libro global english 4 medio chile

8/4/2019 Libro Global English 4 Medio Chile

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TEXTO DEL ESTUDIANTE

Jolanta Polk Reyes

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACINPROHIBIDA SU COMERCIALIZACIN AO 2011


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TEXTO DEL ESTUDIANTE

Jolanta Polk Reyes

Ingls


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2

Welcome to Global English 4 Medio. This book will be your guide, and hopefully

your friend for the next school year. Enjoy it!

There are two lessons in each unit,

one based on a reading text, and

one based on a listening text.

They are divided into:

BEFORE YOU READ / LISTEN

WHILE YOU READ / LISTEN

AFTER YOU READ / LISTEN

The AFTER YOU READ

section includes an

APPLICATION TASK to

help you to develop

your writing skills and

the AFTER YOU

LISTEN section includes

an APPLICATIONTASK to help you to

develop your speaking

skills.

Eachunithasan

additionalpartcalledJUSTFORFUN,

which includesa

specificCHILEAN

CONNECTION.They

areforyoutoenjoy

andlearnnewthings

independently.

GET TO KNOW YOUR BOOK

Lis

ten

ing

and s

peaking

activitiesarerecorded.

Listen

totheCDwith your teac

her.

Examine your book and answer these questions.

1. How many units are there?

2. What is there at the beginning of each unit?

3. How are the units divided? What sections can you find?

4. What are the titles of the units?

5. What can you find at the end of the book?


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This section provides additional

information on the main topic of the

lesson or on some of the activities.

Did you know that...

3

Examine the icons below. What do they mean? What kind of activity do

they represent?

READING

The tasks will help you to develop

strategies to improve your understanding

of written texts.

The tasks will help you to develop

strategies to improve your understanding

of spoken messages.

American v/s British English

This section will help you to notice

differences between these two

varieties of English.

This is an additional tool to make

learning more accessible and

contents easier to understand.

Learning tip

LISTENING

Suggested web resources to gather information on various topics or

prepare for a presentation. They provide a good opportunity forindependent work.

Thissectionwill help

you to get involvedin

yourevaluation,

guiding youtodiscover

your strengthsand

weaknesses, and

making you reflect on

your involvement in

the development of

values.

Theseattractive and

entertaining activities

will motivate you to

study andput into

practicewhat youare

learning.

These tests at the end

of the units will help

you to discover what

you have learnt well

and what you need toreinforce.

Learning abilities

You will be informed of which abilities

you will develop through the different

activities in each section of the lesson.

Language Note

This section will help you to understandimportant English structures.

MINITEST

Each lesson has a short evaluation

activity that will allow you to

analyse your performance.

: Words whose meaning may be essential for your

understanding of a text, but were not included among the key words have been

highlighted in blue. The meