreeadvertisements,checkvocabularytheymightnotknow,andthenaskthemtoreadandcompletethesentences(a – f).

Possible answersa. Ifyouwanttobuydecorationsforyourcake,

youshouldvisitTheCakeHouse,at94,ElmGroveRd,London.

b. Ifyouwanttodecorateyourhouseforyourparty,youmightgotoFiestaHouse,at22,SydenhamRoad,London.

c. IfyouwanttosurpriseyourgirlfriendonSt.Valentine´sDay,youmightorganiseaSaintValentine’sDaypartywithproductsfromFiestaHouse.

d. Johnwantstohavekaraokeathisbirthdayparty.HeshouldcontactDJServices.

e. TocontactDJServices,youcangototheirofficeat8d,MossHallCrescent,London,orphone0786456876,[email protected].

f. TogettoFiestaHouse,you’dbetterfindthelift.


Drawstudents’attentiontothefirstwordinthissentenceofthesecondadvertisement:

Live music, karaoke, DJ services, party presenters, etc.Helpthemtonoticethatthisisnottheverbto live/l v/ , butanadjective/laɪv/,meaning(ofaperformance)broadcast,recorded,orseenwhileitishappening.

examples: This evening, there will be a live broadcast of the debate.This is a live recording of their latest concert.Thisadjectivealsomeansalive, having life.

examples: Millions of live animals are shipped around the world each year.

There was a tank of live lobsters in the restaurant.Tellstudentstocopyanddothisexerciseintheirnotebooks.

circle the word live and write the correct pronunciation, /l v/ or/ la v/.

a./_________/ Mostofmyfriendsliveinthecountry.

b. /_________/ OurlocalTVstationispreparinglivecoverageoftheOlympics.

c. /_________/ Pamelaneedstofindsomewheretolive.

d. /_________/ Sam’schildrenstillliveathome.e. /_________/ Theinterviewwasdoneinfrontofa

liveaudience.f. /_________/ Wesawaliverattlesnake!g. /_________/ Wheredoyoulive?h. /_________/Thatclubhaslivemusicmostnights.

answersa./l v/ .b. /la v/ .c. /l v/.d. /l v/.e. /la v/.f. /la v/.g. /l v/.h. /la v/.

2 Studentsusethevisualcluestocompletethee-mail.

Answers(1)supermarketcashier.(2)numbers.(3)pilot.(4)licence.(5)school.(6)languages.(7)chemistry.(8)like/love.a.CeliaistellingJuliothatheshouldchoose

somethingthatheisgoodatandsomethinghereallylovesdoing.

b.Ifhewantstobeasupermarketcashier,heshouldbegoodwithnumbers.

Ifhewantstoworkintourism,heshouldbegoodatlanguages.

Ifhewantstobeasportscoach,heshouldbegoodatsports.

Ifhewantstoworkinapharmacy,heshouldbegoodatchemistry.

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Unit 3

ADDITIONAL ACTIVITYOfferingadvice/suggestions/recommendations.

a.Preparesome10picturescutoutfromamagazineoranewspaper,depictingdifferentsituations.

b. Showstudentsoneofthepictures,askthemtodescribeitandthenaskthem:

i. Whatshouldthispersondo? ii. Whatwouldyourecommend? iii.Whatwouldyousuggest?

PAGE 70JUST FOR FUN


Remindstudentsthattheyshoulddotheactivitiesontheirown,withoutmuchinterventionfromyou,buthelpandsupportwhennecessary.

Answersi. Themenweremusicians.ii. Notasingleonebecausehehasapeartree.iii.Themancarriesthechickenacrosstheriver,

leavesthechicken,andcomesback.Hegetsthefox,leavesthefox,andgetsthechicken.

Heleavesthechickenandtakesthecorn. Heleavesthefoxandthecornandgetsthe chicken.iV. Heomitstocountthecamelheison.iV. Thefatdogisthelittledog’smother.


Letstudentsreadthesectionontheirownandthencommentonitintheirgroups.PromotecomparisonbetweentheforeignandtheChileancontextsencounteredinthisshorttextandintheunit,makingsurestudentsgiveeachoneitsownvalue.

Askstudentsiftheyhaveeverseenalighthousefromcloseup.Whattypeofpeopledotheythinkwouldchooseajobasalighthousekeeper?Whatcharacteristicswouldoneneedtodothistypeofjob?


AnswersREADING – WOMEN AND CLAY1. a.Pilénisa small rural town near cauquenes,

in the maule region. b.ThePilénwomenartistsareknownasthe

loceras de Pilén. c.Delfinalearnthercraftfromher mother and

grandmother. d.Thewomenmaketheirfiguresbyhandand

don’tusea wheel. e.Delfinahad12children. f. ForDelfina,itisanhonourtobe part of the tradition.2. a.AtthehandicraftsfairinParqueBustamante. b.Shehaslongbraids,brighteyes,anda refreshingsmile. c.Hermotherdied. d.Herdaughterworksinacarrepairgarage. e.No,theydon’t.Theythinktheyshouldbe

doingotherjobs.

listening – applying For a JoB 32

3. a.i.b.ii.c.ii.4. a.No,Ihavenomobilephone. b.Here,inMontreal. c.Nº1223.5.personal information: a. Firstname: Jennifer LastName:grant. b. Address:montreal, 235 oak street. c. Homephonenumber:359 62 79. Mobilephonenumber:----employment history: d.LastPosition: nurse. e. Where:montreal children’s hospital. f. Workedfrom:mayto:november.

LANGUAGE 6. a. shouldI.b.shouldnoteat.c.‘dbettertake.7.Ifyouarehungry,youshouldeatsomething. Yourheadstillhurts?Thenyou’dbettertake

someaspirin. WhenyougotoRiodeJaneiro,youmightwant

toseeSugarLoafMountain.

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119PROFESSiOnS

Unit 3

119PROFESSiOnS


Correct description of problems and appropriate advice.



3

Correct description of most of theproblems, mostly appropriate advice.


2

Correct description of some of theproblems, fairly appropriate advice.


1

Poor description of problems, weak advice.



0

speaking

8. Assignpointsaccordingtothefollowingcriteria.

Possible answersAcombinationofought to,had better,might want to.a. a: Ineedtobuyaninexpensivegift. B: Youmightfindsomethingatthecraftsfair.b. a: I’minlove,butIamkeepingitsecret. B: Youshouldtellthepersonhowyoufeel.c. a: I’mnotsurewhattostudyinthefuture.

B: Youshouldconsideryourskillsandwhatyoureallylike.

d. a: Iwouldreallyliketohaveapet. B: You’dbettertalktoyourparentsfirst,andthen

visitapetshoporavet.e. a: Iwouldreallyliketoinvitehim/herout. B: Youshouldcallortexthim/hernowand

invitehim/hertothecinema.

Writing

9. Assignpointsaccordingtothefollowingcriteria.


Wrote the job advertisement following all the indications.


3Correct spelling, format, and number of paragraphs.

3

Wrote the job advertisement following most of the indications.


2A few spelling mistakes, slightly incorrect format and number of paragraphs.

2

Wrote the job advertisement following some of the indications.


1Several spelling mistakes, rather incorrect format and number of paragraphs.

1

Tried to write the job advertisement, but followed very few of the indications.


0A lot of spelling mistakes, incorrect format and number of paragraphs.

0

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Unit 3

TRANSCRIPT – LISTENING - APPLYING FOR A JOB 32

The employer has a German accent.Jennifer speaks with a Canadian accent.

Jennifer: Hello, is this Royal Victoria Hospital? I am calling about the advertisement in yesterday’s paper. Could you put me through to the Personnel Department, please?

(Pause) Thank you. I will hold. (Pause) Hello, is this the Personnel Department? (Pause) I’m calling about the ad in yesterday’s paper. I would

like to apply for the position of nurse. (Pause) Do I have an application form? No, sorry; I don’t.

Could I just give you the details on the phone? (Pause) Yes? Great! OK, I’m ready. (Pause) Jennifer. Jennifer Grant. (Pause) Here, in Montreal. The address is Montreal, 235 Oak

Street. Phone number is 359-6279. (Pause) No, I have no mobile phone. (Pause) Fully qualified paediatric nurse. (Pause) Code? I’m sorry….What code? (Pause) Oh, just hold on a minute. I will look. (Pause) Here it is. Nº 1223. (Pause) Yes, of course I can give you my employment history.

I’m unemployed at the moment, but my last job was at the Montreal Children’s Hospital. I was replacing a nurse on maternity leave. I started in May and finished in November.

(Pause)

That’s right. The last day of November. (Pause) Salary? 420 dollars a week. It was just part-time

and I was replacing someone. (Pause) Excuse me? Could you repeat that, please? I think

there’s something wrong with the line… (Pause) When do you think you’ll be calling for an interview? (Pause) Sure, no problem. I do hope you call me. Yes. Thank you so much. Bye.







YOURGENERALPERFORMANCErequiresreflectionontheirinvolvementwiththemainOATsdiscussedinthelessonsandinvitesthemtothinkabouttheirlearningstrategiesandattitudes.

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121PROFESSiOnS

Unit 3PHOTOCOPIABLE ADDITIONAL ACTIVITIES UNIT 3 Jobs

1. Find12jobsandprofessionsmentionedinthetwolessonsofthisunitinthisWordSearchpuzzle.Theyarewrittenhorizontallyorverticallyinthegrid.

e n t e r t a i n e r d k d m

b f i l m e x t r a h v p v e

b k c o o k k h v a v a i s c

d h d v b v b a b v b s l s h

r a b d a b v s d b s a o d a

i s k s k t r a i n e r t k n

v s e c r e t a r y s t s d i

e a k d s k a s k d a i t k c

r p h y s i c i a n s s a s h

b a s b v s b a s b m t m b l

s k d v h d m o d e l v e l d

p h o t o g r a p h e r r v h

v b d a k d h b s b k d b h b

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Unit 3

2. Matchtheprofessionalsincolumna,theplacesincolumnBandthetoolshe/sheusesortheclotheshe/shewearsincolumnc.a.Writethecorrespondingwordsinthespacesprovided.Useadictionaryifnecessary.b.Saysentencesusingthethreeelements.Addmoreifnecessary. example: A lawyer works in a legal office.He / She uses lots of law books.

A B C

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123PROFESSiOnS

Unit 3

A B C

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Unit 3

1. Readthepoemandlistatleastfiveactionsthewomanmustdo.

2. Whatistheothersubjectofthepoem,apartfromwork?a.Entertainment. b.Sports. c.Theweather.

3. InUnit2youlearntastructurethatcanbefoundinthispoem.Whichoneisit?a.TheImperative. b.TheFirstConditional. c.TheInterrogative.

BackgrounD inFormationmaya angelouwasbornin1928;herparentsdivorcedwhenshewasonlythreeyearsold,andsheandherbrother,Bailey,wenttolivewiththeirgrandmother,whomtheycalledMomma,inStamps,Arkansas.AftergoingbacktolivewithhermotherinSt.Louis,Mayawasabusedbyhermother'sboyfriend.Shortlyafterhistrial,herrapistwasfoundmurdered;Mayafeltthatshehadkilledhimandforawhileshestoppedspeaking.Maya'searlylifeisthesubjectofherautobiography,I Know Why the Caged Bird Sings(1970).Herlifestoryiscontinuedthroughoutherotherautobiographies.Ataveryyoungage,Mayahadtodealwithmanyissues,suchasherrapeandheridentityasablackperson.Herpoetry"drawsheavilyonherpersonalhistory,butemploysthepointsofvariouspersonae"(BritannicaOnline9/17/98).MayaAngelou'spoetryisoftenshort;thelinesofthestanzasareoftenshortaswell.AnincidentthatwillforeverkeepAngelou'spoetryinthemindofAmericansisherdeliveryofapoemthatshewroteforPresidentClinton'sinaugurationonJanuary20,1993.Onatelevisionprogramme,MayaAngeloudiscussedthisasher"crowningmomentasapoet"(Hagen134).Angelouwasonlythesecondpoetandfirstfemaletodeliverapoematsuchanevent.

I'vegotthechildrentotendTheclothestomendThefloortomopThefoodtoshopThenthechickentofryThebabytodryIgotcompanytofeedThegardentoweedI'vegotshirtstopressThetotstodressThecantobecutIgottacleanupthishutThenseeaboutthesickAndthecottontopick.

Shineonme,sunshineRainonme,rainFallsoftly,dewdropsAndcoolmybrowagain.

Storm,blowmefromhereWithyourfiercestwindLetmefloatacrosstheskyTillIcanrestagain.

Fallgently,snowflakesCovermewithwhiteColdicykissesandLetmeresttonight.

Sun,rain,curvingskyMountain,oceans,leafandstoneStarshine,moonglowYou'reallthatIcancallmyown.

Taken from:Angelou,M.(1994),The Complete Collected Poems of Maya Angelou.NewYork:RandomHouse,Inc.

Woman WorkbyMayaAngelou

aDDitional reaDing teXt unit 3 Woman work, by maya angelou

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125PROFESSiOnS

Unit 3

Ifyouareanxiousaboutyournextjobinterview,arelookingfor

answerstothetoughquestionsyoumightgetasked,andwantto

standoutfromthecrowdforthatnextgreatjob,thisisthesiteforyou.

Often,itissometinyactionthatstopsyougettingthejob,andm

ost

peopleneverrealiseit.Thevastmajorityofinterviewcandidatesjustdo

notknowtheyareoutofthecompetitionlongbeforethe

yleavethe

interviewroom.

Donotletthathappentoyou.Beforeyougointo

thatnextjob

interview,gettoknowthekindofthingsyoushouldthinkaboutifyou

reallywanttogetthejob.

i.

Mostintervieweesturnupatjobinterviewswaitingtoseewhatquestionstheyarea

sked,andhopingthey

canjustmanage.Thatisamistake.

Whatyoudobeforetheinterviewwillhavemoretodowithgettingthejobthan

anythingelse.Learnhowto

pickoutfromyourbackgroundallthepointsthatwillreallyringbellswithyourinterviewer.

II.

AgoodresumeorCVmaygetyoutheinterviewbutwhatgetsyouthejobish

owyouperformatthe

interviewitself.

Visualappearancehasapowerfulimpactoninterviewers-infact,90%ofthedecisionsonwhofinallygetsthe

jobinacompanyaremadeduringtheinterview,becausecompaniestrustwhattheyseeandhearm

uchmore

thanwhattheyread.

iii.

Youmayfeelunderpressureduringyourinterview,butyoushouldalwaysstayincontrol.Yous

houldprepare

apoint plan,whichwillensure,whateverquestionyouareasked,yougetyourkey

pointsacrossrepeatedly,

andconvincetheinterviewerthatyouaretrulyread

yforthejob.

iV.

Someintervieweeswhothoughttheydidquitewellareoftenpuzzledast

owhytheydidnotgetanoffer.In

rejectingcandidates,interviewerswilloftenmentionquirksorhabitso

fapplicantswhichputthemoff.

V.

Wehavementionedthekeythingstorememberanytimeyougoforajobinterv

iew.Whateverelseyou

remember,keepthesepointsattheforefrontofyourmind.

adapted from: CPC Interview Guide.Retrieved August 8th, 2011, from http://es.scribd.com/doc/26138/Interview-Guide

EXTRA TEST UNIT 3

READING - HOW TO SUCCEED AT JOB INTERVIEWS

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Unit 3

1 Readthewebpageandputtheseheadingsbackintothecorrectplaces(i – V). 5 pts.a. TheInterview!b. PresentingYourselfOnTheDayc. FinalWordsofAdviced. Do’sandDon’tse. BeforeTheInterview

2 Readthetextagainandidentifysixactions(thatyoushouldandyoushouldn’tdo)tosucceedinajobinterview.Writetheminthechart. 6 pts.

YOU SHOULD... YoU shoUlDn’t...

LISTENING - PREPARING A CV

3 33Listentoaconversationandchoosethebestanswer. 3 pts.a. Whoisthewoman? i. Aconsultant. ii. Amother. iii. Anemployer.

b. Whatistheyoungmandoing? i. Applyingforajob. ii. Askingforafavour. iii.Requestinginformation.c. Whatisthewomandoing? i. Askingdifficultquestions. ii. Demandingclearanswers. iii. Offeringusefultips.

4 33Listentotheconversationagainandcirclethewordyouhear. 6 pts.a. Isawanadvertisementforajobthatcould/

mightinterestme.b. You’llprobablyneed/requireaninterviewto

meetthemfacetoface.c. Educationreferencesarealsoquite / very

important.d. Youmightalsoinclude / providecontact

informationforthereferencesyoumention.e. Inanapplicationform,theformatisusually

free / set.f. Most / Somecoverlettersareonlythree

shortparagraphs.

5 33Numbertheissuesintheordertheyarementioned. 4 pts.a. Coveringletters.b. Informationthatmustbeincluded.c. Organisationofdocument.d. Proofreadingofdocument.

LANGUAGE

6 Completethisadviceforanewemployeeonhis/herfirstdayatwork.Useshould / shouldn’t / had betterandtheverbsinthebox. 5 pts.

· arrive · go to bed · listen · say · wear

a. You clothesthataretoocasual.b. You earlyonthefirstday.c. You earlythenightbefore.d. You thatyourlastjobwasbetter.e. You toanyusefuladviceyour

workmatesgiveyou.

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127PROFESSiOnS

Unit 3

7 Usehad bettertocompletethesesentenceswithasuitablerecommendation. 3 pts.a. It’sgettinglate.

We now.

b. Thetestisnextweek.I rightnow.

c. It’sgettingcold.You thewindow.

SPEAKING

8 WorkinpairsandroleplayaconversationinwhichStudentahastoprepareher/hisCVandstudentB offersadviceandrecommendations.

Usetheexpressionsandthevocabularyyoulearntintheunitandpayattentiontopronunciationandintonation. 10 pts.

WRITING

9 Whensendingaresume,mostpeopleincludeacoverlettertointroducethemselves.ImagineyouareapplyingforajobandwriteacoverlettertointroduceyourCV.Rememberthatmostcoverlettersareonlytwoorthreeshortparagraphsandtheyshouldcapturethefutureemployer’sattention.Becarefulwithspellingandgrammartoo. 10 pts.

0 to 10

KeeP trYinG

11 to 25

REvIEW

26 to 39

Well Done!

40 to 52

excellent!

52 PTS

TOTAL

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128 Unit 4

Unit BEinG ACtiVE


• Useadditionalmaterialssuchastravelbrochures,cut-outsfromEnglishlanguagenewspapersandmagazineswithtraveldestinations,sportsarticles,activitiesforyoungpeople,etc.

• Usefulmaterialsforthisunitare:lists(nouns,adjectives,conceptlists,etc.),dictionaries,glossaries,definitions,printedhandouts,librarymaterial,notes.

4

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

• completecharts,programmesanditineraries.

• identifyspecificcomponents.

• inferinformation.

• sequencepicturesandcorrespondingevents.

WRITING:towriteanitineraryusingownandprovidedideas.

LISTENING: to find and classify supporting and specific information inaTVquizthatcontainsthecommunicativefunctionofexpressingcertainty and uncertainty, knowledge or lack of it and

• compareanddiscriminateideas.

• findandmatchinformation.

• providecorrectanswers.

• identifyspeakers.

SPEAKING: to role play dialogues and monologues and participate in aquiz,usingknowledgefromotherareas.

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Unit 4

129BEinG ACtiVE

PAGE 76INTRODUCTION




Whenteachingstudentsfromdifferentbackgroundsrememberthat:•manyfactorsaffectearlyliteracyandsubsequentperformance,includingaspectsoftheirhomeenvironment,schoolexperiences,andcommunityresources;

•studentsfromruralandurbanareaswillhavedifferentperformanceduetotheirgeographiclocation.Additionally,theremaybedifferencesineducationalbackgrounds.

•studentsshouldbetreatedasindividualsandyoushouldtrytogettoknowtheminordertogivethemtherighttypeofassistanceinclass.


Explaintostudentsthatthispageofeachunitwillcontainactivitiesmeanttoidentifyandactivatetheirpreviousknowledgeofthetopicandrelatedvocabulary,toestablishthestartingpointfortheactivitiesthatwillfollow.Theywillalsohelptodetectweaknessesthatwillrequireextraworkandsupport,contextualisethecontentsthatwillbedeveloped,andpresentcognitivechallenges.


Discusswiththemoraskthemtotalkingroupsaboutthenameoftheunit,howactivetheythinktheyare,theimportanceofphysicalandmentalactivity,etc.

1 Beforedoingthisexercise,offerafewstatementsandaskstudentstosayiftheythinktheyaretrueornot,usingtheexpressionsprovidedintheexercise:I’m sure / not sure, I’m not quite certain,etc.Trytorelateyourstatementstothecontentsofthisunit.

Examples: Travelling by hot air balloon is really dangerous. A hovercraft is a flying machine. People do sports because they want to lead

healthy lives. Askstudentstoreadthestatementsand

expresstheircertainty/knowledgeabouttheinformationprovided.

BACKGROUND INFORMATION•Atthebeginningofthe20thCentury,manyeffortswereunderwaytobecomethefirstpeopletofly.Mostinventorsofthedaywereimpulsiveandundisciplined.Theywouldbuildaplaneonedayandtrytoflyittheverynextday,witheitherdisastrousorsimplyunproductiveresults.However,Orville and Wilbur Wrightweremuchmorescientificandmethodicalintheirapproach.Asbicyclemechanics,thebrothersbelievedintestingouttheirideaslaboriouslybeforeproceedingwithfurtheradvancements.Tohelpgaugetheirprogress,theybuiltawindtunnel-thefirstonebuiltforthepurposeofcheckinganaircraftwingdesign.Intheyearsprecedingtheirfirstflight,theWrightssuccessfullyconductedalmostathousandflightsinglidersbeforetheyfeltreadytobeginproductionofamotor-poweredflyer.Theyrequestedapatentapplicationfora‘flyingmachine’ninemonthsbeforetheirsuccessfulflightinDecember1903.Thefirstplaneflewtoanaltitudeof3metres,travelled40metres,andlanded12secondsaftertakeoff.Aftermakingtwolongerflightsthatday,OrvilleandWilburWrightsentatelegramtotheirfather,instructinghimto“informpress.”

•TwoBritishaviators,Alcock andBrown madethefirstnon-stoptransatlanticflightinJune1919.TheyflewamodifiedWorldWarIVickersVimybomberfromNewfoundlandtoIreland.

•Anairship ordirigible isalighterthanairaircraftthatcanbesteeredandpropelledthroughtheairusingruddersandpropellers.

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130 Unit 4

AnswersAllthestatementsaretrue.

2 Askstudentswhattheydotorelaxandiftheyparticipateinanycompetitiveactivities.Askthemiftheyknowanycompetitiveactivitiesthatarenotsports,likequizzes,karaokegames,cardandboardgames,etc.

Tellthemtodiscussthesixpicturesinpairsandindicatewhichonesarecompetitiveactivitiesandwhichonesareforrelaxationonly.

AnswersFor relaxation:Picture1:flyingkites.Picture5:goingtoartgalleries.Picture6:goingtoconcerts.Competition-based:Picture2:playingbasketball.Picture3:flyinginahotairballoon.Picture4:swimming.

3 Iftheclassisgood,askstudentstoreadtheadjectivesontheirown;ifyouthinkyourstudentswillfindthistoodifficult,asksomestudentstowritethelistofadjectivesontheboardandgothroughthemonebyonewiththeclass.Takeadvantageofthefactthatmanyofthemarecognatesandaskstudentshowcognateshelpthemtounderstandtextsorspokenmessagesandhowtheycanbemisleadingsometimes.

AnswersWillvary,butcheckthatstudents’sentencesmakesenseandexpresstheiropinions.


Beforestartingthisunit,studentsneedto:•recogniseprepositions.•knowhowprepositionsarelinkedwithotherwords.

•knowhowtotellthetime.•recogniseadverbs.•knowhowtoclassifyadverbsaccordingtotheirroleinasentence.

1 Beforedoingthisactivity,youcanhelpstudentstopractisetellingthetimeusingareal,atoy,oracardboardclock.Itisimportantthatstudentsknowhowtotellthetimebothonanalogousandondigitalclocks.

Answersa.Iusuallygetupatseven fifteen a.m. / quarter

past seven in the morning.b. By seven forty five / By quarter to eight,Iam

onthebustogotoschool.c. IhavebasketballtrainingonTuesdaysand

Fridaysatfour thirty p.m. / half past four in the afternoon.

d. Myparentsdon’tletmestayuplate,soI’mnormallyinbedbyten p.m. / ten in the evening.

2 Remindstudentsthataprepositionlinksnouns,pronounsandphrasestootherwordsinasentence.Therearesome100prepositionsintheEnglishlanguageandtheyaresomeofthemostcommonlyusedwords.

Answersa. at.b. in.c. after.d. for.e. near,around.

BACKGOUND INFORMATIONAprepositionusuallyindicatesthetemporal,spatial,orlogicalrelationshipofitsobjecttotherestofthesentence.Intheseexamples,aprepositionlocatesthenounbookinspaceorintime.

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.

3 Tellstudentsthatadjectivesarefrequentlyfollowedbyprepositionsandalthoughitishardtorememberallthecombinations,practiceandlotsofreadinghelp.Remindthemthatifaverbfollowsthepreposition,itendsin–ing.

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Unit 4

131BEinG ACtiVE

Unit 4

Possible answersa. IamgoodatEnglish / math / sports / dancing.b. Iamkeenoncomputer games / reading / pets.c. Iamthinkingofyou / the holidays / buying a

computer.d. Ioftendreamabout travelling/ babies / the

future.e. Igetexcitedaboutgood films / winning a

prize / competitions.f. Iamfedupwiththe weather / studying / bad

TV programmes.g. Iaminterestedinmusic / famous writers /

learning.

4 Askstudentstoworkinpairsandfirsthaveacloselookattheplan,thensaythesentenceswhilelookingattheplan,andfinallycompletethemintheirbooks.

Answersa. on.b. nextto.c. at.d. between.e.In/behind.

5 Revisewithstudentsthefunctionofadverbs:theyarewordsthatmodifyaverb(How did Chris drive? He drove slowly.),anadjective(How fast was Debbie’s car? She drove a very fast car.),oranotheradverb(How slowly did Earl move? He moved quite slowly down the aisle.).

Answers Despitebeingstillveryyoung,mysisterPamlovesswimmingandsheswimsreallywell.Shetriestoswimeverywherewego,forexampleinariveroralake–evenapondwilldo.Shehasnotswumintheoceanyet,butI’msureshewilloneday.

ShequitelikeschattingontheInternetandsheoftengetsintouchwithotherswimmerswholiveinothercountries,tocompareexperiences.Shehopesthatsomewhereintheworldthereisapersonwhohasthesamedreamasshedoes–toswiminoneofthebigoceans.Timepassesreallyquicklywhenyoutalkaboutyourdreamsandhopes,soshesometimeschatsforhoursandshenearlyforgetsthatshemustgotobed.

Manner Place Frequency Time Degree

well everywhere often still very

quickly somewhere sometimes yet really

quite

nearly

BACKGROUND INFORMATIONAdverbsoftentellwhen,where,why,orunderwhatconditionssomethinghappensorhappened.Adverbsfrequentlyendin-ly;however,manywordsandphrasesnotendingin-lyserveanadverbialfunctionanda-lyendingisnotaguaranteethatawordisanadverb.Thewordslovely, lonely, motherly, friendly, neighbourly,forinstance,areadjectives.

Thesearesometypesofadverbs.Adverbsof mannerFrancismovesslowlyandspeaksquietly.

Adverbsof placeGaryhaslivedontheislandallhislife;hestilllivestherenow.

Adverbsof frequencyHestertakestheboattothemainlandeveryday;sheoftengoesbyherself.

Adverbsof timeIrvinshouldbebackbeforedark;it’sstartingtogetdarknow.Jackiefinishedherteafirst.Keithleftthepartyearly.

Adverbsof degreeLanespeaksreallyquickly.Macisaveryhandsomeman.

Hereisalistofcommonadjectivesandtheprepositionsthatnormallyfollowthem.

accustomed to afraid of answerable to attached toaware of capable of dependent on different fromdoubtful about enthusiastic about excited about famous forfond of guilty of interested in keen onopposed to pleased with popular with proud ofrelated to rich in satisfied with serious aboutsimilar to suitable for suspicious of used to sth

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132 Unit 4

6 Inferringisastrategyusedbefore,duringandafterreadingorlistening.Predictingisapartofinferring.Inferencesneedtobebasedonreferencesinthetextandthenmixedwithbackgroundknowledge.Studentsneedtobetaughthowtoinferwhatwordsmean,thesetting(s)ofastory,theanswerstoquestions,whatpronounsreferto,featuresofcharacters,theunderlyingmessagefromtheauthor,andtodifferentiatefactfromopinion,andexplanationsfromevents.

Noticethedifferencebetweenassuming,which isaninferencenotbackedupbyfacts,andinferring, which isbasedonevidencefromthetextandsometimesonbackgroundknowledge.

Answerb.

7 37 PlaytherecordingcorrespondingtotheListeningactivitiesinLesson2ofthisunitonceandaskstudentstocirclethecorrectanswer.

Answersa. Manchester.b. NottingHill.c. Julie.d. Stephen.

8 40 PlaytherecordingcorrespondingtotheListeningactivitiesintheTestyourKnowledgesectionofthisunitonceandaskstudentstotickthecorrectanswers.

Answers

I II III

a. A course starting next semester. 3

b. Teachers who are professional artists. 3

c. The need for comfortable shoes. 3

d. The translation of the activity from Japanese.

3

+ + PAGE 80LESSON 1 – READING

FLYING

++

BEFORE YOU READ


Forthislesson,studentsshouldbefamiliarwith:•tellingthetime(refertoExercise1,Page78);•prepositions(refertoExercises2and3onPage78);•howprepositionsarelinkedwithotherwords(refertoExercise4onPage78);

•adverbs(refertoExercise5onPage79);•theroleofadverbsinasentence(refertoExercise

5onPage79).


Tellstudentstoformsmallgroupstoanswerandmakecommentsonthequestions.

Answersa. IcarusisacharacterinGreekmythology.Heis

thesonofDaedalusandiscommonlyknownforhisattempttoescapeCretebyflight,whichendedinafalltohisdeathwhenhegottooclosetothesun,whichmeltedthewaxonhiswings.

b. Aeroplane,helicopter,glider,dirigible,shuttle,rocket,hotairballoon.

c. TheozonelayerisalayerinEarth’satmospherewhichcontainsrelativelyhighconcentrationsofozone(O3).Thislayerabsorbs97–99%ofthesun’shighfrequency ultravioletlight,whichispotentiallydamagingtolifeonearth.Over91%oftheozoneinEarth’satmosphereispresenthere.Itismainlylocatedinthelowerportionofthestratospherefromapproximately10kmto50kmaboveEarth,thoughthethicknessvariesseasonallyandgeographically.Theozonelayeriscurrentlybeingdamagedbytheuseofaerosolsandbyhuman-producedpollution.

Taken from: http://en.wikipedia.org/wiki/Ozone_layer

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133BEinG ACtiVE

2 +(Learningability:toidentifytypesoftextrecognisingpatterns).

Askstudentstoexamineandreadthethreetextsindetail.Whatdifferencescantheysee?

Whatarethesimilarities?Wherecantheyfindthesetexts?Havetheyeverwrittenatextlikeanyofthese?

Answera. Aprogramme.b.Anitinerary.c.Atimeline.

BACKGROUND INFORMATIONA programme isaspeciallyarrangedselectionofthingstobedoneorawrittenorprintedlistoftheevents,performers,etc.,inapublicperformance.

An itinerary isarouteorproposedrouteofajourney.

A timeline isarepresentationorexhibitofkeyeventswithinaparticularhistoricalperiod.


Circle the best alternative

1.Let’sbuytheitinerary / programmeandseewhotheperformersoftheballetare.

2. Thecruiseisfollowingastrictitinerary / timeline:theystartintheMediterranean,gototheCanaryIslands,andthensaildownthecoastofAfrica.

3. YounowknowthattheWrightbrothers’firstflightwasin1903.Yourtaskistoprepareaprogramme / timelinestartingwiththeirbirth.

4.Weshouldprintaprogramme / timelineoftheeventtoletpeopleknowwhatitisabout.

Answers1.programme.2. itinerary.3. timeline.4. programme

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3 ++(Learningability:tofindmeaningofwords).

Awideandvariedvocabularyisthefirststeptosuccessinlanguagelearning.Thesearesomeimportantpointstobearinmindinconnectionwithvocabularylearning.

•Comprehensionimproveswhenyouknowwhatwordsmean.

•Wordsarethecurrencyofcommunication.Awidevocabularyimprovesallareasofcommunication—listening,speaking,reading,andwriting.

•Whenchildrenandadolescentsimprovetheirvocabulary,theiracademicandsocialconfidenceandcompetenceimprovetoo,bothintheirmothertongueandinthetargetlanguage.

Itisalsoimportantthatstudentslearnhowtouseadictionary.Theywillalwaysneedtheskill.

Answersa. harmful.b.wrath.c.takeoff.d.snacks/flight.


Itisimportanttointeractwiththetextbefore,during,andafterreading,listening,orviewingbysettingapurpose,previewingthetext,makingpredictions,askingquestions,locatinginformationforspecificpurposes,makingconnections,etc.

Studentspredictthecontentsofthetexttheyaregoingtoreadfromthealternativesgiven,usingalsothetitleoftheunit,thetextstheyhaveexamined,andthepreviousexercises.

Donotcheckanswersatthispoint.

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134 Unit 4


Drawstudents’attentiontotheAmericanv/sBritishEnglishbox,andhelpthemtonoticethatthewordisspelledandpronounceddifferentlyineachvarietyofEnglish.


WHILE YOU READ

5 +(Learningability:tovalidatepredictions).

StudentsreadthetextquicklyandchecktheirpredictioninExercise4.

Answerc.

6 ++(Learningability:totransferinformationtoagraphicorganiser).

Studentsscanthetexttofindtherequiredinformation.Scanningisareadingstrategyinvolvingrapidbutfocusedreadingofatext,inordertolocatespecificinformation,lookingforparticulardetailssuchasdates,names,orcertaintypesofwords.Itisprocessingatextathighspeedwhilelookingforanswerstospecificquestions.Whenstudentsusethistechnique,theymustbeginwithaspecificquestionwhichhasaspecificanswer,forexample,sixplacesaroundtheworld.

Answers a.RiodeJaneiro,Stockholm,Australia,NewYork,

HongKong,PuntaArenas. b.Todobusiness,tomeetrelatives,tohavefun. c.Fumes,burningwood,contaminating

industries,aerosols. d.Usecarsless,recyclerubbish,protectourskin

andeyes.

7 ++(Learningability:tolocateinformation).

Givestudentsmoretimetoreadthetextindetail.Thisisafairlydifficultexerciseandtheymightneedyourhelp.Walkaroundtheclassroomtoofferhelpandtips.Checkanswersorally.

Answersa.7a.m.b.1hour15minutes.c.wewillcheckinattheinternationalcounter.d.willboard.e.takesoffat11.00am.f.snackswillbeserved.g.takes5hours.h.willcollectourluggage.i.willtakeustothehotel.j.at5pm.

8 ++(Learningability:toinferinformationfromprovidedevidence).

Inferenceistheprocessofdrawingaconclusionbyapplyingrules(oflogic,statistics,etc.)toobservationsorhypotheses.Itisatechniquethatstudentswilluseintheireverydaylifeinmanyareas.Wecaninferthemeaningofsignsinaforeigncountry(forexample,thenosmokingsign).

Inthisexercise,students‘readbetweenthelines’,lookingforthemeaningthatcanbeguessedfromthewords.

Answersa. i.b.i.

ADDITIONAL ACTIVITYYoucanextendtheinferringactivityprovidingotherexamples.Youcanusesignsorsentences.


What can you infer from these sentences?

1. Travellerscantakeonlyonesuitcasewiththem.

a. Thereisalimitofluggagepermittedontheplane.

b. Thesuitcasemightgetlostontheplane.

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Unit 4

2. Thepilotisworriedbecauseitissnowingtoday. a.Weatherconditionsmightnotpermitthe

planetoleave. b.Itissnowing,soitlooksbeautifuland

peacefuloutside.

3. Areyouabsolutelysurethatthemealhasnomeatoranimalproductsinit?

a.Thepersonaskingthequestionishungry. b.Thepersonaskingthequestionisavegan.

4. Theroomiscompletelydark. a.Wecannotsee. b.Wecannotdoourhomework.

Answers1. a.2.a.3.b.4.a.

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9 ++(Learningability:toidentifysequence).

Afterstudentshavereadthetextacoupleoftimes,askthemtolookatpictures1 – 8andputtheminthecorrectorder.Theyshouldjustifytheirchoices.Asanadditionalactivity,youcanaskthemtowriteoneheadingforeachpicture.

Answers3–5–7–4–2–6–1–8.


Inconnectionwiththeverbarrive,youcanexplaintostudentsthatwegenerallyusearrive incountries,cities,townsorvillages,andarrive atspecific,usuallysmallerplaces.

Examples:

The refugees arrived in Spain last Sunday.Nowadays it is possible to arrive in Santiago from practically anywhere in the world.

The volunteers arrived in Dichato to distribute clothes and food.The tourists arrived in La Tirana two days before the festivity began.

The train arrived at the station 20 minutes late.

The manager arrived at the meeting with three of her assistants.

When we arrived at the party, everyone was having a wonderful time.

Tellstudentstocopyanddothisexerciseintheirnotebooks.

Circle the correct preposition, in or at.

a.Assoonaswearrivedat / inPomaireweboughtaclaypiggybank.

b.Myfatherusuallyarrivesat / inworkbeforehiscolleagues.

c.Myfriendsarrivedat / inGermanyinthemiddleofasnowstorm.

d.Sybilarrivedat / intheofficedirectlyfromtheairport.

e.Thegirlsarrivedat / inthehotelaftermidnight.f. ThesunwasshiningwhenMichellearrivedat / in

Brighton.g.WhendidRichardarriveat / inAthens?

Answersa.in.b.at.c.in.d.at.e.at.f.in.g.in.

10++(Learningability:toidentifytopic).

Readthepoemaloudorasksomestudentstodoit.Themeaningofthemostdifficultwordsisgivenintheglossary.Askstudentstoidentifythesubjectofthetextfromtheoptionsgiven.Askthemtoindicatethekeywordsthathelpedthemtoanswer.

Answersb.Fromthewordsfire and steel, wheel, engine,

wings.

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136 Unit 4


11+++ (Learningability:tofindorinferspecificinformation/toinferinformation).

Askstudentstowritetheanswerstothequestionsintheirnotebooks.Checkorally.

Answersa.Theyareparticipatinginasportscompetition.b.TheywillgotoplayinAustralia.c. Becauseherscienceteachertoldherthatitis

beingdepleted.


Elicitorexplaintostudentsthedifferencebetweenbeach – sea front - seaside.Beach:anareaofsand,orsmallstones(calledshingle)besidetheseaoralake.Sea front:thepartofatownfacingthesea.Seaside:anareathatisbythesea,especiallyonewherepeoplegoforadayoraholiday.

Examples:Our science class is planning a trip to the seaside.I’d love to stay at one of the beautiful hotels along the sea front.There were lots of tourists sunbathing on the beach.


Fill in the blanks in these sentences with the best alternative, beach, seaside or sea front:

a.Adayatthe iswhatIneedtorecovermyenergy.

b. Itwasanunusuallyquietandsolitary ,soweputourtowelsonthesandandhadapicnic.

c. Thechildrenbroughttheirracketstoplaytennisonthe .

d. Werentedahouseonthe andhadafantasticviewofthesea.

e.Whydon’twegotothe______insteadofthemountainsnextsummer?

d. Yesterdayafternoonwetookalovelywalkalongthe______.

Answersa. seaside.b.beach.c.beach.d.seafront.e.seaside.f.seafront.

AFTER YOU READ

Language Note

PREPOSITIONALPHRASESSeenotesonPage8oftheIntroduction.

Aprepositionalphrasebeginswithaprepositionandendswithanoun,pronoun,gerund,oraclause,the‘object’ofthepreposition.Inthisbook,wemainlydealwithsimpleprepositionalphrases,butbeawarethataprepositionalphrasemightendinaclause.Aprepositionalphrasewillfunctionasanadjectiveoranadverb.Asanadjective,theprepositionalphrasewillanswerthequestionWhich one?Example:The house in the middle of my street is white.

Asanadverb,aprepositionalphrasewillanswerquestionssuchasHow? When? orWhere?

Example: We bought it before yesterday’s class.

SubjectsandverbscanNEVERbefoundinprepositionalphrases.Wecanuseparenthesestomarkthem;then,whenlookingforthesubjectandverbofthesentence,itwillnarrowdownthesearch.

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.

The boy (by the window)(on the other side of the room) was looking (over his shoulder)(at the pretty girl)(in the hall.)

Drawstudents’attentiontotheInternetsitewheretheycanfindmoreinformationonprepositionalphrases,attheendofPage85oftheirbooks.Encouragethemtousethesiteontheirown,buttoshareinformationwithyouandwiththeirclassmates.

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Answers Point 3Wearetakingaplaneto Rio de Janeiro.(Where?)Ourbasketballteamsareparticipatingin the South American inter-school competition.(Where?)Lastweek,wegottheitineraryfrom the travel agency.(Where?)Wemustgetupreallyearlytocatchthebusto the airport.(Whichbus?)Theytravelaround the worldtodobusiness.(Where?)Ihavemypassportreadyin my handbag.(Where?)After we check in our luggage,we’llgothroughInternationalPolicecontrol.(When?)Iaskedforonenext to the window.(Where?)IwonderifIcanseetheozoneholefrom the air.(Where?)Ozoneisakindofgasin the atmosphere.(Where?)There’sabigozoneholenear Punta Arenas.(Where?)Allthenationsin the worldarenowtryingtohelp.(Whichnations?)Itshouldn’ttakethatlongandwe’llbeat the hotel.(Where?)After a short rest,wewillgoandvisittheplaceofthecompetition.(When?)

OPTIONAL ACTIVITYPhotocopythesetwopoemsandaskfastlearnerstounderlinetheprepositionalphrasesandcomparetheresultswithaclassmate.Later,theycansharetheexercisewiththerestoftheclass.

Poem 1: With arms wide open – song by CREED

Well,Ijustheardthenewstoday;Itseemsmylifeisgoingtochange.Iclosemyeyes,begintopray,Thentearsofjoystreamdownmyface.WitharmswideopenUnderthesunlight,Welcometothisplace.I’llshowyoueverythingWitharmswideopen.

Poem 2: Over the River (anonymous)

Overtheriverandthroughthewood,Tograndfather’shousewego;ThehorseknowsthewayTocarrythesleighThroughthewhiteanddriftedsnow,oh!Overtheriverandthroughthewood,Oh,howthewinddoesblow!ItstingsthetoesAndbitesthenose,Asoverthegroundwego.

Answers

With arms wide open Well,Ijustheardthenewstoday.Itseemsmylife’sgoingtochange;Iclosemyeyes,begintopray,ThentearsofjoystreamdownmyfaceWitharmswideopenUnderthesunlight,Welcometothisplace.I’llshowyoueverythingWitharmswideopen.Over the River Overtheriverandthroughthewood,Tograndfather’shousewego;ThehorseknowsthewayTocarrythesleighThroughthewhiteanddriftedsnow,oh!Overtheriverandthroughthewood,Oh,howthewinddoesblow!ItstingsthetoesAndbitesthenose,Asoverthegroundwego.

PAGE 85


Askstudentstouseapenciltounderlinetherequiredphrases.Checkanswersorally.

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Unit 4

Answersa.AccordingtoJenny,theplanelefthalfanhour

ago.b.Ican’tcompletethereportwithouttherelevant

information.c. Inthecaseofadisaster,callthisnumber.d.Putthepostersonyourbedroomwall.e.Thetextwascorrectedbyaprofessional

translator.f. TheystudiedinEnglandforsixmonths.

13++(Learningability:toconsolidatealanguagepoint/toidentifycollocations).

Theprepositionalphrasesintheexercisearecoinedexpressionsthatdonotchange.

Answersa.forages.b.undercontrol.c.atthelatest.d.forinstance.e.Inthemeantime.f.bythewindow.

Learning tip

AnalysethisLearningtiptogetherwiththeclass.Helpthemtonoticethatthesesuggestionswillhelpthemtolearncollocations.

BACKGROUND INFORMATIONPrepositionsarewordsthatappearinfrontofnounsortheirsubstitutes(pronounsornounphrases).

Somefrequentlyusedprepositionsareabout, above, across, as, at, before, beneath, by, except, for, from, in, inside, like, near, of, on, over, since, than, towards, under, up, with.Prepositionsarenearlyalwayscombinedwithotherwordsinprepositionalphrases.Prepositionalphrasescanbemadeupofdifferentwords,buttheytendtobebuiltinthesameway:aprepositionfollowedbyadeterminerandanadjectiveortwo,followedbyapronounornoun,calledthe‘object’ofthepreposition.Thiswholephrase,inturn,takesonamodifyingrole,actingasanadjectiveoranadverb,locatingsomethingintimeandspace,modifyinganoun,ortellingwhenorwhereorunderwhatconditionssomethinghappened.

DDITIONAL ACTIVITY

Bringtoclassanytextcutoutfromanewspaperormagazine,orphotocopiedfromabook;askstudentstocirclealltheprepositionsandunderlinealltheprepositionalphrasestheycanfind.Asprepositionsareverycommonpartsofspeech,studentsareboundtofindlotsofthem.


Thisexercisehasadoubleaim:ithelpsstudentstopractisewriting/askingquestions(somethingthatmoststudentsalwaysfindverydifficult)andtoapplywhattheyhavelearntaboutprepositionalphrases.Askthemtousethepicturesprovidedasprops.

Possible answersa. B:Wheredoyoualwaystakeawalk? A:Wealwaystakeawalkontheseafront/on

thebeach/bythesea.b. B:Wheredidyouputthechair? A: Iputthechairbythewindow/inthe

sunlight.c. B:Whencanwemeet? A:WecanmeetnextFriday,intheevening/on

Friday,atlunchtime,etc.

PAGE 86

15 34 QUICK SELF-CHECK (Learningability:toevaluatelearning).


Ifastudenthasreachedthemaximumscore,youmightwanttoofferhim/hersomethingmorechallengingandaskhim/hertodoanotherexerciseorhelpanotherstudentwhoislaggingbehind.Ifoneormorestudentshaveonlyreachedtheminimumscore,youshoulddedicatesometimetogoingthroughthe

138

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139BEinG ACtiVE

subjectonemoretimetomakesuretheyarereadytocontinuewiththerestoftheunit.


Answersa.in.b.to.c.in.d.around.e.by.f.from.g.By.h.at.i.of.j.on.k.in.l.after.m.for.n.to.

16++ 34 (Learningability:toroleplayaconversation/toimitateaspokenmodel).

Aftercheckingstudents’answersinExercise 15,askthemtoworkinpairs.Encouragethemtointroducetheirownideaswhereverpossibleandthenroleplaythedialogue.Monitorpronunciationandintonation.

AnswersWillvary,butseetranscripttocheckthepartsthatarethemostlikelytobereplaced(indicatedinbold).

Youcanusethisexerciseasembeddedevaluation,usingthecriteriaintheSpeakingsectionoftheTestyourKnowledgeofthisunit,itemsLanguageandInteractiontoidentifyandprovidefeedbackonperformance.

TRANSCRIPT – ORAL PRACTICE 34 Phil has a British accent and Antonia speaks with a Chilean accent.Phil: Did you have a good time in Rio?Antonia: Yes, and we did lots of things. First of all, we went

to the beach.Phil: What was the water like in the ocean?Antonia: Really warm!Phil: How did you move around the city?Antonia: We mainly walked, but we also visited a few

places by bus.Phil: What else did you do?Antonia: Apart from playing basketball, we visited the

Botanical gardens.Phil: I’ve heard they are really big.Antonia: They are! By the time we got to the end I could

hardly walk.

Phil: And how was the flight?Antonia: Great and scary at the same time, because of the

funny feeling you get in your belly at take-off and landing!

Phil: Did you get a snack on the plane?Antonia: Yes, and we also had lunch.Phil: What time did you arrive in Santiago?Antonia: Just after 10 am.Phil: Who was waiting for you?Antonia: My mum and dad.Phil: Would you recommend a visit to Rio?Antonia: A hundred times yes!

PAGE 87

17+ (Learningability:toapplysomepunctuationrules).

Thefullstopisapunctuationmarkindicatingastrongpause.Itisusedmostcommonlyattheendofacompletesentence.Itissometimescalledthe‘period’.

Thestopisalsousedfollowingmanyabbreviations.However,fullstopsarenotnecessaryafterthecapitallettersusedasabbreviationsfortitlesoforganisationsandcountries,likeNATO (NorthAtlanticTreatyOrganisation),BBC(BritishBroadcastingCorporation),UK (UnitedKingdom).

Possible answersiii.Thisisthefirstsentencesinthisexercise.iii.ThefullnameofthecompanyisReservoirLtd.iii. Whereareyou,MrBlack?

18+++APPLICATION TASK – WRITING(Learningability:towriteatextusingprovidedandownideas).


Bycompletingthistask,studentswill: •improvetheirteambuildingskills; •participateinaguideddiscussion; •agreeordisagreeoncertainitems; •dosomebasicInternetresearch;

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140 Unit 4

•brainstormandmakelistsofideas; •revisetheirownandtheirpartners’work. Askstudentstoreadtheinstructionscarefully

andworkingroupstopreparearealorimaginaryitinerary.Oneexamplemightbetheiridealclasstrip;itcanbeanationaloraninternationaldestination,buttheymustinvestigatetheplaceandthemeansoftransporttheywoulduse.

Inthebrainstormingpartoftheexercise,encouragethemtouseexpressionssuchasI’m sure / not sure, I agree / disagree,etc.

Tellstudentstocheckspellingandgrammarbeforetheypresenttheiritinerarytotheirclassmates.

19(Learningability:toreflectonthecontentsofthelessonandtorelatethemtopersonalexperiences,expressingvaluejudgements).

Thisisaroundupexercisewherestudentsareaskedtoreflectonwhattheyhavelearntinthelessonintermsofcontentandlanguageanddecideifwhattheyhavedonehashelpedthemtotalkaboutthetopicofthelesson.Encouragestudentstodiscusstheiranswerstothequestionsinsmallgroups,andtogiveandsupporttheiropinionswithrespectfortheirclassmatesatalltimes.Payspecialattentiontoquestionb.,toanswerwhichtheywillhavetoevaluatebehaviourandmoralissues.

Metacognitionisatermthatmostteacherswillrecognise-itrefersto‘thinkingabouthowapersonthinks,’andisoneofthemostimportanttoolsforlifelonglearning.Itisthusimportanttoteachstudentsthecomponentsofmetacognition.Itinvolvesbefore,during,andafterlearningactivitiesthatrequirereflection.Teachstudentstoask,“WhatamIsupposedtolearn?”earlyintheprocess,“HowamIdoing?”duringtheprocess,and“WhathaveIlearnt?”aftertheprocess.Itwillthenhelpthemtoapplywhathasbeenlearntinreallifesituations.


A COMPETITION

++


Forthislesson,studentsshouldbefamiliarwith:•adverbs(refertoExercise5onPage79)•classificationofadverbsaccordingtotheirroleinasentence(refertoExercise5onPage79).

BEFORE YOU LISTEN

1 + (Learningability:toconnectcontentandpreviousknowledge).

Askstudentstoformgroupstheyfeelcomfortablewith.Tellthemtoreadanddiscussthequestions,andtakesomenotesoftheiranswers.Encouragethemtogiveasmuchinformationaspossibleaboutthevolcanoesintheirarea.Later,theyshouldsharetheirfindingsandopinionswithanothergroup.

BACKGROUND INFORMATIONChilean volcanoes: accordingtotheGlobalVolcanismProgram,Chilehastheregion’slargestnumberofhistoricallyactivevolcanoes-36-rankingit5thamongnations,behindRussia’s52andaheadofIceland’s18.

ThreeofChile’smostwatchedandhistoricallyactivevolcanoes,Cerro Azul (Maule region), Hudson (Patagonia), andVillarrica (Araucanía region) arecomposite volcanoes—sometimescalledstratovolcanos.Theyaretypicallysteep-sided,withsymmetricalconesoflargedimensionsbuiltofalternatinglayersoflavaflows,volcanicash,cinders,blocks,andbombsandmayriseashighas763metresabovetheirbases.

OnMay2,2008,aftermorethan9,000yearsofsilence,Chaitén volcanoinsouthernChileerupted.

RadiocarbondatingofthelastlavaflowfromChaiténvolcanosuggeststhatithadlasteruptedin7420BC,giveortakeafewyears.

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141BEING ACTIVE

Unit 4

AcomprehensivelistofChileanvolcanoescanbefoundat http://www.volcanolive.com/chile.html

Volcanology:(alsospelledvulcanology)isthestudyofvolcanoes,lava,magma,andrelatedgeologicalphenomena.Avolcanologist(alsospelledvulcanologist)isapersonwhodoesstudiesinthisfield.

OnefamousmodernAustralianvolcanologistwithlinkstoChileisJohnSearch.Overthepast24years,Johnhastravelledtotheworld’smostexcitingvolcanoesandwitnessederuptionsduringtripstomorethan200ofthem.Johnhasworkedonmanyaward-winningtelevisionprogrammes.

JohnisthefounderofVolcano Live,theworld’sfirstvolcanonewsandtravelwebsite,whichmonitorsworldwidevolcanicactivityandprovidesadventuretourstotheworld’smostexcitingvolcanoes.

Someofhismostimportantachievementsinclude:

1.FirstpersontoabseilintothecraterofactiveYasurvolcano,onTannaIslandinsouthernVanuatuwhilethevolcanowaserupting,in2010.FilmedanawardwinningDiscoveryChanneldocumentary.

2.John’sexpeditionwasthefirsttothesummitofEyjafjallajokullvolcanoinIceland,duringthe2010eruption.

3.FirstscientisttoclimbtothesummitofChaitén volcanoinChilein2008,aftertheworld’slargest rhyoliteeruptionin100years.Madetwovisitsto thevolcanoin2008.

2 + 35 (Learningability:topractisepronunciationofkeywords).

Studentsmightbefamiliarwiththewordsfromtheirnaturalscienceclasses.Furthermore,someofthemarecognates.Playtherecordingandaskstudentstopronouncethewordscarefully.

TRANSCRIPT – VOCABULARY 35

cone – crater – fire – lava – smoke – vent

3 ++ (Learningability:tomatchkeywordsandpicturesusingknowledgefromotherareas).

AskstudentstomatchthewordsinExercise2withthecorrespondingpartsinthepicture.

Answersa.Smoke.b.Fire.c.Crater.d.Lava.e.Cone.f.Vent.

ADDITIONAL ACTI VITYYoucanaskstudentstoplaya‘scientific’versionoftheStone, paper, scissors game.Theyformpairsandsayoneofthesewordsassociatedwithwater,earthorwind:

Therulesare:•water(floodandtsunami)beatswind(hurricaneandtornado)

•wind(hurricaneandtornado)beatsearth(earthquakeandvolcano)

•earth(earthquakeandvolcano)beatswater(floodandtsunami)

Thisgamecanbeplayedonlineathttp://www.fema.gov/kids/wwe.htm

4 ++ (Learningability:tomatchkeywordsandpicturesusingknowledgefromotherareas).

Takeadvantageofstudents’previousknowledgeandaskthemtomatchthethreetypesofvolcanowiththeirdescriptions.Thethreewordsarecognates.

Answersa.extinct.b.dormant.c.active.

OPTIONAL ACTIVITY Youcanmakeafewcopiesofthisquiztogivetofastlearners,oryoucanmakemultiplecopiesforthewholeclass.StudentscansolvethequizeitherontheirownorwiththehelpoftheInternet.Youcanassignatimelimitandchooseonequizmaster,whohastheanswers,whilealltheotherstudentstrytobeattheclock.

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142 Unit 4

1.Whichvolcanoeruptedin79AD,destroyingthecityofPompeii?

a. TheHudson. b.MountVesuvius.

2.Whatdowecallavolcanowhicheruptsonceinhundredsofyearsandthengoesbacktosleep?

a. Sleeping. b.Dormant.

3.Whichhasbeentheloudestvolcaniceruption? a. Krakatoa,in1883. b.Chaitén,in2008.

4.Whatistheworld’slargestactivevolcano? a. MountEtna. b.Mauna Loa.

5.WhattypeofvolcanoistheYellowstonepark? a. Extinct. b.Super.

6.WhatisSantiago’sextinctvolcano? a. Manquehue. b.San Cristóbal.

Answers and background information

1. b. FourteenmilessoutheastofNaples,inItalylie theremainsofanancienttown-Pompeii. Thecityflourishedundertheshadowsofthe toweringMountVesuvius.In79AD,this

activevolcanoerupted,destroyingthecitiesof Pompeii, Herculaneum, Stabiae, and Torre Annunziata.

2. b. Vulcanologistsclassifyvolcanoesintothreegroups:active,dormantandextinct.Adormantvolcanoisonethatisn’tcurrentlyactiveorerupting,butgeologiststhinkthatitisstillcapableoferupting.

3. a.KrakatoainIndonesiaeruptedexplosivelyon26-27August,1883.Itsexplosionwasheardover3,000kilometresawayinAustralia.Thecollapseofthemountainintotheseacreateda30-metrehightsunami(hugewave),whichinturnkilled36,000people.

4. b.Mauna Loaeruptseverythreeorfouryears.Thesummitofthevolcanois4,170metresabovesealevelandmorethan9,000metresabovetheseafloorthatsurroundstheHawaiianridge.Itsvolumeabovesealevel,estimatedtobeabout40,000cubickilometres,qualifiesitastheworld’slargestvolcano.

5. b.Asupervolcanoisavolcanocapableofproducinganeruptionwithanejectionvolumethousandsoftimeslargerthanmosthistoricvolcaniceruptions.SupervolcanoescanoccurwhenmagmaintheEarthrisesintothecrustfromahotspot,butisunabletobreakthroughthecrust.

6. a. Cerro Manquehuevolcanowentextinctandsimplybecameamountain;thereisnochanceoflavaflowing.Cerro San CristóbalisahillinnorthernSantiago,Chile.Itrises880mabovesealevelandabout300mabovetherestofSantiago;thepeakisthesecondhighestpointinthecity,afterCerro Renca.

5 ++ 36 (Learningability:toidentifyandpractiseEnglishsounds).

Giveplentyofexamplesofwordsthatcontainthesounds/s/(practicallythesameasthe/s/soundinSpanishand/z/ (thesoundbeesmake/zzzz/) inshortphrasesorsentences.

Examples:/s/:SellthedresstoSandy. Celiasentsomesoftsand. Stopmakingthatriceandcelerysoup.

/z/:Pleaseopenyoureyesandcoveryournoseandmouth.

Thezebrasatthezoolearntmusic. Lizzythelizardatedaisies,cheese,and

zippers.

a. Playtherecordingseveraltimes,pausingaftereachsentence,forstudentstoidentifywhichofthesoundsissaidineachcase.

Answersi. /s//s/ii. /s//z/

iii./s//z//z/iii./z//z//z/iv./z//s/

b. Playtherecordingagain,withpauses,forstudentstorepeatasawholeclass.Thentellthemtopractisesayingthesentencesintheirgroups.Youcanorganiseacompetitiontodiscoverthegroupthatsaysthemostsentenceswiththecorrectpronunciation.

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BACKGROUND INFORMATIONThesounds/s/and/z/arearticulatedinexactlythesameway,withthesamepositionofthetongue;theonlydifferenceisthat/s/isalwaysavoicelesssound,producedwithnovibrationofthevocalfolds,whichareopenandrelaxed,while/z/isavoicedsound,producedwithvibrationofthevocalfolds,whichareincloseproximity.

Itiseasiertonoticehowvoiced/z/iswhenitisbetweenothervoicedsounds(allvowelsand/b,d,g,m,n,ŋ,l,ð,Ȝ, dȜ /, butnotsomuchwhenitisprecededorfollowedbyvoicelesssounds/p,t,k,θ,ʃ,tʃ/orbyapause.

Herearesomecommonspellingsforthesound/s/.s: some,yes,mustss: class,discussc: cent,city,nice,placesc:science,scenery

Herearesomecommonspellingsforthesound/z/.z: size,prize,quizs: busy,because,easy,visitse:these,cause,loses: plays,goes,does,girl’s

PAGE 89

6 ++(Learningability:toidentifyusefullisteningstrategies,valuingtheoreticalknowledge).

Gothroughthestatementswithstudentsandaskthemwhichstrategiestheyhavealreadyused.Havetheyhelpedthemtounderstandarecordedmessage?How?Encouragethemtousethestrategiestheyfindthemostusefulinthelisteningactivitiesthatwillfollow.


Listeningismuchmorethanjusthearing;itisthinkingaboutwhatoneisgoingtohearandaboutwhatoneishearing.Listeningskillsinclude:predictingoutcomes,differentiatingwords,followinginstructions,fillinggaps,etc.Thefirstexercisethatcanbedonewithlisteningextractsispredicting.Tellstudentsthat,apart

fromjustlookingatthepictures,theyshouldtakethewholeunitasthebasisformakingpredictions.Whatdoesthetitleoftheunittellthem?Howabouttheotherexercisesinthislesson?Donotcheckanswersatthispoint.

WHILE YOU LISTEN


Playtherecordingonceforstudentstochecktheirpredictions.Weretheyrightorwrong?

Answersa.Thisistherecordingofatelevisionquizshow,in

whichtwoteamsarecompeting.b.Thequizisaboutvolcanoes.

9 + 37 (Learningability:toclassifyspecificinformation,comparinganddiscriminatingbetweenideas).

Askstudentstoreadthequestionsbeforeplayingtherecordingagainonceortwicesothattheycanfocustheirattentiononthespecificinformationprovidedinthequestions.

Helpthemtonoticehowtheyshouldmarkeachtypeofanswer.

Answersa.3b.3 c.?d.3 e.7

PAGE 90

10++ 37 (Learningability:tofindspecificinformation).

AskstudentstoreadandcopythequestionsinExercise8intotheirnotebooks,leavingplentyofspacebetweenthemtowritetheanswers.Youcanaskkeenerstudentstowritethepossibleanswers.Playtherecordingagainandtellthemtocheck/writetheanswers.

Checkthemorally.

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144 Unit 4

Answersa.MountVesuvius.b.Thecrater,thevent,thecone.c.ItcomesfromthenameoftheGreekgod

Vulcan.d.Extinct.e.Hawaii.


Drawstudents’attentiontotheAmericanv/sBritishEnglishbox,andhelpthemtonoticethatdifferentwordsareusedineachvarietyofEnglish.


11++ 37 (Learningability:tomatchinformationchoosingfromprovidedoptions).

Askstudentstodothematchingexercisefromwhattheyrememberabouttherecording.Thenplayitagainforthemtochecktheiranswers.

Answersa.–iv.b.–iii.c.–i.d.–ii.

12++ 37 (Learningability:toidentifyspeakersusingprovidedinformation).

Askdifferentstudentstoreadthesentencesaloud.Thenplaytherecordingagainforthemtowritethenameofthespeakernexttothestatement.Checkanswersorally.

Answersa.Presenter.b.Stephen.c.Presenter.d.Julie.e.Stephen.f.Presenter.

13++ 37 (Learningability:todiscriminatebetweencorrectandincorrectinformation).

Afterhavinglistenedtotherecordingatleastthreetimes,studentsmaybeabletodeterminethefinalscorestofillinthechartwithoutlisteningagain.Ifnot,playtherecordingone

moretimeandtellthemtolistenspecificallyforthescoresaftereachquestion.Thentellthemtoworkoutthefinalscore.

Answersa.

Question 1

Question 2

Question 3

Question 4

Question5

Red team 100 - 100

Green team 100 - -100

b. i. Red team: 200 points – Green team: 0 points.

TRANSCRIPT – LISTENING – A COMPETITION 37

All the speakers have a British accent.

Presenter: Yes! Wonderful! Audience cheering and clapping for our two teams: The Red team from Manchester City Secondary and the Green team from Notting Hill. Shout a little louder, as if you were at a football match.

I can’t hear you! If you try a little harder, I’m sure I’ll be able to hear you!

That’s great! Now that you are shouting extremely loudly, we can start the show. Julie’s the captain of the Red team and Stephen’s the captain of the Green team. Ready? Hands on the buzzers?

Julie: Red team’s ready.Stephen: Green team’s ready too!Presenter: OK, so, if you are both ready, I’ll read the first

question. I must tell you that it’s a difficult question, although I’m certain that both teams will know the answer. This Italian volcano is responsible for the destruction of a whole city. What’s its name?

(Buzzer) Yes, Green team.Stephen: It’s Mount Vesuvius.Presenter: Are you positive? No doubts?Stephen: Yes, I am 100% sure.

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145BEinG ACtiVE

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Presenter: Totally correct! 100 points for the Green team. Here comes question number two. Name at least

three parts of a volcano. (Buzzer)Presenter: Red team this time.Julie: The crater, the vent, the cone.Presenter: Absolutely right! 100 points for the Red team. Oops! A little technical problem, but our

technicians will solve it really soon. As you know, we’re broadcasting live, so such problems can happen.

But we’re OK again and here’s question number three. Where does the word volcano come from?

Well, teams? What’s happening?Julie: I’m not quite sure.Stephen: Yeah, the same here.Presenter: It comes from the Greek god Vulcan. And you’re

right, you don’t answer unless you have no doubts whatsoever. So, we’ll go to question four. A volcano that hasn’t erupted for many years is called dormant. If a volcano’s 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. It’s Hawaii. I told you – unless

you’re absolutely sure, it’s better not to answer. We must take away 100 points from your score!

Sorry, kids, but rules are rules and even if you don’t like them, we must respect them! And now we have the final question ….

AFTER YOU LISTEN

14+(Learningability:todevelopstudyskillsvaluingtheoreticalbackground).

AskstudentstogobacktoExercise 6onPage89.Whichtechniquesdidtheyusewhilelisteningtothequiz?Whichonesdidtheyfind

themostuseful/effective?Whichonesdidnotapply?

AnswersWillvary,butencouragestudentstosubstantiatetheiranswers.

15++(Learningability:touseinformationtoroleplayaquizshow).

Whenstudentsdoroleplays,apartfromlearningEnglishandcorrectingtheirpronunciation,intonation,andaccentuation,theyalsolearntheseskills,whichyoushouldstresseverytimeyoudoaroleplayactivity:

•cooperating;•sharing;•participating;•followinginstructions;•takingturns;•remainingontask;•acceptingdifferences;•listening;•communicatingandinteractingwithapositiveattitude;

•beingpoliteandcourteous;•respectingthemselvesandothers.

PAGE 91

Language Note

ADVERBIALPHRASESAdverbialphrasesarestructuresthatactasadverbsinasentence.

Manyadverbialphrasesaremadeupbyprepositionalphrasesastheirbase(for his mother, with a big hammer, before my next holiday).Explainthistoyourstudentstoavoidconfusionandtellthemthatsometimesthephrasesdonotcontainanadverb,butalwaysactasanadverb.

Otheradverbialphrasesaremadeonthebasisofaninfinitive(to buy a car, to show it to my friends,etc.)

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146 Unit 4

Herearesomeexamplesofadverbialphrasesmadewithprepositions.

Type Adverb phrase Example

Manner with a hammer The carpenter hit the nail with a hammer.

Place next door The woman who lives next door is a doctor.

Time before the holidays

We finished our project before the holidays.

Frequency every month Jodie sends me two CDs every month. Purpose for his mother Lance bought the flowers for his

mother.

Herearesomeexamplesofadverbialphrasesmadewithaninfinitive.

Type Adverb phrase Example

Purpose to buy a ticket I'm saving money to buy a ticket for the concert.

Purpose to support the team

The students all showed up to support the team.

Youcanfindlotsofinformationonadverbsandadverbialphrasesandclausesathttp://www.learn4good.com/languages/evrd_grammar/adverb.htm and http://grammar.ccc.commnet.edu/grammar/adverbs.htm

Answers Point 2Nowthatyouareshoutingextremely loudly,wecanstarttheshow.Totally correct!Absolutely right!Ourtechnicianswillsolveitreally soon.I’mnotquite sure.Unlessyou’reabsolutely sure,it’sbetternottoanswer.


Ifnecessary,provideplentyofotherexamplestoexplainthestructureandmeaningofadverbialphrases.Tellstudentsthatthepicturesillustratetheshortdialogues.

Answersa.Whyareyoucollectingmoney?/Whatareyou

collectingmoneyfor?b.Howoftendothechildrenplayfootballin

thepark?c. Wheredidyouseethefilm?d.Howdidthepaintermixhispaints?

Learning tip

AnalysethisLearningtiptogetherwiththeclass.Letthemknowthatweareusingcompleteanswersforpedagogicalpurposes,butinreallifewetendtouseshortersentences,especiallywhenspeaking.

PAGE 92

17++ 38 (Learningability:toconsolidatevocabulary).

Expressingcertaintyorlackofcertaintyisadifficulttaskforstudents.Itisknowninlinguisticsasepistemic modality,amodalitythatconnoteshowmuchcertaintyorevidenceaspeakerhasforthepropositionexpressed.

EpistemicmodalityinEnglishcanbeexpressed:a. grammatically,through: •modalverbs(may, might, must,etc.); •aparticulargrammaticalmood.b.non-grammatically(oftenlexically),through: •adverbials(perhaps, possibly, I’m certain,etc.); •acertainintonationpattern.

Source: Holmes, J. (1982) Expressing Doubt and Certainty in English.

RELC Journal, Vol. 13,No. 2, 9-28

Inthisexercise,studentspractisethelexicaltypethroughtheuseofphrasessuchasI’m certain, I know, I’m not sure, I believe,etc.Playtherecordingforstudentstochecktheiranswers.

Answersa.Guess.b.think.c.feel.d.I’mnotsure.e.arenotcertain.f.think.g.say.h.know.i.trust.j.believe.

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147BEinG ACtiVE

Unit 1

18++ 38(Learningability:toimitateaspokenmodel/toroleplayamonologue).

Helpstudentstodividethemonologueamongthemembersoftheirgroup.Playtherecordingwithpausesforstudentstopractiseandthenroleplaythemonologueinfrontoftheclassoranothergroup.


Julie has a British accent.Julie: Today was incredible. After months of very hard work,

we took part in the quiz and we were really great. Guess what! We won!

How am I feeling? I can think of a very good way to express how I feel: I’m over the moon, as it was quite a difficult quiz.

As for the other team, I’m not sure; they were also very good, but they were more nervous than our team. We kind of kept our cool throughout the quiz. The Green team complained about the rules a little, but rules are rules and we must obey them. If you are not certain about the rules, you should speak before the competition, and the other team didn’t say anything. So there!

I think lots of people will say that luck is important in competitions, but it’s not all luck, you know. You have to trust your skills and your knowledge and we were all well prepared.

The prize is important too; I strongly believe in positive motivation, and going to Brighton to spend the weekend there is that and much more. If I’m not too tired, I’ll record my impressions of the trip when I get back.

19QUICK SELF-CHECK (Learningability:toevaluatelearning).

Thisself-checkallowsstudentstoevaluatetheirperformanceinthegrammaraspectofthelessonandalsotoconsiderevaluationasacontinuousprocessthroughoutthebook.Readtheinstructionsaloud,makesurethatallthestudentsunderstandthemclearly,andsetaimelimittocompletethetask.Checkanswersandhelpstudentstoworkouttheirscores.

Ifastudenthasreachedthemaximumscore,youcanofferhim/hersomethingmorechallengingandaskhim/hertodoanotherexerciseorhelpanotherstudentwhoislaggingbehind.Ifoneormorestudentshaveonlyreachedtheminimumscore,youshoulddedicatesometimetogoingthroughthesubjectoncemoretomakesuretheyarereadytocontinuewiththerestoftheunit.


Answersa.Everyweekend.b. LastSaturday.c. alongthecliffs.d. veryloudly.e. tolookatthewhale.f. Witharollingmotion.

PAGE 93

20++(Learningability:toroleplayaconversation).

Elicitfromstudentspossibleresultsofinappropriatepronunciation.Theyarelikelytosaysomeofthese.

•Peoplewillnotunderstandme. •Peoplewillgetangrywithme. •Peoplemightmisunderstandme. •Peoplewillnotwanttolistentome. •Iwillgetself-consciousandwillnotwantto

usethelanguage.

Then,elicitorofferthemthefollowingtipstoimprovepronunciation.

•Practisenewwordssayingthemseveraltimes. •Listentootherpeoplesaythewords. •Modulateclearlyandcarefully,especiallywhen

youlearnanewword. •Learntodiscriminatebetweendifferent

soundsinEnglish. Studentspractisethedialoguesinpairsand

thengetintosmallgroupstoroleplaythem.

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148 Unit 4

21+++ APPLICATION TASK – SPEAKING(Learningability:toroleplayatelevisionprogrammeusingknowledgefromotherareas).

Formoreinformationontheseactivities,seePage 7oftheIntroduction.

Bycompletingthistask,studentswill: •participateinaquiz; •investigateatopic; •negotiateanoutcome/aprize; •learnhowtowritequizquestions;

•learnhowtoassignandevaluatescores.

Thisshouldbeafunactivity.Studentsgenerallylikedoingpuzzlesandquizzes,soitshouldofferanenjoyablelearningexperience.

Readtheinstructionsaloudandcheckthatstudentsunderstandthem.Givethemtimetochoosethesubject,todesignthepointssystem,andtopreparetheirquestions.Oncethequizzesareready,monitortheactivitythroughout.

22++ (Learningability:todiscussandcompare

differentlisteningstrategies).

StudentsgobacktoExercise6onPage89andanswerthetwoquestionsinpairsorsmallgroups.Trytolistentotheiranswersandgivethempromptstomovethediscussionforward.Youcanaskfastlearnerstocarryoutasurveytodiscoverthemosteffectivetipsandthentoprepareaposterwiththem.

23++(Learningability:toreflectonthecontentsofthelessonandrelatethemtopersonalexperiences,expressingvaluejudgements).

Thisisaroundupexercisewherestudentsareaskedtoreflectonwhattheyhavelearntinthelessonintermsofcontentandlanguage.

Metacognitionisatermthatmostteacherswill recognise-itrefersto‘thinkingabouthowa personthinks,’andisoneofthemost importanttoolsforlifelonglearning.Itisthus


Tellstudentstoworkingroupsandsharetheiranswerswithothergroups.Encouragethemtogiveandsupporttheiropinionswithrespectfortheirclassmatesatalltimes.Payspecialattentiontohowthegroupsdealwiththesequestions,whichinvitethemtoexpresstheirpointsofviewonseriousmoralissues.


1 Studentsreadthesentences,underlinetheprepositionalphrases,andcompletethechart.

Answers

Adjective or adverb?

Question answered

a. Before the competition, the coach revised our strategy.

Adverb When?

b. The computer on that desk is my mother’s.

Adjective Which one?

c. The noisiest students sat at the back of the bus.

Adverb Where?

d. That schoolbag on the floor is full of pens and pencils.

Adjective Which one?

2 Studentsstudythepicturesandfillintheblanksinthesentences(a–d)withthecorrectadverbialphrases.

Answers

a.fastenough–Picture3.b.quitewell–Picture1.c.incrediblyloudly–Picture4.d.alittlemorestraight–Picture2.

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149BEinG ACtiVE 149

3 Apartfromcertainknowledgeofprepositionalandadverbialphrases,thisexerciserequiresadegreeofcreativity.Itwillalsorequiresometimetoreplaceallthehighlightedphrases.Theexpressionsintheboxarenotalwayssynonymsofthehighlightedexpressions,butaresimilarinstructureand/orfunction.Beflexibleaboutstudents’useoftheirownideas.

Answersa.inMaytwoyearsago.b.inadifferentcity.c.eachmonth.d.forthekidsofthefamily.e.veryearly.f.quitewarmly.g.inlightclothes.h.onlysometimes.i.thistime.j.inthehouse.k.tothetake-offstrip.l.quitehighinthesky.m.extremelyhappyandatpeace.

PAGES 96 - 97JUST FOR FUN


Remindstudentsthattheyshoulddotheseactivitiesontheirown,withoutmuchinterventionfromyou,buthelpandsupportwhennecessary.

Answers1.TextI.–Picture3.TextII.–Picture5.TextIII.–

Picture1.TextIV.–Picture4.TextV.–Picture2.2.AIR–TextI.Zorbing.LAND–TextIII.Land

yachting.RAIN–TextII.Grasssledging.ROCK–TextIV.Abseiling.WATER–TextI.Zorbing.WIND–TextIII.Landyachting.

3.Answerswillvary,butmakesurestudentsexpressandsubstantiatetheirpreferences,showingrespectfortheirclassmates’opinions.


Beforedoingthissection,askstudentstonameatleastfiveimportantChileansportspeople.Whataretheirdisciplines?Whathavetheyachieved?WhichonesdotheyconsiderthebestsportspeopleinChile?Why?

Some important Chilean sports people:Swimming:KristelKöbrich,GianCarloZolezzi.

Football:AlexisSánchez,HumbertoSuazo,ArturoVidal.Tennis:MarceloRíos,FernandoGonzález,NicolásMassú,PaulCapdeville.Carracing:EliseoSalazar,MarceloMancilla,CristiánMackenna.Athletics:ErikaOlivera,KaelBecerra.Horseracing:JoséSantos,CristinaPontigo.Horseriding:AlbertoLarraguibel.Motorcycling:"Chaleco"López,JaimeandFelipeProhens.Archery:DenissevanLamoen.

WhenweaskstudentstoreadabouttheirowncultureinEnglish,weareaskingthemtoentertheirownreality,butinadifferentlanguage.TheaimofthissectionistoapplyEnglishinsituationsthatareveryoftenclosetostudentsandthatmostofthetimeholdasignificantinterestforthem.

Dependingonwhenthistextisused,youcanaskstudentsaboutGonzalez’sperformanceattheOlympicsandaskthemwhathissituationislikeatpresent.


AnswersREADING – SUMMER BREAK ACTI VITIESPleasenotethatthistextisfromanAmericansite,thereforeitusesAmericanEnglishspellingandvocabulary(vacation,soccer,center,organization,etc.)1. b.2. a.Baseballfield,basketballcourt,swimcenter. b.Zoo,aquarium,museum,library. c.Playaninstrument,playchess,learnpottery.3. a. VI. b. IV. c. V. d. II. e. I. f. III.4. a. VI. b. III. c. II. d. IV.LISTENING - FREE TIME ACTI VITIES 40 5. a. i.b. ii.c. i.6. a. False.b. True.c. True.7. a. NextTuesday. b. Salsa,meringue,waltz. c. Watercolours,oils,pottery,paintingonglass, jewellerymaking. d. Shorts,T-shirt.

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150 Unit 4

LANGUAGE 8. a. Howmuchdiditrainlastweekend?/Diditrainalotlastweekend? b. Whydidyouborrowthetools? c. WhereshouldIputthebook? d. Whendoesyourboyfriendbuyyouflowers?

Howoftendoesyourboyfriendbuyyouflowers?

9. a. reallycarelessly. b. tooquickly. c. withtoomuchfat. d. undersuspicion. e. onthelastday. f. aftertheterribleexperience.

SPEAKING

10. Askstudentstotalkaboutactivitiestheylike.Tellthemtosayhowandwheretheypractisethemandwhatkindofequipmenttheyneed.Thepresentationshouldbeatleastoneandahalfminuteslong.

Assignpointsaccordingtothefollowingcriteria.


Correct description of activity including all the required information.



3

Correct description of activity including most of the required information.



2

Correct description of activity including some of the required information.

2Some language mistakes.

1Fluid interaction, some pronunciation mistakes, some hesitation.

1

Poor description of activity, very little of the required information included.

2Language mistakes interfered withcomprehension.


0

WRITING

11.Studentsshouldbeabletowriteanitineraryforatripwithatleast5bulletpoints.

Assignpointsaccordingtothefollowingcriteria.


Wrote the itinerary following all the indications.


3 Correct spelling and format. 3

Wrote the itinerary following most of the indications.



2

Wrote the itinerary following some of the indications.



1

Tried to write the itinerary, but followed very few of the indications.



0

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151BEinG ACtiVE

Unit 4

TRANSCRIPT – LISTENING – FREE TIME ACTIVITIES 40

IGabriela speaks with a British accent and Hugo with a Chilean accent.

Gabriela: I’m thinking of joining Lorena in the waltz club.Hugo: I never thought Lorena would be interested in

this kind of things. She’s not very musical, is she?Gabriela: She took it up nearly three months ago and she’s

really good at it now.Hugo: That’s interesting, but I don’t really see you

waltzing around a room.Gabriela: Well, they have also salsa and merengue.Hugo: Yes, tropical rhythms are more like you.Gabriela: I think I shall start next Tuesday.Hugo: Just make sure to take some comfortable shoes.Gabriela: And I might also need a partner!Hugo: You must be joking! I’m a football and tennis guy. IIBoth 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, there’s painting on glass, jewellery making

and, next semester, we’re starting oil and water colour painting.

Greta: That’s great. I’d 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.IIIGeoffrey 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 I’d need some special clothes.Geoffrey: Not at the beginning. When you reach a higher

dan, you’ll need a kimono.Sean: I can just about imagine myself all in white with

a black belt.

Geoffrey: Hey, not so fast! It takes years of practice to even get to a red or green belt.

Sean: And there are no weapons involved, right?Geoffrey: That’s right. The name of the sport in Japanese

means ‘an empty hand’, so no weapons are used.








PAGES 102 - 105SYNTHESIS TEST UNITS 1 TO 4

AnswersREADING – APPLYING FOR A JOB1.TextI.–a.-ACV.TextII.–d.–Ane-mail. TextIII.–e.Aninterview.TextIV.–c.–Anarticle.2. b.3. a.True.b. False.c.False.d.True.4. a.ii.b.i.5. a.Dependingontheyearthebookisused:

2012:28,2013:29,2014:30.

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152 Unit 4

b.Microsoft,Apple. c.Completedjobapplication,certification,

resume,threereferences. d.He/shehasstrongtechnicalexperienceand

education.

LISTENING - COUNTRIES OF THE WORLD QUIZ 41

6.(2)Canada.(4)China.(3)India.(6)Japan.(1)SouthAfrica.(7)TheUnitedArabEmirates.(5)TheUSA.

7.a.ready.b.populous.c.answer.d.50.8. Question Nº Team Answer (3) or (7)

1 Red 3

2 Red 3

3 BlueRed

7

3

4 Blue 3

9. a.False.b.True.c.False.d.False.e.True.

LANGUAGE

10. Answerswillvary,butthesearesomepossibleanswers.

a. IfJohnwantstobecomeapilot, he should start training now / he’d better improve his physical condition / he ought to have good marks.

b. Ifyouwanttobesuccessfulthisyear, you should devote more time to your studies / you’d better start working harder / you ought to pay more attention in class.

c. Start working now / You should start working now / Hurry up / You’d better hurry up / Get some help / You ought to get some help ifyoudon’twanttoworktilllate.

d. Unlessitstartsraining, we´ll go to the seaside / we’ll have a picnic in the park / we’ll have lunch in the garden.

11. a. shouldI. b. oughtto. c. ‘dbetter.12. a.Ofthekidsinmyclass.b.Inanaccident.c.

bythewindow.13.Possible answers.Accepttheuseofdifferentwaysofmakingsuggestionsandrecommendations.Arnold: Iwouldliketogetapart-timejobthis

summer.WhatshouldIdo?Belinda:Congratulations!Ifyouwanttogeta

part-timejob,first,youshould/oughttolookforajobadvertisementinthepaperorontheInternet.

Arnold: Andafterthat,shouldIsendmyCV?Belinda:Yes.Icanhelpyoutowriteitifyouwant.Arnold: Thanks.Ishouldprobablywritean

applicationlettertoo.Belinda: Icanhelpyouwiththattoo!

WRITING

14.Studentswritequestionstoaskinajobinterviewtogetpersonalinformation,educationalbackground,experience,interestsandhobbies,etc.Assignpointsaccordingtothesecriteria.


Wrote an appropriate variety of eight to ten questions.

4Practically no grammar orvocabulary mistakes.

3Correct spelling and presentation.

3

Wrote a variety of five to seven questions.


2A few spelling mistakes and slightly incorrect presentation.

2

Wrote three or four questions. 2Some grammar and vocabulary mistakes.

1Several spelling mistakes and rather incorrect presentation.

1

Wrote only one or two questions.


0A lot of spelling mistakes and poor presentation.

0

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Unit 4

153BEinG ACtiVE

SPEAKING

15. StudentsroleplayajobinterviewusingthequestionstheywroteinExercise14.Assignpointsaccordingtothesecriteria.


Asked and answered eight to ten questions in a job interview.



3

Asked and answered five to seven questions in a job interview.


2

Asked and answered three or four questions in a job interview.


1

Asked and answered only one or two questions in a job interview.



0

SYNTHESIS TEST UNITS 1 TO 4 - LISTENING – COUNTRIES OF THE WORLD QUIZ - 41

All the speakers have a British accent.Quiz master: OK participants, buzzers at the ready? … and

go! Here comes the first question. Where did the 2010 World Cup take place? (buzzer sounds)

Red team: South Africa!Quiz master: Correct, South Africa it is. Are you all ready for

question number two? What country’s flag has a red maple leaf? (buzzer sounds)

Red team: Canada!Quiz master: Correct again; that’s another 50 points for the

Red team. Question number three. What’s the world’s most populous country?

(buzzer sounds)Blue team: India!Quiz master: I’m afraid you are wrong, Blue team. Red team?

Do you have the correct answer?Red team: Yes, it’s China.Quiz master: And that is the correct answer. 50 points for the Red team and minus 50 points

for the Blue team. Here comes the final question of the round. Which country has the world’s tallest building: the United States of America, Japan or the United Arab Emirates?

Blue team: The United Arab Emirates!Quiz master: Very good, Blue team; that is the right answer.

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154

PHOTOCOPIABLE ADDITIONAL ACTIVITIES UNIT 4 1. Studytheelementsinthistablecarefully.

a.Matchthetraveller(1 – 6)incolumnAwiththeplacevisited(i – vi)incolumnC,andthecorrespondingstatement(a – f)incolumnB.

b.Underlinetheprepositionalphraseineachstatement.

A B C

a.Afteraniceswim,Ireallyenjoysittinginthesun.

b.IneverthoughtIwouldcampintheNorthPole.

c. Itwasprettyhardclimbingupthatsteepslope.

d.Thereissomuchlifeunderthewater!

e.WearesotirednowafterourwalkaroundtheBigApple.

f. Wecouldseeseveralmonkeysoverourheads.

1

2

3

4

5

6

Unit 4

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155BEinG ACtiVE

Unit 4

2. Findanddescribeatleast10differencesinthetwopictures.Trytouseprepositionaloradverbialphraseswhereverpossible.

Source: http://familyfun.go.com/printables/travel-game-find-the-difference-703948/

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156

MyfatherhadasmallestateinNottinghamshire;Iwasthethirdoffivesons.IbecameanapprenticetoMrJamesBates,aneminentsurgeoninLondon,withwhomIcontinuedforfouryears.Myfathernowandthensendingmesmallsumsofmoney,Iusedthemtolearnnavigationandotherpartsofthemathematics,usefultothosewhointendtotravel,asIalwaysbelieveditwouldbe,sometimeorother,myfortunetodo.

IsoonbecameadoctorontheSwallow,theshipcommandedbyCaptainAbrahamPannel,withwhomIcontinuedthreeyearsandahalf,makinganumberofvoyages.Thelastofthesevoyagesnotprovingveryfortunate,Igrewwearyoftheseaanddecidedtostayathomewithmywifeandfamily.Afterthreeyears,IacceptedanadvantageousofferfromCaptainWilliamPrichard,masteroftheAntelope,whowasmakingavoyagetotheSouthSea.WesetsailfromBristolonMay4,1699andourvoyagewasatfirstveryprosperous.

Itwouldnotbeproper,forsomereasons,totroublethereaderwiththeparticularsofouradventuresinthoseseas;letitsufficetoinformhimthat,inourpassagetotheEastIndies,weweredrivenbyaviolentstormtothenorth-west.Onthe5thofNovember,whichwasthebeginningofsummerinthoseparts,thesailorssawarockwithinhalfacable'slengthoftheship,butthewindwassostrongthatweweredrivendirectlyuponitandimmediatelysplit.Sixofthecrew,ofwhomIwasone,havingletdowntheboatintotheseamadeashifttogetclearoftheshipandtherock.Werowed,bymycomputation,aboutthreemiles,tillwewereabletoworknolonger,beingalreadyspentwithlabourwhilewewereintheship.Wethereforetrustedourselvestothemercyofthewavesandinabouthalfanhourtheboatwasoversetbyasuddenflurryfromthenorth.Whatbecameofmycompanionsintheboat,aswellasofthosewhoescapedontherockorwereleftinthevessel,Icannottell,butconcludetheywerealllost.Formyownpart,Iswamasfortunedirectedme

andwaspushedforwardbywindandtidetotheshore.

Extremelytired,Ifellasleep.AsIwokeup,Iheardaconfusednoiseaboutme,butinthepostureIlay,Icouldseenothingexceptthesky.Inalittletime,Ifeltsomethingalivemovingonmyleftlegwhich,advancinggentlyforwardovermybreastcamealmostuptomychin;whenbendingmyeyesdownwardsasmuchasIcould,Iperceivedittobeahumancreaturenotsixincheshigh,withabowandarrowinhishands.Inthemeantime,Ifeltatleastfortymoreofthesamekindfollowingthefirst.Iwastotallyastonishedandshoutedsoloudthattheyallranbackinafright;someofthem,asIwasafterwardstold,werehurtwiththefallstheygotbyjumpingfrommysidesupontheground.However,theysoonreturnedandoneofthem,whoventuredsofarastogetafullsightofmyface,liftinguphishandsandeyesbywayofadmiration,criedoutinashrillbutdistinctvoice,“HEKINAHDEGUL”.Theothersrepeatedthesamewordsseveraltimes,butthenIknewnotwhattheymeant.Ilayallthiswhile,asthereadermaybelieve,ingreatuneasiness.

Afterawhile,strugglingtogetloose,Ihadthefortunetobreakthestringsandpulloutthepegsthatfastenedmyleftarmtotheground.BeforeIcouldcatchthem,thecreaturesranoffasecondtime.Suddenly,Ifeltahundredarrowsdischargedonmylefthand,whichprickedmelikesomanyneedles;besides,theyshotanotherflightintotheair,aswedobombsinEurope,andmanyfellonmybodyandsomeonmyface,whichIimmediatelycoveredwithmylefthand.Whenthisshowerofarrowswasover,Ifell,groaningwithgriefandpain.WhenthepeopleobservedIwasquiet,theydischargednomorearrows,butbythenoiseIheard,Iknewtheirnumbersincreased.Then,theyputaladderinfrontofmeandonesmallpersonclimbedtheladderandmademealongspeech,whichIdidnotunderstandatall.

A VOYAGE TO LILLIPUT(abridgedversion)

ADDITIONAL READING TEXT UNIT 4 – Excerpt from Gulliver’s travels, Chapter I

Unit 4

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Unit 4

1. Circlethebestalternative.a.ThestoryiswritteninOld English / Modern English.b.ThenameofGulliver’sfirstshipwasThe Antelope / The Swallow.c.Gulliver’sshiphita rock / the cost.d.WhenGulliverwokeup,hesawgiants / little creatures.

2. Whatistheoveralltopicofthistext?a.Gulliver’searlylife,education,andfirstadventure.b.Gulliver’sinterestinseatravel.c.Gulliver’splansforthefuture.

BACKGROUND INFORMATIONJonathanSwift(1667–1745)wasborninIreland,ofEnglishparents.Swift'sfatherdiedshortlybeforehewasborn,leavingJonathan,hissister,andtheirmotherdependentonhisfather'sfamily.TheirmothermovedtoEnglandandlefthimwithanurseforhisfirstthreeyears.

HeattendedIreland'sbestschools,includingTrinityCollegeinDublin.Hewastherein1689,whencivilunrestforcedhimandotherProtestantstofleeIrelandforEngland.InEngland,SwiftbegantoworkassecretarytoscholarandformerParliamentmemberSirWilliamTemple.In1695hereturnedtoIrelandandbecameaprotestantminister.

Between1696and1710,Swiftwrotemostofhisfirstgreatwork, A Tale of a Tub,aprosesatireonthereligiousextremesrepresentedbyRomanCatholicismandCalvinism,andin1697,hewroteThe Battle of the Books.In1720,hebeganworkuponGulliver's Travels,intended"tovextheworld,nottodivertit."Sincethen,ithasachievedquitethecontraryeffect;ithasbecomeoneofthemostbelovedchildren’sclassics,hasbeenfilmedseveraltimes,andhasevenbeenturnedintoacartoon.

Hislastworkwaspublishedin1735andhediedin1745.

Advantageous:(adj.)goodorusefulinaparticularsituation.Arrow:(noun)athinstickwithasharppointatoneend,whichisshotfromabow.Astonished:(adj.)verysurprised,amazed.Groan:(verb)toissueasoundasifinpain.Ladder:(noun)apieceofequipmentforclimbingupanddown,consistingoftwolengthsofwoodormetalthatarejoinedtogetherbystepsorrungs.Split:(verb)todivide,ortomakesthdivide,intotwoormoreparts.Struggle:(verb)tofight.Weary:(adj.)verytired,especiallyafteryouhavebeenworkinghardordoingsthforalongtime.

BEinG ACtiVE 157

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158 Unit 4

EXTRA TEST UNIT 4

READING - DOES BARCELONA COUNT AS ANOTHER COUNTRY?

A travel blog by maryannhaggerty Saturday, may 20, 2012

BARCELONA,Spain—Ihaveanarchitectureguidebook.

Keatinghashiscamerabag.Together,thatmeansavery

slowwalkalongBarcelona´sboulevards.

WhileBarcelonaislegallyinSpain,itisproudlythecapital

ofCatalonia,anareawithitsownlanguage(Catalán)and

withstreetsignsinalanguagethatlookslikeacrossof

SpanishandFrenchwithalotofextraXs.Spanishisthe

secondlanguage;sometimes,Englishshowsup,too,but

trilingualsignscanlookabitsilly.

TheBarcelonacitygovernmenthelpfullypublishesabook

withawell-explainedwalkingtourofmodernarchitecture.

OnourfirstafternoonandeveninginBarcelona,we

followeditcarefully(andslowly)forseveralmiles,

ooohhingandaaahhingatonespectacularbuildingafter

another,endingourstrollwithourfirstlookatLa Sagrada

Familia,thecathedralthatisGaudi´smasterpiece.

Thecathedralisstillverymuchaworkinprogress.

Actually,itisaconstructionsite-seephoto-wherehundredsofpeoplearelaboringona

building

thathasbeenintheworksformorethanacentury.Fromthere,wecrossedthecitytoParkGuell,a

Gaudifantasyofapublicpark.This,likemanyofhisotherworks,wasbuiltwiththebackingofa

patronwhomoreorlessgavehimanopencheckbook.

Barcelona´sextensiveundergroundsystemmadeitsimpletoreachsitesspreadaboutthecity;we

sawthemansionsofTibidaboAvenue,theJoanMiromuseuminMontjuic,andmore.

Thenarrowmedievalstreetsofthecity´soldquarters-Barri GoticoandEl Raval-madeitablastto

seekoutshopsandbarsonwhatIcouldonlythinkofasthe‘PicassoDrankHere’tour.Twoofthe

morefamousoneswheretheSpanishartistspentsometimeareThe London BarandEls Quatre Gats.

ThelatterreceivedanewtouchoffameinrecentyearsasoneofthekeysettingsinShadow of the

Wind (La Sombra del Viento),abookthatwasaEuropeanbestseller,aGothicthrillerthatissoakedin

Barcelonaatmosphere.

POSTEDBYMARYANNAT2:44AM

Taken from: Maryann(2009).Does Barcelona Count as Another Country?RetrievedonJuly11th,2009,

fromhttp://aroundtheworldin29days.blogspot.com/

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159BEinG ACtiVE

Unit 4

1 ReadthepostinMaryann’sblogandanswerthesequestions. 4 pts

a. WhydoesBarcelonasometimeshavetrilingualstreetsigns?

b. WhatdidMaryannandKeatingusetovisitthemostimportantsitesinBarcelona?

c. WhatisBarcelona’sundergroundsystemlike?

d. WhereinBarcelonadidPicassospendsometime?

2 Readthepostagainandfillintheblanksinthesesentences. 6 pts

a. isaveryfamousparkinBarcelona.b. isabookinwhichtheactiontakes placeinBarcelona.c. isawellknownSpanisharchitect.d. isthelanguagespokenin

Barcelona.e. and aretwooldquarters

inBarcelona.

3 Readthetextoncemore.Arethesestatementstrue(T)orfalse(F)? 3 pts

a. MaryannandKeatingarefondofpainting.

b. Spanishisthemostimportant languageinBarcelona.

c. La Sagrada Familiawasfinishedlastyear.

LISTENING - AMAZING PEOPLE, AMAZING STORIES

4 42Listentotherecording.Canyousaywhatkindoftextitis?Chooseanoption. 1 pts

a. Aninterview.b. Apersonalreport.c. Apieceofnews.

5 42Listentotherecordingagain.Numberthequestionsintheorderyouhearthem. 5 pts

a. Whatwouldyousayarethemostimportantachievements?

b. Andyoubecameavolunteer?c. Whatcanyoutellusaboutyour

experience?e. ____Howlongdoeseachcasetakeyou?f. ____Whendidyoufeelcompletely

engagedwiththevoluntarysector?

6 42Listentotherecordingoncemoreandchoosethebestanswer(i – iii)forthesequestions(a – d). 4 pts

a. HowdidJonathanspendhistimebeforebecomingavolunteer?

i. Heworkedwithyoungpeople. ii. Heworkedinindustry. iii. Hetravelledaroundtheworld.b. WhydidJonathananswerthe

advertisement? i. Tobecomeavolunteer. ii. Toexplorepotentialcareers. iii. Tobecomeateacher.c. Howlongdoeseachcasetakehim? i. Threeweeks. ii. Threedays. iii. Threemonths.d. HowdoesJonathanevaluatehis

experiencesinthevolunteerprogramme? i. Theywerepositive. ii. Theywerenegative. iii. Theywereneutral.

LANGUAGE

7 Completethesentenceswithaphrasefromthebox. 4 pts

· correctly in class · in Indian restaurants · to go hiking in the mountains · very recently

a. Ienjoyeating .b. Hegraduated .c. Didhebehave ?d. Youneedpropershoes .

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160 Unit 4

8 MatchthesentencesincolumnA(a – f)withthephrasesincolumnB(i – vi). 6 pts

Aa. Myfriendworksasanerrandboyb. Wewenttothepoolc. Iwenttosleepd. Jackwentoutsidee. Johnwillmeetmeheref. Theboylaughed

Bi. aftermidnight.ii. forsomefreshair.iii. at4o’clock.iv. incrediblyloudly.v. towatchthecompetition.vi. atthegrocerystore.

SPEAKING

9 Usethequestionwordsintheboxtoexchangeinformationwithyourpartneraboutyourlastholiday. 10 pts

· How · What · When · Where · Why

WRITING

10 Thinkaboutanoutdooractivityyouhavedonelatelyandwriteaposttoablog(maximum130words)liketheoneinthereadingtext.Includeyouropinionoftheplace,theactivities,thepeople,theweather,andanyotherinformationyouwanttoshare. 10 pts

0 to 10

KEEP TRyING

11 to 25

REvIEw

26 to 39

wELL DONE!

40 to 53

ExcELLENT!

53 PTS

TOTAL

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161BEinG ACtiVE

Unit 4 NOTES

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162 Unit 5

Unit At WORK


• Ifavailable,useadditionalmaterialssuchasillustrations,pictures,diagrams,applicationletters,websitearticlesaboutvoluntarywork,etc.

Thefollowingwebsitesareanexcellentsourceofinformationonthetopicofthelesson:http://www.volunteermatch.org/

http://jobsearch.about.com/od/jobapplicationletters/Job_Application_Letters.htm

• Usefulmaterialsforthisunitare:lists(nouns,adjectives,conceptlists,etc.),dictionaries,glossaries,definitions,printedhandouts,librarymaterial,andnotes.

5

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:

• matchinformationandpicturesthatrepresentit.

• summariseinformation.

• infermeaningofwordsandexpressions.

• identifydescriptionsandmakeinformedchoices.

WRITING: to write a composition about a personal experience organisingthepartsofthetextandincludingdetailstomake itinteresting.

LISTENING: to identify expressions of interest and correct sequence in job interviews that contain the communicative function of describing events and actions and indicating the duration of events, and:

• generalisefromprovidedvisualinformation.

• predictandmatchpossiblecontent.

• discriminatebetweencorrectandincorrectinformation.

SPEAKING: to participate in dialogues, presentations, and job interviewsexpressingdifferentfeelingsandvaluejudgements.

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Unit 5

163At WORK

PAGE 106INTRODUCTION




Alsoconsiderthesefactorswhenevaluatinglearningandperformance.

•Motivationleadstoincreasedeffortandenergy.Ifyourstudentsaremotivated,theywillperformbetterandtheirparticipationinclasswillbebetter.Remember:itistheteacher’sroletomotivatestudents.

•Justlikemotivationpositivelyaffectslearning,stressdoessoinanegativeway.Ifyounoticethatastudentisperformingbadlyafteraspellofgoodperformance,trytofindoutifthereisastressingfactorinhis/herlifethatisaffectingthewayhe/sheislearning.

•Personalitytypes,personalvalues,beliefs,andattitudesrelatedtolearningcanalsoaffectperformance.Itisimportanttokeepinmindthatanaturallyshystudentmightlearnaswellasanoutgoingone,buthe/shewillnotperforminthesameway.

PAGE 107GETTING INTO ThE UNIT

Explaintostudentsthatthispageofeachunitwillcontainactivitiesmeanttoidentifyandactivatetheirpreviousknowledgeofthetopicandrelatedvocabulary,toestablishthestartingpointfortheactivitiesthatwillfollow.Theywillalsohelptodetectweaknessesthatwillrequireextraworkandsupport,tocontextualisethecontentsthatwillbedeveloped,andpresentcognitivechallenges.


1 Askstudentsiftheyhaveeverbeenaskedtofillinaform.Where?Why?Whydoweneedforms?Whatisspecialaboutthem?AskthemtoexaminethetwoformsonPage107andidentifytheirusefromtheoptionsprovided.Whatkindofinformationisrequiredineachform?

AnswersForm1–c.Form2–b.

2 TellstudentstocopyForm2intotheirnotebooksandfillitinasfullyaspossiblewiththeirowndetails.Theycaneveninventa'persona'tofillinalltherubricsortheycanusetheinformationofoneoftheirparentsorrelatives.

3 Studentswillneedtousestructuresthatexpressinterest,surprise,sadness,lackofinterest,andothersiftheywanttocommunicateadequatelyinEnglish.Thisexercisecheckshowfamiliartheyarewithsuchexpressions.Thetopicisfurtherdevelopedthroughouttheunit.

Answersa.-Picture3.b.–Picture1.c.–Picture2.

PAGES 108 - 109GETTING READY FOR ThE UNIT

Beforestartingthisunit,studentsneedto:

•recogniseandusethePresentContinuoustense.•usethePresentPerfecttense.•knowhowtoexpressthedurationofevents.

1 AlthoughweusethePresentContinuoustensealsoforotherthings,thisexerciseconcentratesontheuseforactionsthatarehappeningrightnow.AskstudentstoworkinsmallgroupsandmimeactionsthattheotherstudentshavetoguessusingthePresentContinuoustense.

2 PreparesixbeginningsofsentencessothatstudentscanfinishthemusingthePresentContinuoustense.Herearesomepossibleoptions.

a.Atthemoment,Esteban . b.Thesun . c. LookatPatricia.She . d.Juan,what ? e. Atpresent,we . f. What ?

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164 Unit 5

3 StudentsworkontheirownandwritesentencesinthePresentContinuoustensetodescribewhatishappeninginthepicture.Theythensaytheirsentencestoapartner,whohastofindtheperson/peopledoingtheactiondescribed.

Possible answersTwogirlsarewalkingtotherightofthepicture.Ayoungmaniswalkingwithhisgirlfriend.Severalpeoplearebuyingfoodatthekiosks.Agirlispointingtotheright.Twoguardsaretalkingunderthelights,etc.

4 StudentsworkontheirownandcirclethesentencesthatcontainthePresentPerfecttense.

Ifnecessary,youcanasksomestudentstowriteontheboardasummaryofhowthePresentPerfectisformed.

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 (haven’t) + Participle of main verb.He / She / It + has not (hasn’t) + Participle of main verb.Interrogative:Have + I / you / we / they + Participle of main verb.Has + he / she / it + Participle of main verb.

AnswersI have hadthiscomputerfortwomonthsandsofarI have hadnoproblemwhatsoever.AnditisreallyunusualformebecauseIam“technologicallyimpaired”,assomeofmy friends have describedme.Whattheywanttosayisthatanytechnologicalobjectinmypossessionissuretohavesomekindofproblem.“Have you ever triedtoreadthemanuals?”myfriendsask.“No,Ihaven’t,”ismytypicalanswer.

BACKGROUND INFORMATION WeusethePresentPerfecttensetosaythatanactionhappenedatanunspecifiedtimebeforenow;theexacttimeisnotimportant.WecannotusethePresentPerfectwithspecifictimeexpressionssuchasyesterday, one year ago, last week, when I was a child, when I lived in Japan, at that moment, that day, one day,etc.WecanusethePresentPerfectwithunspecificexpressionssuchasever, never, once, many times, several times, before, so far, already, yet,etc.

5 ThemostcommontimeexpressionsusedwiththePresentPerfectarefor, since, ever, never, just, already, yet , still, lately, so far, in recent years, many times,etc.Thewordyet isnormallyusedinnegativeandinterrogativesentences.AllthewordsandexpressionsintheboxcanbeusedinsentencesinthePresentPerfecttense.Encouragestudentstouseallofthem.

Possible answersa. GailhasknownCharlesfor many years / since

2002 / all her life.b. Haileyhaspaintedtwopicturesthis week /

recently / so far.c. Ihaven´tmadeadecisionyet / recently / till

now.d. I’velivedheresince2002 / for ages / for many

years.e. Thepaintinghasbeenstolenrecently / several

times / this week.

6 Askstudentstoreadthetextandestablishitspurpose.Theythencomparetheiranswerwithanotherstudent.

Explaintostudentsthattypeoftextandpurposeoftextarenotthesame.Forexample,twoletters(sametypeoftext)canhavemanydifferentpurposes:toinform,tocomplain,toconfess,toenquire,etc.

Answerb.

7 Studentsreadthediaryagainandnumbertheactionsdescribedinthecorrectorder.

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165At WORK

Answers1.b. 3.c. 2.d. 4.

8 46 Askstudentstoreadthecardandidentifythetypeofinformationtheywillhavetolistenfor. PlayonlythefirstexchangeoftherecordingyouwillbeworkingwithinLesson2 ofthisunitforstudentstofillinthecard.Checkanswersontheboard.

AnswersNameofapplicant: JohnAge: 25 City: Brighton Brothersandsisters:two brothersOccupation: tourist guideHowlong: since he left school

PAGE 110LESSON 1 – READING

VOLUNTEERING

+++

BEFORE YOU READ



•thePresentContinuoustense(refertoExercises1–3onPage108).

•thePresentPerfecttense(refertoExercises4and5onPage108).

1 +(Learningability:toconnectcontentandpersonalexperiences).

Atthisstageoflearning,studentsarereadytodosomeanalyticalworkontheunit.Atthebeginningofeachlesson,askthemtoprepareachartliketheoneprovidedhereandfillinthecorrespondingcolumnatdifferentstagesofthelearningcycle.Thetwofirstcolumnsofthechartshouldbefilledinatthebeginningofthelesson.Youshoulddoittogetherwithstudents.Forexample,forthislesson,inthefirstcolumn,studentsmightwritedifferenttypesofvoluntaryworktheyknowof.Inthesecondcolumnofthechart,theymightwanttowrite:otherverb

tenses,morevocabularyrelatedtovoluntarywork,writingapplicationletters,etc.Thethirdcolumnofthechartisfilledinattheendofthelastlessontoseewhatstudents’learningprocesswaslikeandiftheirexpectationsweremet.

KWL CHART (Know / Want to know / Learnt)What I know What I want to know What I learnt

Talktostudentsaboutvolunteeringingeneralandabouttheirownexperiences.Weretheypositive?Whydotheythinkpeoplevolunteertodosomethingtheyarenotpaidfor?Wouldtheyvolunteer?AskthemtonameChileanandinternationalorganisationsthatdovoluntarywork.

Drawstudents’attentiontotheInternetsitewheretheycanfindmoreinformationonvoluntarywork.

Encouragethemtousethesiteontheirown,buttoshareinformationwithyouandwiththeirclassmates.

BACKGROUND INFORMATION Volunteeringtakesmanyformsandisperformedbyawiderangeofpeople.Manyvolunteersarespecificallytrainedintheareastheyworkin,suchasmedicine,education,emergencyrescue,animalrescue.Othervolunteersserveonanas-neededbasis,suchasinresponsetoanaturaldisasterorforabeachcleanup.

ThesearesomeBritishvoluntaryorganisations.NSPCC TheNationalSocietyforthe

PreventionofCrueltytoChildrenistheUK’sleadingcharityforchildprotection.

Anti Slavery Organisation World’soldestinternationalhuman

rightsorganisation,foundedin1839.TheonlycharityintheUnitedKingdomtoworkexclusivelyagainstslaveryandrelatedabuses.

Unit 5

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166 Unit 5

Samaritans Provideconfidentialemotionalsupporttoanypersonwhoissuicidalordespairing.

RSPCA LeadingUKanimalwelfarecharity specialisinginanimalrescue,animal

welfare,andpreventionofcrueltytoanimals.

ThesearesomeAmericanvoluntaryorganisations.Direct Relief Non-profitorganisationworking withmorethan1,100clinicsinallof theUSA,providingthemwithfree medicinesandsuppliesfortheir low-incomeanduninsuredpatients.

Volunteers of AnorganisationfoundedmorethanAmerica 100yearsagothatworksinareasas diverseas homelessness,mental health,emergencyrelief,etc.American AnorganisationdedicatedtoCancer thepreventionofcancerSociety andtorelatedresearch.

ADDITIONAL ACTIVITYCheckhowmuchstudentsknowaboutChileancharitiesandvoluntarywork.Writetheseand/orothercharitiesandgovernmentdepartmentsontheboardandaskthemwhichonesdovoluntarywork.

•ComisiónNacionaldeInvestigaciónCientíficayTecnológica-Conicyt

•DireccióndeBibliotecas,ArchivosyMuseosDibam•FundaciónlasRosas•HogardeCristo•MINEDUC•ONEMI•Salvamento,AsistenciayRescate•Teletón•LaCruzRoja

AnswersTeletón,FundaciónlasRosas,HogardeCristo,LaCruzRoja,andSalvamento,AsistenciayRescatedovoluntarywork.

2 +(Learningability:toactivatepreviousknowledgeofthetopic).

Askstudentstodescribetheactionsinthepictures.Cantheyrecognisetheorganisations?Whatdotheynormallydo?Howdotheygettheirfundingandrecruitvolunteers?Whyisitimportanttobeavolunteer?

AnswersAllthepicturesshowvoluntarywork.Picture 1:Thevolunteersaredistributingfood.Picture 2:Thevolunteersareputtingoutafire.Picture 3:Thevolunteerishelpingadog.

3 ++(Learningability:todiscusstopicandexpressvaluejudgements).

Readthetwostatementswiththeclassandthendiscusswithstudentsdifferentwaysofagreeinganddisagreeingpolitely.Herearesomeoptions.

Expressing your opinion politelyPersonally, I think that... Personally, I feel that.... Personally, I believe that... In my opinion, ...

Politely disagreeingI can see your point, but ... I see what you mean, but ... I understand what you’re saying, but on the other hand, ...

Politely responding to someone who disagrees with you

a. Ifyouthinktheirargumentsareconvincing Hmmm.Goodpoint.

That’s a good point. You’ve got a point there.

b. Ifyoudon’tthinktheirargumentsareconvincing,andyouhaveagoodreply

The problem I have with that argument is that... I have a problem with that argument. Here’swhy:....

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167At WORK

I don’t think that’s a very good argument because ...

I don’t buy that because ... (thisisquiteinformal).

c. Ifyoudon’tthinktheirargumentsareconvincing,butyoudon’thaveagoodreply

I’m not so sure about that.

4 +(Learningability:tomatchwordsandtheirdefinitions).

Gothroughthewordsintheboxwiththeclass.Readthemaloudoraskstudentstodoit;tellthemtohavealookatthetextsandfindthewords.Cantheyguesstheirmeaningfromthecontext?Askstudentstomatchthemeanings(a – f)withthewords.

Remindstudentsthatsuccessisafalsecognate;itdoesnotmeansuceso,butéxito.

Answersgroom–d.huge–a. lap–c.stuff–e. success–b.tangled–f.

5 + (Learningability:tomakepredictionsfromthecontextandfromvisualclues).

Inthisexercise,studentspredictthecontentofthetexttheyaregoingtoreadonthebasisofprovidedinformation–titleofunit,pictures,andpreviousexercises–andfromtheoptionsprovided.Donotcheckanswersatthispoint.

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WhILE YOU READ

6 + (Learningability:tovalidateprediction).

StudentsquicklyreadthetextsandchecktheirpredictionsinExercise 5.

Answerc.

7 ++(Learningability:torelateinformationinordertosynthesisecontent).

Inthisexercise,studentschooseonesentencethatbestsummariseseachtext.Remindthemthatsummarisinginvolvesputtingthemainidea(s)intootherwords,butincludingonlythemainpoint(s).

Answersa. TextI.c.TextIII.d.TextII.

8 ++(Learningability:toidentifycommunicativepurpose).

Differenttextshavedifferentpurposesanditisimportantforstudentstorecogniseit.

Forexample:•anadvertisementisgenerallywrittento

persuadeustobuysomething;•aletterisusuallywrittentoinformaboutsomething;

•amanualmightinstructushowtodosomething;

•anencyclopaediaentrygenerallygivesabriefdefinitionofsomething.

Askstudentstoidentifythegeneralcommunicativepurposeofthearticleandthecommunicativepurposeofeachtext(I – III).

AnswersGeneral–b.TextI–d. TextII–a.TextIII–c.

ADDITIONAL ACTI VITYAskstudentstomatchthetypeoftextincolumnAofthischartwiththecorrespondingcommunicativepurposeincolumnB.Youcanalsowriteshortextractsfromdifferenttextsorusecut-outsfromnewspapersandmagazinesandthenaskstudentstoidentifythepurpose.

A Ba. A newspaper article on music types i. To informb. A recipe ii. To informc. A travel book iii. To informd. A university brochure offering courses iv. To instructe. An instruction leaflet v. To instructf. An invitation to a party vi. To persuade

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168 Unit 5

AnswersToinform.b. Toinstruct.c. Topersuade.d. Toinform.e. Toinstruct.f. Toinform.

9 ++(Learningability:toinfermeaningofwordsandexpressions/toclassifyspecificinformation).

TellstudentsthatwecanexpressthefeelingsofsadnessandhappinessnotjustbysayingI am sad orI am happy,butthroughavariednumberofidioms.

Askstudentstogobacktothetextsandstudytheexpressionswritteninbold(a – h).Cantheyguessfromthecontextwhichonesexpresssadnessandwhichoneshappiness?Afterthis,theyshouldwritethemintheorganiserandthenpractisethembywritingsentences.

Answers

Pleasure / Happiness Sadness / RegretJust grins from ear to ear. Feeling down in the dumps.Be over the moon. With a lump in my throat.You´ll never look back. My heart sinks.Having the time of my life.

10++(Learningability:tolocatespecificinformation).

Studentsreadtheinstructionsandtheincompletesentencesandthenreadthetextsagain.

Answersa. TextI.b.TextIII.c.TextIII.d.TextII.e.TextII.

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11++(Learningabilities:toidentifydescriptionsandmakeinformedchoices/Tomatchinformationandvisuals).

DescribinginEnglishusuallyinvolvesusingalotofadjectives.Ifwedescribeactions,thenweuseverbs.AskstudentstoreadTextIagain,findallthewordsthatdescribethethreeanimalsmentioned,andthenwritethemunderthecorrespondingpicture.

Answersa.Rufus-blackandwhite,greeneyes.b.Sooty-completelyblack,yelloweyes.c. Duchess-Persian,blue-eyed,long-coated.

OPTIONAL ACTIVITY - GAMEYoucanaskfastlearnerstoplayagameusingthepicturesoftheothercatspresentedinTextI.Studentswriteashortdescriptionofthecatsandthentaketurnstoreadonetoapartnerandask:whichanimalamItalkingabout?Alternatively,usepicturesofotheranimalsorpicturesofpeople.

12++(Learningability:tofindsynonyms).

Tellstudentsthatwhenwecreatesentences,wecanmakethemmoreinterestingbyusingwordsthatmeanthesameasthewordyouarespeakingabout.Thisallowsustoaddvarietytoourvocabulary.Youcangivethemanexampleoftwosentences,oneofwhichusessynonymsandanotheronewhichdoesnot.Whichonesoundsbetter?

a.I live in a nice little house and the house is in a nicelittletowninCanada.

b.I live in a lovely little house and it is in a small, pleasanttowninCanada.

AnswersInthisorderinthetext:a. moggies.b.feline.c.tom.d.Persian.e.kitten.

ADDITIONAL ACTIVITYTakestudentstothecomputerlab.Prepareatextwithsometenwordssuitableforsynonymreplacement.Tellthemtolocateathesaurusonlineorinawordprocessingprogram.Tellthemtoselecttheword,click‘Tools’onthemenubaratthetopofthescreenandchoose‘Language’and‘Thesaurus.’

Thecomputerwillpresentalistofwordsorexpressionsstudentscansubstitutefortheirownword.Askthemtocomparetextsintheirgroupsandjustifytheirchoicesofsynonyms.Hereisanexampleoftextyoucangiveyourstudents:

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Unit 5

Volunteeringishardtopractise,butrewardingandinspiring.IneverhadthegutsandinteresttovolunteeruntilIwasinmylate20s.Workingforanon-profitcommunityorganisationgavemethebestexperienceinsocialinteractionandinterpersonalskillsthatIwouldhavenotlearntelsewhere.NowIlivemylifeheadhighwithself-confidencetohandlethechallengingworkofanyproject.Iattributethiscompetencytovolunteering.

Possible answersVolunteeringisdifficulttopractise,butgratifyingandstimulating.IneverhadthegutsandcuriositytovolunteeruntilIwasinmylate20s.Workingforanon-profitcommunityinstitutiongavemethemostfantasticexperienceingroupinteractionandinterpersonalabilitiesthatIwouldhavenotacquiredelsewhere.NowIlivemylifeheadhighwithself-assurancetodealwiththestimulatingworkofanyproject.Icreditthisabilitytovoluntarywork.

13+++(Learningability:toidentifyspecificinformation).

Askstudentstoreadandtrytoanswerthequestions,andthenreadTextIIagaintochecktheiranswers.Checkanswersorallywiththewholeclass.

Learning tipAnalysethisLearningtiptogetherwiththeclass.Remindthemoftheimportanceoffocusingtheirattentionwhenreadingorlistening,inthiscase,ontheinformationtheyneedtofind.

Answersa.Ananimalshelteroranimalprotection

organisation.b.Yes,apersoncanworkasavolunteerevenjust

for40minutesaweek.c.Walkdogs,stuffenvelopes,orhelpwith

fundraisingevents.d.Tohelptoprotectanimals.e.Anytwoofthese:yougetgoodcompany,you meetthenewyou,youcanfindanewcareer, youbecomepartofthesolution.f. Theycanphone.

14+++(Learningability:todiscriminatebetweencorrectandincorrectinformation).

Askstudentstoreadthestatements(a – f)anddecideiftheyaretrueorfalse.ThentheymustgobacktoText IIItochecktheiranswers.

Youcanaskfastlearnerstocorrectthefalsestatementsandsharetheinformationwiththeclassoncetheyhaveallfinished.

Answersa.True.b.False.Theanimalsandthepeoplearereallyfriendly,everyoneisreallyrelaxed,andshe’sbeenhavingthetimeofherlife.c.True.d.False.Veryoftenshethinksitisbadnews:anotherpersongivinguptheirpet.e.False.Sheoffersadviceoncatsanddogs.f. False.Shegivesalotofinformation:ifshethinksananimalcanbeadoptedornot,onadoptionandeuthanasiapolicies,onwhatthepeople’soptionsare.

AVOID ThIS MISTAKEAVOID ThIS MISTAKE

TellstudentstogobacktoText IIandwritedownallthepluralstheycanfind.

dumps–places–hours–minutes–dogs–envelopes–lives–animals-benefits–

hundreds–thousands–creatures–lots–friends–skills–things–dreams

Elicit/providethegeneralrulesfortheformationofplurals.

a.Mostnounsadd-stotheirsingularform.Examples:Allthewordsinthelistaboveexceptlives(pluraloflife).b.Wordsendingin-ch,-sh,-s,-xadd-estotheir

singularform.Examples:match–matches,dish-dishes,bus–buses,box-boxes.c.Mostnounsendingin-oformtheirplural

adding–es.Examples:tomato-tomatoes,potato-potatoes.

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170 Unit 5

d.Somewordsendingin-oformtheirpluraladdingonly–s.

Examples:piano-pianos,radio-radios.e.Nounsendinginconsonant+ychange-yto–i andadd–es.

Examples:baby–babies,family-families,fly-fliesf. Somenounsendingin-for-fe changeforfeforv

andadd–es.Examples:life–lives,knife–knives,wife-wives,wolf-wolvesg.Someirregularpluralsdonotfollowanyofthe

rulesabove.Examples:child – children, foot – feet, goose – geese, louse – lice, man–men,mouse–mice,person–people,ox-oxen,sheep – sheep, tooth – teeth, woman – women.

Tellstudentstocopyanddothisexerciseintheirnotebooks.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 fefor v and add –es:Do not follow any of the rules:

Answers

Add –s: boys – cats – days – tables – teachers – turkeys.

Words ending in -ch,-sh,-s,-x add –es:

bushes – classes – witches.

Words ending in -o add –es:echoes - heroes - tomatoes – torpedoes.

Words ending in -o add only –s: memos – cellos – stereos.Words ending in consonant + y change -y to -i and add –es:

babies – families – jellies – libraries.

Words ending in -f or -fe change f or fe for v and add –es:

knives – leaves - wolves.

Do not follow any of the rules: geese – men – mice – people.


CopythissentencefromTextIIIontheboardandhighlighttheword for:

…, how long they will have to wait for a space at the shelter, …

Explainthattheverbwait usestheparticlefor,exceptintheImperative,whenwedonotincludeawhoorawhat:Wait!Don’tcrosstheroadyet!


Fill in the blanks in these sentences with as many words as necessary.

a.I’vebeenwaiting allmylife.

b. Wait !Iwanttogotoo.

c. We’rewaiting beforewegoout.

d. ThisisjusttheopportunityI’vebeenwaiting .

e. Rudy’swaiting .

f. Kellywasattackedwhileshewaswaiting .

g. Wait! .

AnswersWillvary,butmakesurethesentencesmakesense.Sentencesa. – f.requiretheuseoffor.

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171At WORK

PAGE 115AFTER YOU READ

Language Note

THEPRESENTPERFECTCONTINUOUS

ThissectiondealswiththestructureanduseofthePresentPerfectContinuoustense.Weuseittodescribeanaction thatstartedinthepastandstoppedrecently.Thereisusuallyaresultnow.(I´m tired because I´ve been running).

WealsousethePresentPerfectContinuoustoshowthatsomethingstartedinthepastandhascontinuedupuntilnow.

ThestructureofthePresentPerfectContinuoustenseis:

Subject+auxiliaryverb+auxiliaryverb+mainverb have been base+-ing has

WhenweusethePresentPerfectContinuoustenseinspeaking,weoftencontractthesubjectandtheformoftheverbhave;wealsosometimesdothisininformalwriting.

I have been I’ve beenYou have been You’ve beenHe has beenShe has beenIt has beenJohn has beenThe car has been

He’s beenShe’s beenIt’s beenJohn’s beenThe car’s been

We have been We’ve beenThey have been They’ve been


ReferstudentstotheLanguageNotebeforedoingthisexercise.Providemoreexamplesandcheckthatstudentsunderstandboththestructureanditsapplication.

Answersa. Ithasbeen(It’sbeen)rainingsince5o’clockon

Monday.b. Thedoghasbeen(Thedog’sbeen)chasingits

tailsince4:30today.c. Theyhavebeen(They’vebeen)workinginthe

gardensince3pm.d. Grandmahasbeen(Grandma’sbeen)knitting

thatsweatersincelastspring.e. Theyhavebeen(They’vebeen)playingchess

sincenoon.f. Hehasbeen(He’sbeen)paintingthehouse

since9am.

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16++ (Learningabilities:toconsolidatevocabulary/toconsolidatealanguagepoint).

Askstudentstoworkinpairsandcarefullystudythepictures.Whathavethepeoplebeendoing?Whydotheythinkthattheyhavebeendoingit?Tellthemtofillintheblanksintheconversationusingthevisualclues.

Youcanusethisexerciseasembeddedevaluationofgrammarandvocabulary.

Feedback:0–6correctanswers:needsalotoffurtherstudying.7–13correctanswers:good,butcouldimprovewithextrapractice.14–20correctanswers:verygood,couldtrytohelpclassmateswhodidpoorly.

17++ 43 (Learningabilities:toimitateaspokenmodel/toroleplayaconversation).

StudentslistentotherecordingtochecktheiranswersinExercise16andthenlisten,repeat,practise,androleplaytheconversation.

TRANSCRIPT – ORAL PRACTICE 43 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 they’ve 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.

Unit 5

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172 Unit 5

Cynthia: What do you think he’s been doing?Eddie: His face looks red.Cynthia: Is he embarrassed?Eddie: No, I think he’s just come from the beach. I think he’s

been lying in the sun for too long.Cynthia: And what about the girl?Eddie: The one with the dirty face?Cynthia: Yes, what’s she been doing?Eddie: I think she’s 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 they’ve been shopping.Cynthia: They certainly have!Eddie: And it seems they’ve been having fun for

hours!errors.


Thisself-checkallowsstudentstoevaluatetheir performanceinthegrammaraspectofthe lessonandalsotoconsiderevaluationasa continuousprocessthroughoutthebook.Read theinstructionsaloud,makesurethatallthe studentsunderstandthemclearly,andseta timelimittocompletethetask.Checkanswers andhelpstudentstoworkouttheirscores. Ifastudenthasreachedthemaximumscore, youmightwanttoofferhim/hersomething morechallengingandaskhim/hertodo

anotherexerciseorhelpanotherstudentwhoislaggingbehind.Ifoneormorestudentshaveonlyreachedtheminimumscore,youshould

dedicatesometimetogoingthroughthe subjectoncemoretimetomakesuretheyare readytocontinuewiththerestoftheunit.

Answersa. havebeenstudying.b. havebeenwaiting.c. hasbeencorrecting.d. Hasitbeenraining.e. havenotbeenlistening.

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19+ (Learningability:toidentifyandapplyatypeface:italics).

Reviewwithstudentsthethreeusesofitalics.Providesomeextraexamplesandaskthemtohighlightthewordstobeitalised.Then,inpairs,theyshouldexplainwhichofthefourrulestheyapplied.Checkanswersorallyandontheboard.

Answersa.Fillintheblankswithbut, howeverand

although.(Rule4,wordsaswords).b. HaveyoureadEclipse?(Rule1,titleofanovel)c. Tchaikovsky’sNutcrackerSuiteisoftenperformed

atChristmas.(Rule1,titleofalongmusicalpiece).d. The Titanicsankwithalmost2,000peopleon

board.(Rule2,nameofavehicle).

20+++APPLICATION TASK – WRITING (Learningability:towriteatextorganizing

contentandformat).


Bycompletingthistaskstudentswill: •learnhowtotakenotes; •evaluatemoralvalues; •learnwhatdetailstoselectforwriting

purposes; •revisetheirownwork. Gothroughtheinstructionswithstudentsand

checkthattheyallunderstandwhattheyhavetodo.TellthemtousethePastSimpletense,giventhatitisgoingtobeatextaboutapastexperience.Ifstudentstellyouthattheyhavenevervolunteeredorworked,tellthemtoinventastory.Checkeachpieceofwritingandcorrectgrammarandspelling.Discussstudents’performanceandgivefeedback.

21+++(Learningability:toreflectonthecontentsofthelessonandrelatethemtopersonalexperiences,expressingvaluejudgements).

Studentsareaskedtoreflectonwhattheyhavediscussedinthelessonanddecideifwhattheyhavedonehashelpedthemtotalkaboutthetopicofthelesson.Encouragestudentsto

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173At WORK

discusstheiranswerstothequestionsinsmallgroupsandtogiveandsupporttheiropinionswithrespectfortheirclassmatesatalltimes.

Encouragethemtoexpresstheirhonestopinionswhenansweringquestionsb.andc.,whichraisevalueissues.

ThisisalsothemomentwhenstudentscanfillinthethirdpartoftheKWLchart.

PAGE 118LESSON 2 - LISTENINGAPPLYING FOR A JOB

+++

BEFORE YOU LISTEN


Forthislesson,studentsshouldbefamiliarwith:•howtoexpressthedurationofevents.

BACKGROUND INFORMATION

Curriculum vitae versus resume StudentsshouldknowwhyandhowtowriteagoodCV/resume.Thegeneralpurposeistogetaninterview;itneedstoshowwhatthatpersoncando,andwhyheorsheisfitforajob.

Thereareseveraldifferencesbetweenacurriculumvitaeandaresume.

Acurriculumvitaeisalonger(uptotwoormorepages),moredetailedsynopsisofaworker’sbackgroundandskills;itincludesasummaryoftheperson’seducationalandacademicbackgroundsaswellasteachingandresearchexperience,publications,presentations,awards,honors,affiliations,andotherdetails.

Likearesume,acurriculumvitaeshouldincludetheapplicant’sname,contactinformation,education,skills,andexperience.Inaddition,aCVincludesresearchandteachingexperience,publications,grantsandfellowships,professionalassociationsandlicenses,awards,andotherinformationrelevanttothepositionthepersonisapplyingfor.

Aresuméisasummaryofaperson´sexperiencesandskillsrelevanttothefieldofworktheyareentering.Ithighlightsaperson´saccomplishmentstoshowapotentialemployerthatheorsheisqualifiedforthejobhe/shewants.Itisnotabiographyofeverythingthepersonhasdonesofar.

1 + (Learningability:toconnectthetopicandpersonalexperiences).

AskstudentstoprepareaKWLchart.Inpairsorgroups,studentsdiscussthequestions.Then,theydiscusstheiranswersinbiggergroupsandcomparetheiroptions.

2 + (Learningability:toexpressopinionsbasedongeneralknowledge).

Whatisacceptableorunacceptablewillvaryfrompersontoperson.Askstudentstodotheexerciseontheirown.Oncetheyhaveallfinished,readtheoptionsonebyoneandaskseveralstudentstogivetheiropinionsoneachchoice.Whydotheythinkthatsuchbehaviourisacceptableornot?Cantheygivereasons?Howwouldtheybehaveinasimilarsituation?Ingeneral,theyshouldagreeonwhatisacceptableorunacceptablebehaviouratajobinterview.

AnswersAcceptablebehaviour(A):a.,b.,c.,d.(butnottooloud),f.Unacceptablebehaviour(U):e.

3 + (Learningability:toconnectpicturesandtopic).

Askstudentstoreadthesentencesinthebubbles(a – c)andthenmatchthemwiththepictures(1 – 3).Thethreebubblesincludeexpressionsfromtherecording.Youcantellfasterstudentstolistentothesesentencesintherecordingduringthelisteningactivitiesandcheckwhethertheyareexactlythesame.

Answersa.–Picture2.b.–Picture3.c.–Picture1.

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174 Unit 5

4 ++ 44 (Learningability:toidentifyandpractiseanEnglishsound).

Askstudentstoreadthesentencessilentlyandthendotheexercisewithapartner.Playtherecordingseveraltimes,firstforstudentstochecktheiranswersandthenforthemtopractisesayingthesentences.

BACKGROUND INFORMATIONInEnglish,therearemanysilentletters.Oneofthemistheletterh.

Theletterhisalwayssilentinwhat, when, where, whether, why.

Theletterhisnotpronouncedatthebeginningofmanywords;inthiscase,weusethearticleanbeforetheword.Someofthemostcommonarehour, honest, honesty, honour, heir, heiress.

Theletterhispronouncedatthebeginningofmanywords.Inthiscase,weusethearticlea beforetheword.Someofthemostcommonarehabit, hacker,hair,half,hall,Hallowe’en,ham,hammer,hand, happen, happy, hard, harm, hat, hate, head, health, hear, heart, heaven, heavy, heel, height, hello, helmet, help, here, hermit, hero, hide, high, hike, hill, history, hire, history, hobby, hold, holiday, home, honey,hood,hooligan,hope,horizon,horoscope,horrible, horror, horse, hospital, hot, hotel, house, how, hug, huge, human, humble, humour, hundred, hurt, husband, hydrogen, hygiene,etc.

Answersa.It’sanhonourtobehereinHove,evenifonly

foranhour.b.Wehavetobehonestandworkveryhard.7

OPTIONAL ACTIVITYYoucangivefastlearnersthesesentencesandaskthemtocirclethehwhenitispronouncedandcrossitoutwhenitisn’t.Askthemtowritethesentencesontheboardfortherestoftheclasstocopy.

a.IthinkthatJackisahero.b.Kimistheheirtotheentirefortune.c. Imustdepartwithaheavyheart.d.SheilagotanhonorarydegreefromOxford.e.Theypayanhourlyrate.

f. Theyhaveahorseandasheep.

Answersa. IthinkthatJackisahero.b.Kimistheheirtotheentirefortune.c. Imustdepartwithaheavyheart.d.SheilagotanhonorarydegreefromOxford.e. Theypayanhourlyrate.f. Theyhaveahorseandasheep.

7

7

7

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5 + 45 (Learningability:toidentifyandpronouncekeywords).

Studentslistentothewordsandrepeatthem.Dotheyknowwhattheymean?Youcanwritesentencesontheboardtoprovidecontext.Itwouldalsobeagoodideatofamiliarisestudentswiththenamesofplacesthatwillappearinthetext:Brighton–Hove-London.

Examples: When I worked for the shop, my duties included

serving customers and accepting payments. Doyouthinktheexerciseisdifficult?Notreally;I

think it is fairly easy. Mum,I’dlikeyoutomeetmymatesfromschool;

HelenandJack. Ilovekayaking,climbing,andtrekking;infact,any

activity that you can do outdoors. Shehasanoutgoingpersonality;shelovesparties

and being with people. The most important skills for this job are

concentration and attention to details.

TRANSCRIPT – PRONUNCIATION 45 • duties • fairly • mates • outdoors • outgoing • skills

6 ++ (Learningability:torelatesimilarmeanings).

StudentsreadthewordsandmatchthemwiththesynonymsinExercise5.

Answersabilities–skills.extrovert–outgoing.friends–mates.obligations–duties.–outside–outdoors.sufficiently–fairly.

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175At WORK

Unit 5

7 ++ (Learningability:tomakepredictionsusingpreviousknowledge).

Talktostudentsaboutinterviews.Havetheyeverbeeninterviewedforajob?Whatkindofinformationdotheythinkaninterviewermightrequire?Referthemtothelistofquestions(a – f)andaskthemtoticktheonestheythinkareaskedataninterview.Donotcheckanswersatthisstage.


Drawstudents’attentiontoquestionc.inExercise7:Whatistheweatherlikewhereyoucomefrom?

BecauseofnegativetransferfromSpanish,studentsmaytendtosayHowis…?

PointoutthatwegenerallyuseWhat is / are like?whenwerequireadescription,andHowis/are

?whenwerequireinformationaboutthestateofsomebodyorsomething.


Write questions to complete these exchanges.

a. A: ? B:Adelle?She’squiteprettyandverykind.b. A: ? B:Itwasexcellent,fullofactionandsuspense.c. A: ? B:Thebeachesarewonderful,butthetrafficis

awful.d. A: ? B:Ihaven’treadityet,buteveryonesaysit’svery

moving.e. A: ? B:Theywerequitefriendly.

Answersa.WhatisAdellelike?b.Whatwas(film/play)like?c.Whatis(city)like)?d.Whatis(nameofbook)like?e.Whatwere(nameoftwoormorepeople)like?

WhILE YOU LISTEN


PlaythefirstpartoftherecordingonceortwiceforstudentstochecktheirpredictionsinExercise7.

AnswersThesequestionswereasked:a., d., e., f.

9 ++ 46 (Learningability:todiscriminatebetweencorrectandincorrectinformation).

Beforeplayingtherecordingagain,askstudentstoreadthestatements(a – f).Playthefirstpartoftherecordingoncethroughandthenwithpausesforstudentstodotheexercise.Youcanaskfastlearnerstocorrectthefalsestatementsandthensharetheinformationwiththeirclassmates.

Answersa.True.b.False.Heistheyoungestofthreebrothers.c.False.HemovedtoLondon.d.False.Hehasworkedasatouristguidesinceheleftschool.e.True.f.True.

10++ 46 (Learningability:tofindandsupportspecificinformation).

Playtherecordingagain.Checkanswersorally.Askkeenerstudentstodescribeafriendoraclassmateusingtheexpressionstheyhaveticked.Theycanwritetheirsentencesontheboardtosharethemwiththeclass.

Answersc. Goodteamplayer.e.Outgoingpersonality.f.Responsible.g.Sporty.h.Takeshisdutiesseriously.

PAGE 120

11++ 46 (Learningability:tofindspecificexpressions).

Firstgivestudentsexamplesofthetypeofexpressionstheywillbelookingfor.Tellthemthattokeeppeople’sinterestwhenwearefacetofacewecannod,looksomeoneintheeye,makehummingnoises,and/oruseexpressionssuchasIsee,OK,Really?,etc.Playthefirstpartof

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176 Unit 5

therecordingagainandaskstudentstofindandwritethethreeexpressions.

Answersa. Oh,really?b.Isee.c.Mm,veryinteresting.

12+++ 46 (Learningability:tofindandmatchspecificinformation).

Askstudentstoreadthesentencesandfillinthegaps.Theycanworkinpairs.Playtherecordingagainforthemtochecktheiranswersandthencheckanswersorally.

Answersa.more.b.change.c.car.d.time.e.Spanish/French.f.big/years.

13+++ 46 (Learningability:topredictpossiblecontent/tovalidatepredictions).

First,studentsreadtheanswersandthentheywritethequestionstheythinktheinterviewerasks.Tellthemnottoworrytoomuchaboutbeingabsolutelyexact.Aftertheyhavewrittenthequestions,playthesecondpartoftherecordingandtellthemtochecktheiranswers.

AnswersSeetranscript,PartII.

14+++ 46 (Learningability:toidentifysequence/togeneralisefromprovidedvisualinformation).

Inthisexercise,studentsapplytheiranalyticalskills.Theytakethewholerecordingintoconsiderationandanalyseittoassociatethepictureswithspecificsituations.Finally,theynumberthepicturesintheordertheassociatedeventsappearintherecording.First,askthestudentstodescribethepicturesandidentifywhattheyrepresentinconnectionwiththerecording.

AnswersPicture1:atouristguide,asportyperson,anadventuresportsguide.Picture2:abusthattakesbiggroupsoftourists.Picture3:theclockindicatesthetimewhenpeoplehavetodothings.Picture4:abirthdaycakeforsomeone’s25thbirthday.

Thentheylistenandputthepicturesintheordertheassociatedeventsarementioned.Youcanaskfastlearnerstowritedowntheclues.

Answers1.Thebirthdaycake:“John,Icanseefromyour

applicationformthatyou’re25yearsold.”2.Theclock:“SometimesIhavetostartworkearly

andfinishlate.”3.Theadventureholidayguide:“I’masporty

person.I’vebeenspecialisinginadventureholidaysforayearorso.”

4.Thetouristbus/coach:“I’vebeentravellingwithbiggroupsoftouristsforatleasttwoyears.”

TRANSCRIPT – LISTENING – APPLYING FOR A JOB 46

The interviewer has a Japanese accent. John speaks with a British accent. Part IInterviewer: John, I can see from your application form that

you’re 25 years old. Can you tell me a bit more about yourself?

John: I’m from Brighton and I consider myself an outgoing, friendly person. I’m the youngest of three brothers and I’ve been working as a tourist guide since I left school.

Interviewer: Oh, really? Why do you want to change jobs?John: As I said, I’m from Brighton; I live here and my job is

in Hove. I have no car, and sometimes I have to start work early and finish late. At the beginning, I used my dad’s car, but for the last year I’ve been relying on a ride from one of my mates, since dad moved to London; it’s been very difficult to get to work on time. And then I saw this ad right here in Brighton.

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177At WORK

Unit 5

Interviewer: I see. Tell me, why did you choose this line of work?

John: I’m an outgoing person and I love spending time with other people, especially outdoors. I finished school and I wasn’t really sure what I wanted to do, but I’ve always been good at languages – I speak fluent Spanish and French and I’ve been studying German for the last five months – so, I thought that tourism would be a good career for me. As I’m a sporty person, I’ve been specialising in adventure holidays for a year or so.

Interviewer: Do you have any experience with big groups?John: I´ve just taken a course and passed an exam to

qualify as a professional guide. Besides, I’ve been travelling with big groups of tourists for at least two years. I would say that I’ve got a lot of experience.

Interviewer: Mm, very interesting. Tell me, why should I hire you to work for my agency?

John: I’m very responsible and I take my duties seriously. I like what I do, I like being with

people and showing them around, and I think I’m a good team player. I think I can

contribute quite a lot.Part IIInterviewer: 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 I’m fairly

responsible, I’m punctual and I’m a hard worker, willing to learn new things.

Interviewer: What are your salary expectations?John: I know that I’d just be starting, so my salary

expectations are not excessive.Interviewer: Is there anything you’d like to add?John: One thing I’d like to add is that I’m an honest

person and if you hire me, you’ll get an excellent worker.

PAGE 121AFTER YOU LISTEN

Language Note

THEPRESENTPERFECTCONTINUOUS(FOR/SINCE)

Weusefor andsince whentalkingabouttime.Weuse for +aperiodoftime.Aperiodisalengthoftime,forexample:5 minutes, 2 weeks, 6 years.For means'fromthebeginning oftheperioduntiltheend oftheperiod.'For canbeusedwithalltenses.Weuse since +apointintimeApointisaprecisemomentintime,forexample:9o’clock,1stJanuary,lastMonday.Since means'fromapoint inthepastuntilnow.'Since isnormallyusedwithperfecttenses.

Common expressions with for and since

All tenses Perfect tenses only

for 20 minutesfor three daysfor six monthsfor four yearsfor two centuriesfor a long timefor ever,etc.

since 9 amsince Mondaysince Januarysince 1997since 1500since I left schoolsince the beginning of time,etc.

15+(Learningability:toapplynewvocabularyandstructures).

ReferstudentstotheLanguageNotebeforedoingtheexercise.Checkanswersorally.

Answersa. for/since.b.for.

ADDITIONAL ACTI VITYCopythischartontheboardandaskstudentstofillcolumnAwithfororsince.

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178 Unit 5

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)

16++ 47 (Learningability:torelatewrittenandoralinformation).

Askstudentstoreadthequestionscarefully.Whatinformationisrequired?Whatanswersmaybegiven?Askthemtoworkinpairs.Playtherecordingonceortwiceforstudentstochecktheiranswers.



Dell has a British accent.Dell: Hi, is this Hammonds International? No? Sorry, I must

have dialled the wrong number. My apologies. Hi, Hammonds International? Yes? Oh, wonderful! Could

I possibly speak to Mr…. Mr Dustin Walker, please? Not in today? Well, then ….. Miss Susan Spencer? OK, I’ll hold. Miss Spencer? Hi, I’m calling about the ad in last

Saturday’s Daily News. Sorry, what did you say? Oh, yes; my name’s Dell Salazar and I’m 18 years old. Date of birth: 19th of February, 1993.

As I said - the ad in Saturday’s Daily News. Sorry? Oh, I see; you published two ads on Saturday. I’d like to

apply for the position of the receptionist. It says… let me find the ad … “Receptionist required for a busy law office in Central London. Please apply by phone. Contact Dustin Walker or Susan Spencer”. I hope you’re still interviewing.

You are? Great! No, I’ve got no experience and the ad didn’t say that it

was necessary, but I’m willing to learn! I’m a fast learner. Well, I had some French at school and I speak fairly

fluent Spanish. My father’s originally from Ecuador, but I’m British; I was born in Bristol. I keep the language fluent because dad speaks Spanish to us and we occasionally visit our family in Guayaquil.

My qualities? Well, as I said before, I’m a fast learner and I’m hard-working, responsible, and I think I’m a good team player. I used to play team sports at school and I believe it’s a good way to learn how to be part of a work group.

As soon as you need me. I finished school in June and then worked for a while in a department store, but that was just a replacement and now I’m free. As a matter of fact, the sooner I could start the better.

I’d be more than happy to go to your office for a personal interview. When would you like me to go?

Tomorrow? What time would be good? 9 a.m. sounds perfect. 7 Devonshire Square. That’s right opposite Liverpool

Street Station, isn’t it? How long do you think it’s going to take? About an hour? Brilliant, no problem; see you then.

PAGE 122

17+ 47 ((Learningability:toroleplayaconversationusingpreviousinformation).

ReadthequestionsinExercise16aloudandaskstudentstorepeatafteryou.Playtherecordingagainonceortwiceforstudentstogetmore

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familiarwiththeinformationandtopractisethegirl’sanswers.Givepairsafewminutestopractisetheinterview,takingturnstobetheinterviewerorDell.Youcanaskfastlearnerstochangetheinformationintheanswerswiththeirownideas.

Invitepairsofstudentstoroleplaytheinterviewfortheclass.

18++ ((Learningability:tocompareanddiscriminatebetweenappropriateandinappropriatecharacteristics).

Groupdiscussionsprovidetheopportunityforimportantinteractionamongstudents.

Additionally,youcancheckonwhatstudentsarelearningthroughtheirquestionsandanswers.

Studentsworkinpairs.Askthemtolookatthepictures,identifythejobs(Picture1:MasterofCeremonies/MCatacircus.Picture2:balletdancer.Picture3:singer/guitarist/musician.Picture4:beautician),andthenreadandanswerthequestions.



Ifastudenthasreachedthemaximumscore,youcanofferhim/hersomethingmorechallengingandaskhim/hertodoanotherexerciseorhelpanotherstudentwhoislaggingbehind.Ifoneormorestudentshaveonlyreachedtheminimumscore,youshoulddedicatesometimetogoingthroughthesubjectoncemoretomakesuretheyarereadytocontinuewiththerestoftheunit.

Youcanaskstudentstokeeptrackoftheirprogressandthenevaluatetheiroverallperformanceintheself-checkexercisesaftertwoorthreeunits.

Eachlinewithblanksisworth2points.

Answersa.haveyoubeenusing.b.havenotbeenusing/

for.c.havebeenplaying

since.

d.youhavebeenplayingfor.

e.havebeentellingyoufor.

f.havebeentrying/since.

PAGE 123

20+++ (Learningability:toroleplayaninterview).

ThisexerciseisanextensionofExercise18,wherestudentsdiscusseddifferentjobsandwhatisnecessarytoapplyforthem.Apartfromcheckingiftheyhavesuccessfullyacquiredtheskillstaughtinthisunit,roleplayinganinterviewisaninterestingwayofpreparingstudentsforapotentialsituationwheretheyhavetoapplyforajob.

Itisimportanttotakeintoconsiderationstudents’leveloflanguageandnottoexpecttheinterviewtobewithouterrorsandsomeexpressionsinSpanish.Remembertoprovidestudentswithconcreteinformationandclearroledescriptionssothattheycanplaytheirpartswithconfidence.

Aftertheroleplay,feedbackisessential.ToquoteCarolLivingstone:

“Oncetheroleplayisfinished,spendsometimeondebriefing.Thisdoesnotmeanpointingoutandcorrectingmistakes.Aftertheroleplay,thestudentsaresatisfiedwiththemselves;theyfeelthattheyhaveusedtheirknowledgeofthelanguageforsomethingconcreteanduseful;thisfeelingofsatisfactionwilldisappearifeverymistakeisanalysed.Itmightalsomakethestudentslessconfidentandlesswillingtodootherroleplays.”

Livingstone,C.(1983).Role-playinLanguageLearning.Harlow,UK:Longman.

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180 Unit 5


21++APPLICATION TASK – SPEAKING(Learningability:togiveanoralpresentationmakinguseofacomputerapplication).

Formoreinformationontheseactivities,seePage7oftheIntroduction.

Bycompletingthistask,studentswill:•learnhowtomakeaPowerPointpresentation;•improvetheirteambuildingskills;•learnhowtousebulletpointsandheadings;•learnhowtosetandrespecttimelimits;•revisetheirownwork.

Twoimportantrecommendationsforthis exercise:first,doitinanewclassperiod,given thatstudentshavehadseveralspeaking activitiesbefore(Exercises17and18)and second,organisetheclasscarefullysothat studentscanprepareandmaketheirPower Pointpresentation,eithertothewholeclassor toanothergroup. Readtheinstructionswithstudentsandmake

suretheyunderstandwhattheyhavetodo;gethelpfromstudentswhomaybemorefamiliarwithPowerPointtoassisttheirclassmates.Talktostudentsaboutdifferentwaysofintroducingthemselvesandothers;provideandelicitexamplesandsituations.Setatimelimitforthepreparationandforthepresentations.Helpthemtoevaluatetheirperformanceusingthepointsprovided.

PAGE 125

22+++(Learningability:toreflectonthecontentsofthelessonandrelatethemtoownexperiences,expressingvaluejudgements).

Studentsareaskedtoreflectonwhattheyhavediscussedinthelessonanddecideifwhattheyhavedonehashelpedthemtotalkaboutthetopicofthelesson.

Metacognitionisatermthatmostteacherswillrecognise-itrefersto`thinkingabouthowapersonthinks,´andisoneofthemost

importanttoolsforlifelonglearning.Itisthusimportanttoteachstudentsthecomponentsofmetacognition.Itinvolvesbefore,during,andafterlearningactivitiesthatrequirereflection.Teachstudentstoask,“WhatamIsupposedtolearn?”earlyintheprocess,“HowamIdoing?”duringtheprocess,and“WhathaveIlearnt?”aftertheprocess.Itwillthenhelpthemtoapplywhattheyhavelearntinreallifesituations.

Encouragethemtodiscusstheiranswersinsmallgroups,andtogiveandsupporttheiropinionswithrespectfortheirclassmatesatalltimes.

Payspecialattentiontoquestionsb.andc.,whichraiseinterestingvalueissues.

ThisisalsotheplacewherestudentscanfillinthethirdpartoftheKWLchart.



1 Studentsreadtheletterandanswerthequestions(a – d).Iftheyanswerwithcompletesentences,theyshouldusethecorrespondingPresentPerfectContinuousforms.Youcandecideifthisisnecessaryornotinyourclass;ifyouaremoreinterestedinthemgettingtheinformationrequired,justashortanswerwillbeenough.

Answersa. (HehasbeenlivinginAuckland)forfiveyears.b. (Hehasbeenpreparingforthetest)forayear.c. (Hehasalsobeenstudying)trafficrulesand

trafficlaws.d. (HehasbeenworkingfortheInfirmary)for

twoyears.


Writethissentencefromtheletterontheboardanddrawstudents’attentiontotheverblook forward to:I will be looking forward to hearing from you.

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181At WORK

Elicitorprovideitsmeaning:waitfororanticipatesomethingpleasant.

Explainthatitcanbefollowedbyanounphraseoraverb-phrasewithan-ingpattern.

Examples of look forward to + noun phrase:

We are looking forward to the summer holiday.Areyoulookingforwardtotheparty?We are not really looking forward to the exams.

Examples of look forward to + verb phrase:

I’mlookingforwardtomeetingmycyber-friend.BarbaraandCarlarelookingforwardtojoiningtheirfriends at the seaside.IsDaisylookingforwardtovisitingherin-laws?Tellstudentstocopyanddothisexerciseintheirnotebooks.

Finish these sentences with a noun phrase (NP) ora verb phrase (VP) as indicated.

a.(NP)Thechildrenarelookingforwardto .

b.(NP)IsEddielookingforwardto ?

c. (NP)Myparentsarelookingforwardto .

d.(VP)Francescaisnotlookingforwardto .

e. (VP)I’msureyouarelookingforwardto .

f. (VP)Whyareyoulookingforwardto ?

AnswersWillvary,butmakesurestudents’sentencesmakesenseandthattheyusean–ingforminsentencesd–f.

2 Askstudentstoreadtheschedulewithtimesandactivities.TellthemtopayattentiontothetimewhentheactivitystartedandthetimewhenDelvaislookingattheprogramme.

Answersa.TheSeniorCitizensClubhasbeendoing

aerobicsforonehourandfiveminutes.b. JohnBrown,DaisyElmer,andKarlRoycehave

beenusingthemachinesforoneandahalfhours.

c. SusanandDeborahDrakehavebeendoingPilatesfor25minutes.

d. MrsCaroleJohnsonhasbeensittinginthesaunafortenminutes.

e. GordonandSarahPlankhavebeendoingkickboxingforfiveminutes.

f. ThechildrenfromTollgateSchoolhavebeenswimmingfor40minutes.

g. DeepakKharmahasbeendoingyogafornearlytwohours.

3 Studentslookatthepictures,readtheclues,andthenwritesentencesusingthePresentPerfectContinuoustense,followingtheexample.

Answersa.Theyhavebeengoingtothisrestaurantforfive

years.b. Hehasbeenlookingforajobsinceheleft

schoolinJune.c. Theyhavebeenpaintingthehouseforseven

hours.d. Shehasbeenworkingoutsincetwoo’clock.

PAGE 128JUST FOR FUN


Remindstudentsthattheyshoulddotheactivitiesontheirown,withoutmuchinterventionfromyou,buthelpandsupportwhennecessary.

Answersa. - vi. - Picture3.b. - v. - Picture5.c. - ii. - Picture1.

d. - iii. - Picture6.e. - iv. - Picture4.f. - i. - Picture2.

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182 Unit 5

PAGE 129ChILEAN CONNECTION

Talktostudentsaboutunusualprofessionstheyknow–someoftheminChile.Dotheythinkthatorgangrindingisanunusualprofession?Whydotheythinksomeprofessionsdisappear?Youcanalsoaskstudentsaboutthestrangestjobstheyhaveeverheardabout.

ADDITIONAL ACTIVITYTellstudentsaboutthejobslistedbelowandaskthemiftheyarerealornot.(Theyareallrealjobs!)

Train pusherInJapan,atrainisnotfulluntilitis200%fullandpassengersneedalittleextrahelptogeton,sotrainstationshirepassengerarrangementstaffthatphysicallyshovepeopleontotrainsuntiltheycanshovenomore.

Dice checker Otherthancheckingforthecorrectnumberplacement(howobvious!),diceinspectorsgothroughobsessivesecuritymeasurestomakesurethedicearecheat-proof.Iftheyarefoundtobedefective(notsquare,improperserialnumbers,etc.)theyareeitherdestroyedormarkedandsold.

Human bed warmerGuestsataLondonHolidayInnhavetheoptionoffallingasleepinabedthathasbeenpre-heatedbyanotherhuman.Accordingtoanarticleinthe

Telegraph,astaffmemberwilldressinafull-bodysleepersuitandlieinyourbedfor5minutes.Apparently,thereisscientificevidencethatsleepstartswhenbodytemperaturebeginstodrop,soawarmbedisagoodwaytostartthisprocess.

AnswersFlag1-Mexico-corridos.Flag3-Spain-zarzuelas.Flag2-Argentina-tangos.Flag4-Chile-cuecas.


READING – VOLUNTEERING EXPERIENCES

1. c.2. a.i.b.ii.c.ii.d.i.e.i.3. a.NM.b.NM.c.True.d.False.

LISTENING – AT A RECRUITMENT CENTRE 49

4. a.False.b.True.c.False.d.False.e.True.f.False.5. a.Hamilton.b.Tuesday.c.23.d.duties.

LANGUAGE

6. a.haveyoubeenliving. b.havebeenworking. c.havebeenwaiting. d.hasnotbeenfeeling. e.hasbeenbuilding.7. a.for.b.since.c.for.d.since.e.since.

SPEAKING

8.Studentsareexpectedtodescribeasituationindicatingquestionsaskedandanswersgiven.


Correct description of situation and appropriate questions and answers.



3

Mostly correct description of situation and mostly appropriate questions and answers.



2

Acceptable description of situation and some appropriate questions and answers.



1

Poor description of situation, very few appropriate questions and answers.



0

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183At WORK 183

TRANSCRIPT - LISTENING – AT A RECRUITMENT CENTRE 49

Interviewer I has a British accent, Brenda has a Scottish accent and Interviewer II has a French accent.

Interviewer I: Hello. Welcome to the Recruitment Centre. First of all, I’d like to take your details.

What’s your family name?Brenda: Hamilton. My full name’s Brenda Hamilton.Interviewer II: And what position are you applying for?Brenda: Program analyst.Interviewer I: I don’t seem to be able to find your CV, Miss

Hamilton. Oh, here it is. Have you filled in an application

form?Brenda: Yes, I sent my application form by e-mail last

Tuesday, but I have a copy with me, if you need another one.Interviewer II: No, thank you, it won’t be necessary. Can you tell us something about yourself?Brenda: Well, you already know my name. I’m 23 years

old and I’m a computer program analyst.Interviewer I: Any specific programs?Brenda: Mainly Oracle and Java, but I’m also familiar

with Mercury and XML.

Interviewer II: That’s very impressive. Do you have any work experience?

Brenda: I graduated 6 months ago and I worked for three months as a systems analyst for a big telecommunications company in Wexford.

Interviewer I: What were your main duties?Brenda: I coordinated the installation of computer

hardware and software, and I also did some program analysis for our clients.

Interviewer II: Why did you leave?Brenda: I was a trainee and the position was

temporary. I finished last week.Interviewer I: Thank you, Miss Hamilton, we’ll study your CV

and recommendations and will let you know if you got the job tomorrow.



WRITING

9.Tellstudentstofillintheapplicationformwiththeirownorinventeddetails.Theyshouldalsoincludeashortapplicationnotewheretheywriteabouttheirexperience,hobbies,andthereasonswhytheywanttoapply.Assignpointsaccordingtothefollowingcriteria.


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.



2

Filled in the form and wrote the letter following some of the indications.



1

Hardly filled in the form and wrote the letter following only a few indications.



0

Unit 5

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184 Unit 5






PAGES 134 - 137SYNThESIS TEST UNITS 1 TO 5

AnswersREADING – TWO SITUATIONSPleasenotethatthethreereadingtextsarewritteninAmericanEnglish.1.FormI–ExtractIII.FormII–ExtractIV.

2. a.Becausehiscreditlimithasbeenexceeded(byover$250).b.Yes,theycancometoanagreement.c.Becauseshelostherdrivinglicense.d.Youcandoitonline,bytelephone,bypost,oryoumaybeabletousethepremiumcheckingservice.

3. a.loan.b.doubt.c.debt.d.expire.4. a.iii.b.iii.LISTENING - WELCOME TO LONDON 50

5. a.notcost.b.NationalGallery.c.Chinese.d. park.e.cornershop.

6. 1.CarnabyStreet.2.PortobelloRoadMarket. 3.CamdenTownMarket.7. a. tocostalotofmoney.b.nearTrafalgar

Square.c.don’tneedtospendanymoremoneyfortherestoftheafternoon.d. checkoutoneofLondon’spopularmarkets,(suchasPortobelloRoadorCamdenStreet).e. andenjoyabledayinLondon.

LANGUAGE8. a.hasbeenworkingout.b.hasbeenfeeling.

c.havenotbeenwatching.9. a.fromourgrandmother.b.withoutthe

completeinformation.c.withgoodlooksandintelligence.

10. a.arrive.b.willsend.c.willvisit.d.willtake.

WRITING

11.Studentschooseonetopicfromthelisttowriteashortcompositionofabout120wordsdescribingapersonalexperience.

Assignpointsaccordingtothesecriteria.


Complete description of personal experience.



Quite complete description ofpersonal experience.



2

Acceptable description of personal experience.



1

Poor description of personalexperience.



0

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185At WORK

TRANSCRIPT - LISTENING - WELCOME TO LONDON 50

The guide speaks with a British accent.

Guide: Welcome to London; I hope you have a nice stay. First of all, let me give you today’s itinerary and then

we can discuss options for the rest of your visit. A day out in London doesn’t have to cost a lot of

money. There are plenty of free London attractions to see and visit.

To begin with, at 10 am we’ll go to the National Gallery near Trafalgar Square, where you’ll see paintings by the great masters, including Leonardo da Vinci, Rembrandt, Picasso, Michelangelo, Monet and Van Gogh. You can even join a free, 60-minute guided tour of the collection at 11:30am and 2:30pm, any day of the week.

At 2:30, after the visit, you can bet you’ll be quite hungry, so how about having an inexpensive meal?

On and around London’s iconic Carnaby Street, we’ll find affordable chain restaurants such as the Masala Zone, with Indian food and the Cha Cha Moon, with Chinese offers.

At around 3:30 pm, and once you’ve satisfied your hunger, you don’t need to spend any more money for the rest of the afternoon, as we’ll visit Hyde Park, in the centre of London. Here you can stroll at leisure by the serpentine, sit and read or simply watch the world go by – some of the best people-spotting in London is to be found here.

If you can’t resist a bit of bargain-hunting, check out one of London’s popular markets, such as Portobello Road or Camden Street.

In the evening, at around 7 pm, we suggest that you buy a sandwich at your local corner shop or the nearest supermarket.

I promise you this will be a really inexpensive and enjoyable day in London.

Unit 5

SPEAKING

12.Assignpointsaccordingtothesecriteria.


Correct conversation about a personal experience; all question words used.

4 Practically no language mistakes. 3Fluid interaction, good pronunciation, no hesitation.

3

Mostly correct conversation about a personal experience; most question words used.


2

Acceptable conversation about a personal experience; some question words used.


1

Poor conversation about a personal experience; very few question words used.

1Language mistakes interfered withcomprehension.


0

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186 Unit 5

PHOTOCOPIABLE ADDITIONAL ACTIVITIES UNIT 5

1. Readthedifferentvoluntaryjobcards,chooseoneforyourselfandoneforyourpartner,andpractisebeinganinterviewerandaninterviewee.Roleplayyourinterviewinfrontofagroup.

Interviewer:findoutifthereasonsbehindtheapplicationaregenuineandwhatattributesthatapplicanthasthatwouldmakehimtheidealcandidate.

Interviewee:explaintheadvantagesanddisadvantagesofyourchosenvoluntaryjobandexplainwhyyouwouldliketoapply.

As a care volunteer in Africa, working with children in orphanages, you will be helping kids to learn life-skills that parents would normally teach. By getting involved in the day-to-day running of an orphanage, making sure children are fed, washed, and dressed, and paying them personal attention, you will be making a really positive impact on their lives.

You may have the chance to make use of your talents or interests; you can teach arts, crafts, or music, which are always popular activities.

Many volunteers also help to educate the children in personal hygiene and social skills.

You don’t have to be a teacher to volunteer for our English teaching projects in Asia. There is no need to have a degree from university to gain international work experience in any of our destinations. You don’t even need to speak the language spoken at the place where you are volunteering.

The program is open to all volunteers, whether you are on a gap year, at university, or wanting a career break. All we require is a good standard of spoken English.

Make a difference teaching local kids English, which they can later use in their professional lives.

Wherever you travel in the world, you will always find people who love sports, and in Africa, more than anywhere else.

Sports bring people together and help to build strong communities; they also contribute to the creation of healthy, happy individuals. Sports can provide a much-needed distraction from more negative aspects of people’s lives and, tomany people from disadvantaged backgrounds, they can offer a route out ofpoverty and a path of excitement and promise.

Regular and organised sports coaching can have a very positive impact on children, together with the obvious physical and mental benefits that regular exercise provides.

Phot

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IO

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187At WORK

Unit 5

Some of the most important work that needs to be done in developing communities is setting up basic infrastructure. Building volunteers can work in a variety of destinations, contributing to all types of sustainable projects.

Whether you want to experience rural life in Ghana or in a big city in South Africa, there are different options for you to get the most out of your building work. You can do voluntary building whether you are 16 or 60!

These projects are for volunteers who are on summer holiday, having a gap year from education, or taking a career break.They run all year round.

You don’t need any previous building experience.

By choosing a Culture & Community project in Jamaica, you will become an integral part of a local community abroad.

You can get involved in helping the community of St. Elizabeth to become better prepared for the next natural disaster by volunteering on the Disaster Management Project.

Working in conjunction with the local St. Elizabeth Parish Council Disaster Coordinator, Disaster Management volunteers raise awareness in schools and within the community, help to develop evacuation plans, and coordinate drills.

One of the best ways to get in touch with a country and its people is by understanding its past. Volunteering on one of our archaeology projects in Romania is a great way to discover its rich history.

You can spend time excavating ruins either in Romania or in the thrilling region of Transylvania.

You don’t need any previous archaeological experience to join one of our digs and they run all year long.

Volunteers are based in various locations, including the ancient city of Brasov.

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188 Unit 5188

2. Examinethecontentsofthetablebelowcarefully.a.MatchtheanimalsincolumnAwiththeirnamesincolumnBandtheirhabitatincolumnC.

Insomecases,theremightbemorethanonecorrectanswer.b.Answeranddiscussthesequestionsinyourgroup.

i. Whichanimalscanbekeptaspets?ii. WhichanimalscanyoufindinChile?

iii.Whichanimalsdoyouthinkaredangerous?iv.Whichanimalsareindangerofextinctions?

Seal

Crocodile

Snake

Giraffe

Gorilla

Hippopotamus

Parrot

Penguin

Reindeer

Rooster

1

2

3

4

5

6

7

8

9

10

a. Forests in Alaska, Canada, Finland, Greenland, Norway

b. African savanna

c. Farms

d. Oceans

e. Fresh water and brackish water

f. Tropical forests

A B C

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UNIT5_TB_ING3M_(162-193).indd 188 27-11-12 16:00

189At WORK

Unit 5

Mydoghasdied.Iburiedhiminthegardennexttoarustedoldmachine.

SomedayI'lljoinhimrightthere,butnowhe'sgonewithhisshaggycoat,hisbadmannersandhiscoldnose,andI,thematerialist,whoneverbelievedinanypromisedheavenintheskyforanyhumanbeing,IbelieveinaheavenI'llneverenter.Yes,Ibelieveinaheavenforalldogdomwheremydogwaitsformyarrivalwavinghisfan-liketailinfriendship.

Ai,I'llnotspeakofsadnesshereonearth,ofhavinglostacompanionwhowasneverservile.Hisfriendshipforme,likethatofaporcupinewithholdingitsauthority,wasthefriendshipofastar,aloof,withnomoreintimacythanwascalledfor,withnoexaggerations:heneverclimbedallovermyclothesfillingmefullofhishairorhismange,heneverrubbedupagainstmykneelikeotherdogsobsessedwithsex.

No,mydogusedtogazeatme,payingmetheattentionIneed,theattentionrequiredtomakeavainpersonlikemeunderstandthat,beingadog,hewaswastingtime,but,withthoseeyessomuchpurerthanmine,he'dkeepongazingatmewithalookthatreservedformealoneallhissweetandshaggylife,alwaysnearme,nevertroublingme,andaskingnothing.

Ai,howmanytimeshaveIenviedhistailaswewalkedtogetherontheshoresoftheseainthelonelywinterofIslaNegrawherethewinteringbirdsfilledtheskyandmyhairydogwasjumpingaboutfullofthevoltageofthesea'smovement:mywanderingdog,sniffingawaywithhisgoldentailheldhigh,facetofacewiththeocean'sspray.

Joyful,joyful,joyful,asonlydogsknowhowtobehappywithonlytheautonomyoftheirshamelessspirit.

Therearenogood-byesformydogwhohasdied,andwedon'tnowandneverdidlietoeachother.

Sonowhe'sgoneandIburiedhim,andthat'sallthereistoit.

A Dog Has Died

by _______________________

Aloof:(adv.)atadistancebutwithinview;apart.Heaven:(noun)theskyoruniverseasseenfromtheearth;thefirmament.Rusted:(adj.)corroded,coveredwithrust.Shaggy:(adj.)having,coveredwith,orresemblinglongroughhairorwool.Withhold:(verb)torefrainfromgiving,granting,orpermitting.

ADDITIONAL READING TEXT UNIT 5 Lesson 1 – Two Poems about dogs

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190 Unit 5

GlossaryMoor:(noun)abroadareaofopenland,oftenhighbutpoorlydrained,withpatchesofheathandpeatbogs.Rupture:(noun)ecstasy,highemotion. Still:(verb)tosilence.Zip and zest:expressionreferringtobeingenergetic,vigorous.

190

Eachdaywhenit'sthreeOldDicklooksattheclock,ThenproudlybringsmysticktomeTomindmeofourwalk.AndinhisdoggyraptureheDoeseverythingbuttalk.

ButsinceIlackhiszipandzestMyoldbonesoftentire;AndsoIventuredtosuggestTodaywehugthefire.ButwithwhatwailingheexpressedThedeathofhisdesire!

HegazedatmewitheyesofwoeAsiftosay:'Oldboy,Youmustn'tloseyourgrip,youknow,Letuswithlaughingjoy,OnheathandhillsixmilesorsoOurlegsandlungsemploy.'

AndthenhisbarkwasstilledtoasighHefloppeduponthefloor;ButsuchasoftoldmugamIIthrewawidethedoor;Sogaily,thoughthewindwashighWehikedacrossthemoor.

My Dog's My Boss

by _______________________

1. Readthetwopoemsandtickthecorrectcolumn.Thencompareanswersandopinionswithaclassmate.

Poem 1 Poem 2 a. This poem is sad.b. This poem has rhymes.c. This poem was written by a Chilean poet.d. This poem mention’s the dog’s name.e. This poem includes a conversation with the dog.

2. Writeapoemaboutapet.Youcanusetherhymingdictionaryathttp://www.rhymezone.com/

BACKGROUND INFORMATIONPablo Neruda(1904–1973).Hisfirstbookofpoemswaspublishedin1923.HeworkedasadiplomatandwasdrawnintotheSpanishCivilWar.OnhisreturntoChile,NerudawaselectedtotheSenate,butchangesinthepoliticalclimateforcedhimintoexile.HeeventuallyreturnedtoChile.HewasawardedtheNobelPrizeforLiteraturein1971.HewasperhapsthemostimportantLatinAmericanpoetofthe20thcentury.SomeofhisbestknownworksareCrepusculario,VeintePoemasdeAmoryunaCanciónDesesperada,ResidenciaenlaTierra,EspañaenelCorazón,CantoGeneral,LasUvasyelViento,OdasElementales,ArtedePájaros,LaBarcarola,theplayFulgoryMuertedeJoaquínMurieta,LasManosdelDía,FindelMundo,LasPiedrasdelCielo,andLaEspadaEncendida.

Robert WilliamService(1874–1958).AfterspendinghischildhoodinScotland,hewenttoCanadain1894,workingfortheCanadianBankofCommerceintheYukonforeightyears.HewasanewspapercorrespondentfortheTorontoStarduringtheBalkanWarsof1912–13andservedasanambulancedriverandcorrespondentduringWorldWarI.SomeofhisbestknownworksareTheshootingofDanMcGrew,Thecallofthewild,andThespellofYukon.

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191At WORK

Unit 5

Unit 5

EasterSeals,Inc.boardchairJerryMattimore

hasbeenavolunteerleaderwiththe

organizationforalongtime.

EasterSealshasbeenhelpingindividualswith

disabilitiesandspecialneeds,andtheirfamilies.

Fromchilddevelopmentcenterstophysical

rehabilitationandjobtrainingforpeoplewith

disabilities,EasterSealsoffersavarietyof

servicestohelppeoplewithdisabilitiesaddress

life’schallengesandachievepersonalgoals.

“Asvolunteers,weareallasmallpartof

importantandwonderfulwork,”saysGerard

(Jerry)Mattimore,“WhenIthinkaboutallthat

volunteersdotoday–andthemillionsand

millionsofliveswetouch–itmakesmevery

proudtobepartofsuchanincrediblegroup

ofpeople.”

Mattimorehasbeenworkingasavolunteerat

EasterSealsfornearly30years.“Everyvolunteer

hasauniquestoryabouthowtheybecame

personallyinvolved,andIamalwaysintrigued

tolearnfromothersabouttheirpassionfor

giving,”addsMattimore.

“Myinvolvementwasverypersonalfromthe

start,”hesays.“Iplayedinagolftournament

whereImetsomeofthefamiliesweservedfor

thefirsttime.Iwasverytakenbythat

introduction–andmywifeAudreyandIfeel

incrediblyfortunatetohavebeenapartofso

manylives.”

MattimorefeelsthatEasterSeals’missionhas

neverbeenmoreimportant–toprovide

exceptionalservicestoensurethatallpeople

withdisabilitiesorspecialneeds(andtheir

families)haveequalopportunitiestolive,learn,

work,andplayintheircommunities.

Herecentlyledateamofmorethan350

volunteersfromacrossthecountrytomeetwith

theirlocalmembersduringtheorganization’s

annualconventioninWashington,D.C.Here,he

workedalongsidefellowvolunteerstopass

alongatimelyandimportantmessage:that

peoplewithdisabilitiesandotherspecialneeds

haveequalaccesstoquality,affordablehealth

care–togetwhattheyneed,whentheyneedit.

“Itisapowerfulmessage,andasvolunteerswe

arealsopowerfuladvocates,”hesaid.“Iam

proudtobeavolunteer,tobeapartofEaster

Seals.Asvolunteerstoday,Ibelieveweare

chargedwithshapingthemanyorganizations

thatwillthrivethiscenturytoservemillions

more.Weareonourway.”

Taken from: (2008)VolunteerSpotlight-JerryMattimore,EasterSeals.RetrievedAugust3rd,2007,

fromhttp://www.volunteermatch.org/volunteers/stories/spotlight.jsp?id=46

EXTRA TEST UNIT 5

READING - VOLUNTEER SPOTLIGHT

PleasenotethatthistextiswritteninAmericanEnglish,buttheactivitiesthatfollowareinBritishEnglish.

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192 Unit 5192

1 Readthearticleandidentifyitspurpose. 1 pts.

a. Toraisefundsfortheorganisation’snextcampaign.

b. Toengagemoreyoungpeopleasvolunteers.

c. Topromotetheactivitiesoftheorganisation.

2 Readthetextagainandanswerthesequestions. 5 pts.

a. Whatisthenameoftheorganisation?b. WhatisJerryMattimore’spositionwithin

theorganisation?c. Whatisthetargetgrouptheorganisation

workswith?d. HowmanypeoplewereunderJerry’s

leadershipduringtheannualconvention?e. Wheredidtheannualconventiontake

place?

3 Arethesestatementstrue(T),false(F),ornotmentioned(NM)? 4 pts.

a. Jerryhasbeenworkingasavolunteersincehewas30.

b. Jerrybeganworkingwhenhewassingle.

c. JerryleadsavoluntaryteamfromWashingtonDC.

d. Jerryisinchargeofraisingfundsfortheorganisation.

LISTENING – RIGHT PERSON, RIGHT JOB

4 51Listentotheinterview.Choosethecorrectanswerforeachquestion. 3 pts.

a. WhatpositionisDanielapplyingfor? i. Tenniscoach. ii. Campmonitor. iii. Swimminginstructor.b. Wheredoestheinterviewtakeplace? i. IntheUSA.

ii. InChile. iii. InMaine.c. Atwhattimedoestheinterviewtakeplace? i. Inthemorning. ii. Intheafternoon. iii. Intheevening.

5 51Listentotheinterviewagainandcirclethecorrectalternative. 5 pts.

a. Comein / on,MrScott.b. Howlonghaveyoubeenworking / playing

withchildren?c. Foraboutfivemonths / years.d. Imeanoutdoor / indoorsports,Daniel.e. You’reapplyingforapositionasamonitorin

awinter / summercamp.

6 51Listentotherecordingoncemore.Then,readtheadvertisementandmarkwithatick(√)therequirementsthatDanielcomplieswith. 2 pts.

DEER LAKE SUMMER CAMP

SpendtwomonthsinMaine,

USAandearnmoney.

DeerLakeSummerCampislookingfor

youngpeopletoworkwithchildren

between5and10.Theyshould:

• be18yearsorover;• likechildrenandhaveexperienceof

workingwiththem;• beinterestedinanumberof

outdoorsports;• havequalificationsinswimming

andlifesaving;• havegoodknowledgeoflife

intheUSA.

TelephoneMrsFenwayatWorking

HolidaysAbroadtoarrangeaninterview

atourlocalofficeon(562)7937892

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193At WORK

Unit 5

7 51Arethesestatementstrueorfalse? 5 pts.

a. Danielhasworkedwithchildren sincehewas16.

b. Helikesoutdoorsportsverymuch.c. Danielhasgotqualificationsin

lifesaving.d. Danielhasnevervisitedanother

country.e. HehasdeepknowledgeofAmerican

cultureandlife.

LANGUAGE

8 CompletethesesentencesusingthePresentPerfectContinuoustenseoftheverbsinbrackets. 5 pts.

a. Carlos Englishfortwoyearsandhe’slearntalot. (study)

b. MaryandBobhadabigargument;now,they forthelasttwohours. (talk)

c. Patricia forthatcompanyforthreeyears. (work)

d. What forthelast30minutes? (do)

e. It forthelastthreedays.(rain)

9 Completethesesentencesusingfororsince. 5 pts.

a. IhavebeenplayingPlaystation fivehours.

b. MysonhasbeenlookingatFacebook8pm.

c. Theygotmeasles.Theyhaven’tbeenfeelingwell twoweeks.

d. Dan’smotherhasbeenlivingwithuswegotmarried.

e. AdamhasbeenlivinginDublin alongtime.

SPEAKING

10Workwithapartnerandchooseoneofthesejobadvertisementstoroleplayajobinterviewliketheoneinthelisteningtext. 10 pts.

SALES TEAM MEMBERSBestPlacestoWork

SundanceVacations,anationaltravel

company,isopeninganewofficeinthe

Wilkes-Barreareaandislookingfor

enthusiasticSalesTeamMembers.

Willearn$1000+weekly,lucrativebonuses,

guaranteedsalaryhealthbenefits,paid

vacation.Salesexperiencehelpful,butnot

necessary.Willtrain.

Callforanappointmenttoday!

Justice Resource Institute, Department of Youth Services

FOOD SERVICE WORKERPart time (20 hours a week)

We are currently seeking one (1) part time, 20 hours a week,

Food Service Worker in Taunton, MA.

Schedule: Saturday, 8 hours (10 am to 6 pm); Sunday, 8 hours

(10 am to 6 pm) and Monday, 4 hours (3 pm to 7 pm).

Responsibilities would include, but are not limited to,

preparation, distribution and handling of meals.

Responsible for the maintenance and sanitation of the

kitchen, dining room and all food storage areas. (Must have a

high school diploma or GED)

WRITING

11ReadtheadvertisementsinExercise10again.Chooseoneandwriteashortletterapplyingforthejob. 10 pts.

0 to 19

KeeP tryinG

20 to 35

REVIEW

36 to 49

WELL DONE!

50 to 55

ExCELLENT!

55 PTS

TOTAL Phot

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UNIT5_TB_ING3M_(162-193).indd 193 27-11-12 16:00

194

ANSWERS

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... ...if she doesn’t wear warm clothes.

I won’t eat it... ...if there’s chilli pepper in it.

I’ll be very sad... ...if you decide to go away.

If I need any help,... ...I’ll let you know.

If Valerie gives me an apple,... ...I’ll give her an orange.

If Walter doesn’t have money, ... ... he won’t go to the concert.

If you don’t take an umbrella, ... ...you’ll get wet.

If you like, ... ...I’ll help you with your bags.

If you see Sonia, ... ...can you give her a message?

If you take a map with you, ... ...you won’t get lost.

If you write Fran an e-mail, ... ...she will tell you how to do it.

If you’re not careful,... ...you’ll knock that glass off the table!

My parents will be very happy... ...if I pass all my exams.

Tammy’ll be annoyed... ...if she sees you reading her notes.

Vincent will buy some ice-cream ...if we give him the money.

We won’t save the planet... ...if we keep using so much electricity.

Will the children share their toys... ...if their mother tells them to?

Will you go out... ...if it’s 40ºC?

You’ll be late... ...if you don’t hurry up.

You’ll get hungry... ...if you don’t eat something now.

1. a.2. (1) – c. (2) – b. (3) – a.3. a. Her husband died. b. Used in e-mails, posts, and twitters.

OMG = Oh, My God! LOL = Lots Of Laughter / Laugh Out Loud / Lots Of Love. c. The weather, her neighbours, little everyday things. d. It is a wonderful invention, but it is ephemeral and lacks character.

Additional Activity Unit 1, Lesson 2 – The First Conditional

Additional Reading Text Unit 1: The Fading Art Of Letter Writing

ANSWERS_TB_ING3M_(194-216).indd 194 27-11-12 15:53

195

Answers

READING – ANNE’S ANSWER

1. b.2. a. ii. b. i. c. i. d. iii. e. ii. f. iii.3. (3) a., d., e.

LISTENING - AN EMBARRASSING MOMENT 16

4. a. True. b. False. c. True. d. False. e. True.5. a. shopping centre. b. staring. c. excited.

d. funny. e. friends.

LANGUAGE

6. Possible answers (Accept other sensible ideas). a he / she might die. / he / she might not recover.

b. will visit the Gabriela Mistral museum. / will go up the Valle del Elqui.

c. I want to borrow his bike. d. he didn’t go to the beach. e. I have a problem? / I ask them politely?

7. Answers may vary, but make sure that the sentences make sense.

Extra Test Unit 1

WRITING9. Assign points according to these criteria.


Wrote an appropriate letter of advice.


3Correct spelling and appropriate letter format.

3

Wrote a letter of advice, but some parts of the reply are inappropriate.


2A few mistakes in spelling and letter format.

2

Wrote a letter of advice, but a good part of the reply is inappropriate.


1Several mistakes in spelling and letter format.

1

Wrote a letter, of advice but most of the reply is inappropriate.


0A lot of mistakes in spelling and letter format.

0

SPEAKING8. Assign points according to these criteria.


Asked for and gave advice in all the suggested situations.

4 Practically no language mistakes. 3Fluid interaction, good pronunciation, no hesitation.

3

Asked for and gave advice in most of the suggested situations.



2

Asked for and gave advice in one or two of the suggested situations.


1

Asked for and / or gave advice in only one of the suggested situations.


0Interaction affected by pronunciation mistakes, a lot of hesitation.

0


196

TRANSCRIPT - LISTENING - 16 AN EMBARRASSING MOMENT

Speaker 1 (Carla) speaks with an Irish accent. Speaker 2 (Susana) speaks with a British accent.

Carla: Two weeks ago, I had the worst moment of my life. I was hanging out with my friends at the mall when I saw my crush. This guy is so hot. At school, he’s in a grade higher than I am and he plays basketball and football. Anyway, I noticed him near one of my favourite stores and it seemed like he was staring right at me.

Susana: Wow! Did you get nervous?Carla: I sure did! I tried to look away, but when I looked

back he was still staring at me, and then he smiled and waved.

Susana: I bet you got really excited!Carla: I did, but then I smiled and waved back. That’s when

I noticed his smile turn into a funny look!Susana: What do you mean by funny?Carla: I mean surprised. Then I noticed that his best friend

was walking past me towards my crush.Susana: So the guy was not smiling or waving at you! He was

waving at his friend!Carla: Yes, he was. And they both laughed at me. I just

grabbed my friends and left the mall.Susana: So, what’s the score now?Carla: He’s NOT my crush anymore!

1. c. 2. b. 3. a. If he hurries, he will reach Henderson Creek by six o'clock this evening.

b. If he steps there, he will break through the ice into a pool of water. c. If a man stays calm, he will be all right.d. If he runs far enough, he will reach his friends at Henderson Creek.

READING - AN EARTHQUAKE PROTECTION PLAN

1. a. From James’s local Emergency Office. b. A floor plan, a rope ladder, emergency food,

water, first-aid kits, fire extinguishers. c. Because earthquakes happen periodically in

Chile. d. The telephone numbers of our neighbours and

some information we might need in case we have no access to our home, such as the car registration number.

2. a. First of all, he suggested we should take a few minutes with the Emergency Officers to discuss an evacuation plan.

First of all, he suggested we should take a few minutes with our teachers and with our families at home to discuss an evacuation plan.

b. He asked us to mark on the plan the place where our family members are located.

He asked us to mark on the plan the place

where our emergency food, water, first aid kits, and fire extinguishers are located.

c. We must write down important addresses, such as police, fire, paramedics, and medical centres. We must write down important telephone numbers, such as police, fire, paramedics, and medical centres.

3. a. Decide the location of our family’s or our group’s outdoor meeting place.

b. We should plan a second way to exit from each room or area.

c. We should sketch a floor plan of our home or school.

LISTENING - A HORSE WITH NO NAME 254. a. sand. b. rain. c. bed. d. free. e. ground.5. a. plants / birds / rocks. b. ocean / life.LANGUAGE

6. a. i. b. ii. c. i. d. ii. e. ii.7. a. if. b. when. c. if. d. Unless. e. If.

Extra Test Unit 2

Additional Reading Text Unit 2: To Build A Fire (abridged version)


197

SPEAKING

8. Assign points according to these criteria.


Asked and answered five questions.

4 Practically no language mistakes. 3 Fluid interaction, good pronunciation, no hesitation.

3

Asked and answered four questions.

3 Very few language mistakes. 2 Fluid interaction, a few pronunciation mistakes, a minimum of hesitation.

2

Asked and answered three questions.

2 Some language mistakes. 1 Fluid interaction, some pronunciation mistakes, some hesitation.

1

Asked and answered only two questions.

1 Language mistakes interfered with comprehension.

0 Interaction affected by pronunciation mistakes and a lot of hesitation.

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.


Wrote a complete and appropriate action plan.

4 Practically no grammar orvocabulary mistakes.


Action plan lacks some details.

3 Very few grammar or vocabulary mistakes.

2 A few spelling mistakes and slightly incorrect format.

2

Action plan has only some details.

2 Some grammar and vocabularymistakes.

1 Several spelling mistakes and rather incorrect format.

1

Action plan is inappropriate. 1 Grammar and vocabulary mistakes interfered with comprehension.

0 A lot of spelling mistakes and incorrect format.

0

TRANSCRIPT - LISTENING - 25 A HORSE WITH NO NAME

The speaker has an American accent.

On the first part of the journeyI was looking at all the life;There were plants, and birds, and rocks, and things;There was sand, and hills, and rings.The first thing I met was a fly with a buzzAnd the sky with no clouds;The heat was hot and the ground was dry,But the air was full of sound.I’ve been through the desert on a horse with no name,It felt good to be out of the rain;In the desert, you can remember your name‘Cause there ain’t no one for to give you no pain.

After two days in the desert sun,My skin began to turn red;After three days in the desert fun,I was looking at a river bedAnd the story it told of a river that flowedMade me sad to think it was dead.After nine days, I let the horse run free‘Cause the desert had turned to sea;There were plants, and birds, and rocks, and things;there was sand, and hills, and rings.The ocean is a desert with its life undergroundAnd a perfect disguise above;Under the cities lies a heart made of ground,But the humans will give no love.


198198

Additional Activities Unit 3 – Jobs

1. e n t e r t a i n e r m

f i l m e x t r a p e

c o o k i c

d l h

r a o a

i t r a i n e r t n

v s e c r e t a r y t i

e i t c

r p h y s i c i a n s a

t m

m o d e l e

p h o t o g r a p h e r r

2. a. Mechanic – garage – wrench. Gardener – garden – lawn mower. Surgeon – operating theatre – surgical mask Ballet dancer – theatre – (en pointe) ballet slippers / ballet shoes. Flight attendant – aeroplane – food trolley / food cart.b. A mechanic works in a garage. She or he uses a wrench and many other tools. A gardener works in a garden. He or she uses a lawn mower to cut the grass. A surgeon works in an operating theatre. She or he wears protective clothing: a surgical mask, scrubs,

a disposable cap, rubber gloves, etc. A ballet dancer works in a theatre. He or she wears (en pointe) ballet slippers / shoes, ballet clothes,

and accessories. A flight attendant works on an aeroplane. He uses a food trolley / trolley cart to serve meals to the

passengers.

Additional Reading Text Unit 3 – Woman Work, By Maya Angelou

1. Tend the children, mend clothes, mop the floor, go shopping, fry chicken, dry the baby, feed company, weed the garden, press shirts, dress the tots, clean the hut.

2. The weather. 3. a.


199

READING -HOW TO SUCCEED AT JOB INTERVIEWS

1. a. IV. b. II. c. V. d. III. e. I.

2.

YOU SHOULD YOU SHOULDN’Tprepare for the interview beforehand. mention / show quirks or

habits which put employers off.

learn how to pick out from your background all the points that will really ring bells with your interviewer.worry about your visual appearance.

always stay in control.prepare a point plan.keep these points at the forefront of your mind.

LISTENING – PREPARING A CV 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. shouldn’t wear. b. ’d better / should arrive. c. ‘d better go to bed. d. shouldn’t say. e. should listen.7. a. We’d better go / leave now. b. I’d better start studying. c. You’d better close the window.

Extra Test Unit 3

SPEAKING



Asked and answered questions about preparing a CV, mentioning all the required information.


3Fluid interaction, good pronunciation,no hesitation.

3

Asked and answered questions about preparing a CV, mentioning most of the required information.

3 Very few language mistakes. 2Fluid interaction, a few pronunciationmistakes, a minimum of hesitation.

2

Asked and answered some questions about preparing a CV, mentioning half of the required information.

2 Some language mistakes. 1Fluid interaction, some pronunciationmistakes, some hesitation.

1

Asked and answered a few questions about preparing a CV, mentioning very little of the required information.


0Interaction affected by pronunciationmistakes and a lot of hesitation.

0


200

WRITING


TRANSCRIPT – LISTENING – PREPARING A CV 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 I’m trying to prepare my CV, but I think I’ll

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

don’t 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 you’ll 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.

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. Don’t 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 it’s easy to read. Ask at least two people to proofread it for spelling and other errors and make sure you use your computer’s 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 employer’s attention and follow a business letter format. Any other questions, Mark?

Mark: I don’t think so. Thank you, Mrs Brandon.


Wrote a cover letter that contains all the relevant information to introduce a CV.


3 Correct spelling, letter format, and organisation of paragraphs.

3

Wrote a cover letter that contains most of the relevant information to introduce a CV.

3 Very few grammar or vocabularymistakes.

2 A few spelling mistakes, slightlyincorrect format and organisation ofparagraphs.

2

Wrote a cover letter that contains some of the relevant information to introduce a CV.

2 Some grammar and vocabularymistakes.

1 Several spelling mistakes, ratherincorrect format and organisation ofparagraphs.

1

Wrote a cover letter that contains very little of the relevant information to introduce a CV.

1 Grammar and vocabulary mistakes interfered with comprehension.

0 A lot of spelling mistakes, incorrectformat and organisation ofparagraphs.

0


201

Additional Activities Unit 4

1. a. 1. – d. – vi. 2. – c. v. 3. – b. i. 4. – f. – iv. 5. – a. – ii. 6. – e. – iii.

b. There is so much life under the water. I never thought I would camp in the North Pole. We are so tired now after our walk around the Big Apple. After a nice swim, I really like sitting in the sun. It was pretty hard climbing up that steep slope. We could see several monkeys over our heads.

2. In picture two:– the sun is shining over the hot dog truck.– there is no palm tree in the middle of the picture.– the man’s wearing a shirt with a different pattern.– the boy is wearing a T-shirt.– there are two thin lines along the middle of the surfing board.– there is a bumper sticker on the front fender.– there is an ornament on the hood of the car.– there isn’t a bite in the man’s hot dog.– there are only three birds flying above the mountains.– the grill at the front of the car is different.

Additional Reading Text Unit 4 - Excerpt From Gulliver’s Travels, Chapter I

1. a. Old English. b. The Swallow. c. a rock. d. little creatures.2. a.

READING – DOES BARCELONA COUNT AS ANOTHER COUNTRY?

1. a. Because people speak Catalán and Spanish, and there are also some signs in English for tourists.

b. They used a book with a well-explained walking tour.

c. It is very extensive and useful. d. At The London Bar and at Els Quatre Gats.

2. a. Park Guell. b. Shadow of the Wind. c. Gaudi. d. Catalán. e. Barri Gótico / el Raval.

3. a. False. b. False. c. False.

LISTENING – AMAZING PEOPLE, AMAZING STORIES 42

4. b.5. 1 - c. 2 - b. 3 - e. 4 - d. 5 - a.6. a. – iii. b. – ii. c. – iii. d. – i.

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.

Extra Test Unit 4


202

SPEAKING



Asked and answered questions about last holidays, mentioning all the information required.

4 Practically no language mistakes.

3 Fluid interaction, good pronunciation, no hesitation.

3

Asked and answered questions about last holidays, mentioning most of the information required.

3 Very few language mistakes.

2 Fluid interaction, a few pronunciation mistakes, a minimum of hesitation.

2

Asked and answered questions about last holidays, mentioning some of the information required.

2 Some language mistakes.

1 Fluid interaction, some pronunciation mistakes, some hesitation.

1

Didn’t ask and answer questionsabout last holidays, didn’t mention the information required.

1 Language mistakes interfered with comprehension.

0 Interaction affected by pronunciation mistakes and a lot of hesitation.

0

WRITING



Wrote a post containing all the required information.


3 Correct spelling and presentation.

3

Wrote a post containing most of the required information.

3 Very few grammar or vocabulary mistakes.

2 A few spelling mistakes and slightly incorrect presentation.

2

Wrote a post containing some of the required information.

2 Some grammar and vocabulary mistakes.

1 Several spelling mistakes and rather incorrect presentation.

1

Tried to write a post, but used very little of the required information.

1 Grammar and vocabulary mistakes interfered with comprehension.

0 A lot of spelling mistakes and poor presentation.

0

TRANSCRIPT - LISTENING - AMAZING PEOPLE, AMAZING STORIES 42

Both speakers have an American accent. The spelling of this script is also American.

Reporter: Working with young people as a volunteer gave Jonathan Rudkin an opportunity to find out what it takes to work with young people. After signing up to a volunteer program, Jonathan went on to carve out a successful career as a teacher.

Jonathan, what can you tell us about your experience?

Jonathan: After some time traveling around the world, I wanted to try and give something back to my community. After returning, I decided that I

wanted to pursue a different type of career. By

coincidence, I came across an advertisement in the local newspaper. A local organization was looking for individuals to help support vulnerable young people within the area.

Reporter: And you became a volunteer?Jonathan: I replied to the advertisement and felt the

experience would help me to explore a number of potential careers. Really, after a number of years

working in industry, I was unsure whether I would be able to relate to young people.

Reporter: When did you feel completely engaged with the voluntary sector?

Jonathan: Before starting to work, I undertook a series of training sessions. After completing the training and attending a formal interview, I received my

first case.


203

Reporter: How long does each case take you?Jonathan: I work on each one for approximately three months.

During this time, I work closely with a number of young people, encouraging them to try new activities. Each case introduces me to a variety of challenges and helps me to understand the problems that young people face in their everyday lives.

Reporter: I understand that, from this experience, you decided to pursue a career in teaching.

Jonathan: Oh, you’re right. My experiences as a volunteer were life-changing. They helped to give me confidence to pursue a career in teaching. When I started the program, I didn’t really know what to

expect, but it was a very valuable and worthwhile experience.

Reporter: What would you say are the most important achievements?

Jonathan: It has helped me to gain a better understanding of how young people think and perhaps, more importantly, the day-to-day pressures and challenges they face.

Reporter: Do you think it’s related to your work as a teacher?Jonathan: As a teacher, this can sometimes have an impact

upon the classroom, and my experiences in the volunteer program really helped to understand

the daily pressures many children face.

Additional Activities Unit 5

2. 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).

Answers.Poem 1 Poem 2

a. This poem is sad. 4

b. This poem has rhymes. 4

c. This poem was written by a Chilean poet. 4

d. This poem mention’s the dog’s name. 4

e. This poem includes a conversation with the dog. 4

Additional Reading Text Unit 5 – Lesson 1 – Two Poems About Dogs


204

READING - VOLUNTEER SPOTLIGHT1. b.2. a. Easter Seals. b. Board chair. c. People with disabilities and special needs. d. 350 volunteers. e. In Washington DC.3. a. Not mentioned. b. False. c. False. d. Not

mentioned.

LISTENING – RIGHT PERSON, RIGHT JOB 51

4. a. ii . b. ii. c. ii.5. a. in. b. working. c. years. d. outdoor. e. summer.

6. 3 Be 18 years or over. 3 Like children and have experience of working

with them.7. a. True. b. False. c. False. d. True. e. False.

LANGUAGE

8. a. has been studying. b. have been talking. c. has been working. d. have you been doing e. has been raining.9. a. for. b. since. c. for. d. since. e. for.

Extra Test Unit 5

SPEAKING



Participated in job interviewmentioning all the required information.



3

Participated in job interviewmentioning most of the required information.



2

Participated in job interviewmentioning some of the requiredinformation.



1

Poor participation in job interview,mentioning very little of the the required information.



0


Wrote an appropriate jobapplication letter.



Wrote a mostly appropriate job application letter.



2

Wrote an acceptable jobapplication letter.



1

Wrote a poor job application letter.


0A lot of spelling mistakes andincorrect format.

0

WRITING



205

TRANSCRIPT – LISTENING - RIGHT PERSON, RIGHT JOB 51

Mrs Fenway has a British accent. Daniel speaks with an Australian accent.Mrs Fenway: Can I help you?Daniel: Good afternoon. My name’s Daniel Scott; I’ve

got an appointment.Mrs Fenway: Ah, yes. Come in, Mr Scott. Have a seat, please. How old are you, Daniel?Daniel: I’m 18.Mrs Fenway: And how long have you been working with

children?Daniel: Oh, for about two years, and I’ve recently taken

a course in childcare.Mrs Fenway: Tell me about your experience working with

children. What exactly do you do?Daniel: Well, I play and give tennis lessons at the sports

club I belong to.Mrs Fenway: Mm, I see. And how long have you been a

member of this club?Daniel: For about five years.Mrs Fenway: What other sports are you interested in, apart

from tennis?Daniel: I like computer games and chess.Mrs Fenway: I mean outdoor sports, Daniel.Daniel: Oh! I sometimes play football, but I’m not very

fond of it.Mrs Fenway: I see. Have you got any qualifications in

swimming and lifesaving?Daniel: Well, errr, no.Mrs Fenway: But you can swim, can’t you?Daniel: Oh, yes.Mrs Fenway: Mmm. You know you’re applying for a position

as a monitor in a summer camp in Maine, USA. Have you ever visited the USA?

Daniel: No, I haven’t. In fact, I’ve never been abroad, but I’d love to go one day.

Mrs Fenway: How much do you know about American culture and society?

Daniel: I know a lot! I watch lots of American films and shows on TV.

NOTES


206

UNIT 1READING - KEYS TO A GOOD FRIENDSHIP

1. c.2. a. If you choose friends who aren’t exactly

like you, you will learn new things. b. Your friend can’t read your mind. c. Don’t let stress affect your friendship;

listen to each other. d. Choose your words wisely, because you

can never take them back. 3. a. however. b. Although. c. as long as /

provided that. d. so / therefore.4. Answers may vary. These are strictly based on

the text. a. ..., you will have lots of things in common. b. ..., you will accept each other’s flaws. c. ..., you won’t be jealous when your friend

has other interests as well. d. ..., you should be ready to listen in return.LISTENING – UNDERSTANDING ADOLESCENCE 14

5. a. Boy. b. Mum. c. Girl. d. Mum.6. a. problems. b. angry. c. foolish.

d. noticed. e. affects. 7. c.8. a. they will talk to their mother. b. she will give them some advice. c. they will feel better. d. they won’t be so moody. e. they will be happier. VOCABULARY

9. a. difficulties. b. upset. c. silly. d. noticed. e. influences.

10.X W S K H S H I M S D D R A HI Y E N G U I B L E O E A N UH H Z L Y C F E S H P P W G LZ S O S G T E S F O Q R X E US V P R T P A T R U L E W R FE W Q U O R Y P A U P S S L YH Q E V R I O H O H K S I R AV U E A B M U H T V C E E N LS R B I T H J V F L Z D E T PY M S R E S U O R T A R P U ZE B I N G E H A Y M R E R E VC R Y M O C D I Q D K P H N TW I C D U Q B Q R K X F L I HX D F V U H S U W T L L G S IF R I E N D S H I P O X D H G

11. a. friendship. b. upset. c. sleepover. d. gloves. e. playful.

TRANSCRIPT – LISTENING – UNDERSTANDING ADOLESCENCEAll 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: It’s not us, mom, It’s the girls; they think they are all

grown up, better than us. Every time I say something, they make me feel as if I’ve said something foolish. It’s so embarrassing!

Mom: Oh, my dears; you’re becoming teenagers. You’re changing and that can be very confusing.

Girl: Yes, I feel I do not know my own body, it’s changing so quickly.

Boy: Some times I feel I have four arms and four legs, they’re so long and difficult to control.

Mom: That’s normal and it will pass, don’t worry; and don’t think I haven’t noticed how changeable your mood is: one moment you are laughing and the next minute, it’s all long faces and angry words.

Boy: And you say that’s normal?Mom: Yes, new hormones are starting to work in your body

and this affects your mood, but believe me, it’ll pass. How about some lunch, now?

14

ANSWERS TO WORKBOOK ACTIVITIES


207

UNIT 2READING - 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 – INTERNATIONAL RESCUE CORPS 22

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. Across: 3. volunteer. 5. wardrobe. 6. climate. 7. forest. 8. microphone. Down: 1. support. 2. neighbour. 4. rescue.

10. a. scientists. b. support. c. survival. d. climate. e. neighbours.

TRANSCRIPT – LISTENING – INTERNATIONAL RESCUE CORPSBoth 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 I’ve got a skill to offer, which can help to save people.

Interviewer: How many missions have you been on?Paul: I’ve been on eight missions abroad – seven

earthquakes and a hurricane – and about ten in the UK.

Interviewer: What can IRC offer that other agencies can’t?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: What’s the most amazing survival story you’ve 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.

22


208

UNIT 3READING – 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, you’d better apply immediately.

LISTENING – INTERVIEW WITH A DJ 31

4. : 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.

TRANSCRIPT - LISTENING – INTERVIEW WITH A DJBoth speakers have a British accent.Interviewer: Brad Andrews is one of the most famous names in

dance music and club DJing of the moment. Brad, why are club DJs so popular these days?

Brad: In the past, people used to go to discos and clubs to drink, talk or socialise. Now, they come for the music, so whether you have a good time or not depends very much on the skills of the DJ.

Interviewer: Do you really need that much skill to put on a few records?

Brad: It’s not that simple. I often operate three turntables at once, sometimes using one or two CD players as well. You need a great deal of co-ordination to play with the records and use these huge decks we have nowadays. The job of DJing is mostly about mixing tracks, using several records at once to create a totally whole new sound.

Interviewer: Does a gig require much preparation?Brad: It does! This is an extremely demanding job.

People go to see their favourite DJs like fans go to see bands. I arrange and build a set at a club like I would do in a concert on stage, or if I was recording a single in a studio. You’re basically composing a three-hour piece of music.

Interviewer: We’ll take a break now, but don’t go away… Brad’s going to …

31

UNIT 4READING - BRIEF HISTORY AND DESCRIPTION OF PARKOUR

1. c.2. b.3. a. from. b. by. c. to. d. over. e. for. f. of. g. by. h. in.

i. by. j. from.4. a. Art du déplacement, freerunning. b. A method for physical and mental fitness,

a lifestyle. c. Creativity, critical thinking, responsible exercise.


209

LISTENING - WHAT’S YOUR QUESTION? 39

5. a. 1st caller. b. 3rd caller. c. 2nd caller.6. a. Presenter. b. Jack. c. 3rd caller.

d. 2nd caller. e. 1st caller.7. a. low. b. would like. c. positive.8. a. Jack Carter is with us today to answer

your questions about parkour. b. Perhaps you just need to drill the

movement in a different way. c. There’s also cardiovascular fitness and

muscular strength.VOCABULARY

9. a. Improved. b. Strong. c. Encompasses. d. Athletes. e. Former.

10. a. Community. b. Frightened. c. Movement. d. Confidence. e. Training. f. Strength.

TRANSCRIPT - LISTENING - WHAT’S YOUR QUESTION?All the speakers have an American accent.Presenter: Jack Carter is with us today to answer your

questions about parkour. Here’s our first caller.1st caller: Hello, my name’s Wanda. I’d like to practise

parkour, but I’m scared of getting hurt. How do I overcome my fear?

Jack: First of all, start slow and low. When you’re 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, I’m Devin. What training can I do at home

for parkour? Jack: Practising parkour movements isn’t the only part

of training; there’s 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 you’re not exercising.

39

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 5READING – 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 children’s

parents . them refers to the children.

LISTENING – PHONE HELP 48

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 you’re not quite prepared to do it yourself!

5. a. We often don’t find time for people who can’t 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.


210

VOCABULARY

7. H E L P O R G A N I S A T I O Na. The second letter in Britain’s most famous

writer’s 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 can’t 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)

TRANSCRIPT - LISTENING – PHONE HELPBoth 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 doesn’t find time for people who can’t cope with pressure. It’s 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 they’d 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?

48

Henry: All kinds of people. Anyone who’s lonely or depressed; it could be an elderly lady who has no one to talk to or perhaps a young man who’s been looking for a job for too long.

Interviewer: Why did you become a Samaritan?Henry: I wanted to find a way to help just with my

time and my ability to listen; besides, I’m level- headed, I’m not shocked easily and I’m quite compassionate.

Interviewer: How much time a week do you spend doing this?

Henry: A few hours each week and then once a month we do an overnight shift just to make sure that the phones are manned twenty four hours a day. However, I’ve been doing extra shifts for the last three months; we are short of volunteers!

Interviewer: And if our listeners want to become a Samaritan, what should they do?

Henry: They should contact their local branch to ask about the organisation and how they could join.

Interviewer: Is there any training?Henry: There are classes to assess your ability and

your aptitude for this kind of work. You may well learn in that time that you’re not quite prepared to do it yourself!


211

Reading comprehension•What type of text is this?•What is the purpose of this text?•Who is / are the main character(s)?•Where does the action take place?•What is Character 1’s job?•Where does he / she work?•What is (person / place) like?•What is the relationship between Character 1 and

Character 2?•What are the turning points in the story?•What is Character 2’s favourite food / sport /

music, etc.?•What does Character 3 write / cook / drive / eat /

drink, etc.?•Where is Character 1 when …?• What can you infer from these sentences in

the text?•What do these numbers in the text refer to?•What do these words (pronouns) refer to?

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?

Writing•Write a follow-up of the story you read / the

conversation you listened to.•Write a personal profile.•Write a diary entry of a day in the country / at the

seaside / in the centre of town.•Write a summary of a book you’ve read / a film you’ve

seen.

•Write a review of a book you’ve read / a film or a television programme you’ve seen.

•Write a short newspaper article describing something that has just happened / happened yesterday.

•Write a composition about your first _____ / your best ______.

•Write a questionnaire / a survey to find out about ______.

•Write a description of a person / a picture / a problem.•Write definitions of these animals / devices / rooms.•Write a personal / business letter.•Write a reply to a personal letter.•Write an invitation to a party / a lecture / a conference /

an exhibition.•Write a reply accepting / refusing an invitation.•Write a short biography of a person you admire.

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 you’ve read / a film

you’ve seen and that you would definitely (not) recommend.

•Talk to your partner about your favourite food / drink / place in Chile / football team / football player / book / film / film star.

•Talk to your partner about your plans for this weekend / next summer / the future.

•Talk to your partner about what you will do if … .•Talk to your partner about what you do / don’t do to

save money / energy / time.•Look at this picture with your partner and ask and

answer questions about what you see.•Talk to your partner about the 10 things you want to

do before you are 20.•Talk to your partner about how you / your best friends

have changed in the last five years.•Talk to your partner about how the place where you

live has changed in the last five years.•Talk to your partner about the three best / worst

inventions ever. Give reasons for your choices.•Talk to your partner about the advantages and

disadvantages of learning a language / having a pet / using social networks / living in the city or in the country.

•Talk to your partner about what you have learnt this year in English / Spanish / social sciences / science / math.

TEST QUESTION BANK


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GLOSSARY

Grammar and vocabulary•Complete these sentences with the (verb tense) of the

verbs in brackets.•Fill in the blanks in this text with the (verb tense) of the

verbs in brackets.•Fill in the blanks in this text with the (verb tense) of the

verbs in the box.•Fill in the blanks in this text with the words in

the box.•Fill in the blanks in this text choosing from the

alternatives provided.•Find the opposite / synonyms of these words in

this text.•Classify these words under the corresponding

category.•Match these words and their definitions.•Change these sentences / this paragraph into

(verb tense).•Find the odd word.•Circle the verbs in the (verb tense) in this paragraph.•Circle the words in this paragraph that refer to physical

descriptions / moods / parts of the house / furniture.•Paraphrase these sentences using (verb tense or verb).•Answer these questions or respond to these

statements using (verb tense or verb).•Fill in the blanks with _____, _______, or _______ to

form correct collocations.

Unit 1Awful: (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 or a group of things or ideas.Tough: (adj.) difficult to do or to deal with.Trust: (verb) to have belief or confidence in the honesty or goodness of a person.Upset: (adj.) worried, unhappy, or angry.Wave: (verb) to raise your hand and move it from side to side as a way of greeting someone.Wonder: (verb) to ask yourself questions or express a wish to know about something.


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Unit 2Achievement: (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 withBrag: (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.Neighbour: (noun) someone who lives very near to you.Research: (noun) a detailed study of a subject, especially in order to discover information or reach a new understanding.Review: (verb) to carefully examine or consider sth again, especially so that you can decide if it is necessary to make changes.Rise: (verb) to move upwards.Rope: (noun) (a piece of) strong, thick string made of long twisted threads.Seaside: (noun) an area that is by the sea, especially one where people go for a day or a holiday.Sponsor: (verb) to support a person, organization or activity by giving money, encouragement or other help.Spread: (verb) to (cause to) cover, reach or have an effect on a wider or increasing area.

Stage: (noun) a separate part that a process, etc. is divided into. Storage: (noun) the putting and keeping of things in a special place for use in the future.Stream: (noun) water that flows naturally along a fixed route formed by a channel cut into rock or ground, usually at ground level.Strengthen: (verb) to make something stronger or more effective.Supply: (noun) an amount of something that is available for use .Taste: (noun) the flavour of something.Trade: (noun) the activity of buying and selling, or exchanging, goods and/or services between people or countries.

Unit 3Bough: (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.Current: (adj.) of the present time.Glance: (noun) a quick look.Grant: (noun) a sum of money given especially by the government to a person or organisation for a special purpose.Lecture: (noun) a formal talk on a serious or specialist subject given to a group of people, especially students.Quirk: (noun) an unusual part of someone's personality or habit, or something that is strange and unexpected.Realise: (verb) to understand a situation, sometimes suddenly.Sample: (noun) a small amount of something that shows you what the rest is or should be like.Scholarship: (noun) an amount of money given by a school, college, university or other organisation to pay for the studies of a person with great ability but little money.Search: (noun) an attempt to find something.Shortcoming: (noun) a fault or a failure to reach a particular standard.Skill: (noun) a particular ability or type of ability. Twig: (noun) a small very thin branch that grows out of a larger branch of a tree.Warehouse: (noun) a large building for storing things before they are sold, used or sent out to shops.


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Wholesale: (adj.) of or for the selling of goods in large amounts at low prices to shops and businesses, rather than the selling of goods in shops to customers.

Unit 4Amazing: (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.) Join: (verb) to get involved in an activity or journey with another person or group.On behalf of: (noun) representing; instead of Patron: (noun) a person or group that supports an activity or organization, especially by giving money.Proudly: (adv.) feeling pleasure and satisfaction because you or people connected with you have done or got something good.Quarter: (noun) an area of a town where a particular group of people live or work or where a particular activity happens.Relative: (noun) a member of your family.Rubbish: (noun) waste material or things that are no longer wanted or needed.Scary: (adj.) frightening.Silly: (adj.) showing little thought or judgment; foolish.Soar: (verb) go high up. Strength: (noun) the ability to do things that need a lot of physical or mental effort.Stroll: (noun) a walk in a slow relaxed manner, especially for pleasure.Unfurl: (verb) open up, stretch into distance. Weapon: (noun) any object used in fighting or war, such as a gun, bomb, sword, etc.Worthwhile: (adj.) useful, important or good enough to be a suitable reward for the money or time spent or the effort made.Wrath: (noun) extreme anger.

Unit 5Affordable: (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 don’t / can’t 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.Deface: (verb) to damage and spoil the appearance of something by writing or drawing on it.Dull: (adj.) not interesting or exciting in any way; boring.Duty: (noun) something that you have to do because it is part of your job.Feature: (noun) a typical quality or an important part of something.Grumpy: (adj.) (informal) bad-tempered. Height: (noun) the distance from the top to the bottom of something or somebody.Hesitate: (verb) to pause before you do or say something, often because you are uncertain or nervous about it. Hire: (verb) to employ someone or pay them to do a particular job.Installment: (noun) one of a number of parts into which an amount of money owed has been divided, so that each part is paid at different times until the total is reached.Moggy: (noun) (informal) cat. Neat: (adj.) tidy, with everything in its place.Outgoing: (adj.) (of a person) friendly and energetic and finding it easy and enjoyable to be with others. Rely on: (verb) to need a particular thing or the help and support of someone or something in order to continue, to work correctly, or to succeed.Shelter: (noun) a structure that provides privacy and protection from danger. Shift: (noun) a group of workers who do a job for a period of time during the day or night, or the period of time itself.Thorough: (adj.) detailed and careful.Thrilled: (adj.) extremely pleased.Tune: (noun) a series of musical notes, especially one which is pleasant and easy to remember; a melodyWeight: (noun) the amount that something or someone weighs (to have a heaviness of a stated amount). Wimp: (noun) a person who is not strong, brave or confident.

Dictionaries used:

- http://dictionary.cambridge.org/dictionary/british/

- http://kat.ph/oxford-advanced-learners-dictionary-of-current-english-8th-ed-t3874647.html

- http://www.ldoceonline.com/


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◆ 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 People’s 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).LongmanPreliminaryEnglishSkills-

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).Webster’sNewWorldLetterWriting

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.

• RussellMcDonald,C.andMcDonald,L.R.(editors).(2002). Teaching Writing – Landmarks and Horizons. (1st ed.). Carbondale, lL., USA: Southern Illinois University Press.

• Sandler,C.andKeefe,J.(2004).1001 Letters For All Occasions – The Best Models for Every Business and Personal Need. Avon, MA, USA: Adams Media.

• Speaking• Fraleigh,D.etal.(2008).Speak Up – An Illustrated Guide to Public Speaking. Boston, MA, USA: Bedford/St. Martin’s.• Holcomb,E.(2008).Asking the Corwin Press Right Questions – Tools for Collaboration and School Change. (3rd ed.). Thousand Oaks, CA, USA:.• Fadem,T.(2008).The Art of Asking: Ask Better Questions,

Get Better Answers. (1st ed.). Upper Saddle River, NJ, USA: FT Press.• Rogerson,P.etal.(1990).Speaking Clearly – Pronunciation

and Listening Comprehension for Learners of English. (Teacher’s Book). Cambridge, UK: Cambridge

University Press.◆ Units 3 & 4 – Academic world• Reading• Corfield,R.(2003).Preparing Your Own CV: How to

Improve Your Chances of Getting the Job You Want. (3rd ed.). London, UK: Kogan Page Ltd.• Corfield,R.(2007).Preparing the Perfect CV: How to

Make a Great Impression and Get the Job You Want. (4th ed.). London, UK: Kogan Page Ltd.• Pangrazi,R.etal.(2009).Activity Cards for Promoting Physical

Activity and Health in the Classroom. (1st ed.). San Francisco, CA, USA: Benjamin Cummings.

• Thomas,D.(2006).Physical Activity & Health: An Interactive Approach. (2nd ed.). Sudbury, MA, USA: Jones & Bartlett Publishers.

• Listening• Donoghue,P.andSiegel,M.(2005).Are You Really

Listening? Keys to Successful Communication. Notre Dame, IN, USA: Sorin Books.• Burley,M.(1995).Listening: The Forgotten Skill: A Self-Teaching Guide. (2nd ed.). Indianapolis, IN, USA: Wiley Publishing, Inc.• Writing• Lister,L.(2008).FastTrack To Job Success – Getting a Job

from Search to Interview, Resume Writing, CV’s, Job Finding and Interview Techniques. (1st ed.). Raleigh, NC, USA: Lulu.com.• Shaw,M.andWeil,R.(2007).Linking Up: Planning Your Traffic-Free Bike Trip Between Pittsburgh, PA and

Washington, DC. (3rd ed.). Lawrence, KS, USA: Great Allegheny Press.

• Usher,H.(2007).The Definitive CV / Resume & Essential Employment Letter Guide. Pymble, Australia: Usher Publishing POD.

• Williams,R.(2006).London (Eyewitness Travel Guide). London, UK: DK Travel.

• Speaking• Calcagni,T.(2007).Tough Questions – Good Answers:

Taking Control of Any Interview. (Capital Business & Professional Development Series). Sterling, VA, USA: Capital Books, Inc.

• DeLuca,M.andDeLuca,N.(1996).Best Answers to the 201 Most Frequently Asked Interview Questions. (1st ed.). New York, NY, USA: McGraw-Hill.

• Oliver,V.(2005).301Smart Answers to Tough Interview Questions. (1st ed.) Naperville, IL, USA: Sourcebooks, Inc.

• Powers,P.(2009).Winning Job Interviews. (Revised ed.). Franklin Lakes, NJ, USA: Career Press.

◆Units 5 & 6 – Working world• Reading• Alderton,D.(2008).How To Look After Your Small Pets: An Owner’s Guide. Leicester, UK: Annes publishing Ltd.• Bourdon,R.(1999).Understanding Animal Breeding. (2nd ed.). Upper Saddle River, NJ, USA: Prentice Hall.• Campbell,K.(2008).Companion Animals: Their Biology,

Care, Health, and Management. (2nd ed.). Upper Saddle River, NJ, USA: Prentice Hall.

• Druin,A.(2009).Mobile Technology for Children, Kindle Edition: Amazon. NJ, USA: Prentice Hall.

• Sloman,P.(2010).Inventors and Inventions. London, UK: Black Dog Publishing.

THEMATIC BIBLIOGRAPHY


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BIBLIOGRAPHY• Listening• Hoevemeyer,V.(2005).High-Impact Interview Questions:

701 Behavior-Based Questions to Find the Right Person for Every Job. New York, NY, USA: AMACOM.

• Kessler,R.(2006).Competency-Based Interviews: Master the Tough New Interview Style And Give Them the Answers That Will Win You the Job. (1st ed.). Franklin Lakes, NJ, USA: Career Press.

• Writing• Innes,J.(2009).The CV Book: Your definitive guide to writing

the perfect CV. Old Tappan, NJ, USA: FT Press.• Silvia,P.J.(2007).How to Write a Lot: A Practical Guide to

Productive Academic Writing. (1st ed.). Washington, DC, USA: American Psychological Association (APA).

• Spence,L.(1997).Legacy: A Step-By-Step Guide to Writing Personal History. Athens, OH, USA: Swallow Press / Ohio University Press.

• Thomas,F.(1989).How to Write the Story of Your Life. [email protected]: Writers Digest Books.

• Tompkins,G.(2007).Teaching Writing: Balancing Process and Product. (5th ed.). Upper Saddle River, NJ, USA: Prentice Hall.

• Speaking• Brown,S.andLucas,C.(2008).Improve Your English:

English in Everyday Life. (1st ed. w/ DVD). New York, NY, USA: McGraw-Hill.

• Folse,K.(1996).Discussion Starters: Speaking Fluency Activities for Advanced ESL/EFL Students. Lansing, MI, USA: University of Michigan Press/ESL.

• KasloffCarver,T.andDouglasFotinosRiggs,S.(2006).A Conversation Book 1: English in Everyday Life. (4th ed.). White Plains, NY, USA: Pearson ESL.

• Roth,E.andAberson,T.(2007).Compelling Conversations: Questions and Quotations on Timeless Topics. Los Angeles, CA, USA: BookSurge Publishing/ Chimayo Press.

◆Units 1 to 6 – Grammar and Vocabulary• Aarts,B.(2011).Oxford Modern English Grammar. Oxford,

UK: Oxford University Press.• Beaumont,D.andGranger,C.(1992).The Heinemann

English Grammar, an Intermediate Reference and Practice Book. Glasgow, Scotland: Heineman.

• Carlton,L.andMarzano,R.(2010).Vocabulary Games for the Classroom. Bloomington, IN, USA: Marzano Research Laboratory.

• Field,M.(2009).Improve Your Punctuation and Grammar: Master the Essentials of the English Language and Write with Greater Confidence. (How to series). Oxford, UK: How to Books Ltd.

• King,G.(2009).Collins Improve Your Grammar. Glasgow, UK: HarperCollins Publishers.

• McCarthy,M.(2002).English Vocabulary in Use. Cambridge, UK: Cambridge University Press.

• Straus,J.(2006).The Blue Book of Grammar and Punctuation. Indianapolis, IN, USA: Jossey-Bass.

• 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.andHaynes,J.(1994).Classroom Teacher’s ESL Survival Kit. White Plains, NY, USA: Pearson ESL.

• Hadfield,J.andHadfield,C.(2002).Simple Listening Activities. (Oxford Basics series). New York, NY, USA: Oxford University Press.

• Hadfield,J.andHadfield,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.etal.(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.etal.(2005).The TKT Course (Student’s Book). Cambridge, UK: Cambridge University Press.

• Turkenik,C.(1998).Choices - Writing Projects for Students of ESL. New York, NY, USA: Cambridge University Press.

Some Web Sites• Listeningcomprehension:

• http://www.isabelperez.com/songs.htm Song lyrics and activities for ESL; includes matching, cloze,

and other interactive exercises.• http://www.musicalenglishlessons.org/popsongs/index.htm Songs and languaje activities

• Readingcomprehension:• http://www.abcteach.com Free printable worksheets and activities.• http://www.breakingnewsenglish.com English lesson plans & podcast for studying current events and

news. Ready-to-print handouts with downloads & quizzes.• Speaking

• http://www.onestopenglish.com Resources for teaching English including lesson plans,

worksheets, audio, video and flashcards.• http://www.proteacher.com Extensive list of links for school and home practice.

• Writing• http://esl.about.com/library/lessons/bl_guided_writing.htm Guided Writing Exercises for ESL, EFL, TESOL and TEFL

English Students.• http://www.readingrockets.orgInformationandresources

on how young kids learn to read, and how adults can help.• http://esl.about.com/library/lessons/blwrite_informalletter.htm Differences between formal and informal letters in English.• http://www.englishclub.comLessonsforlearners,including

fun pages like games, quizzes and chat.


global english 3º medio guia docente

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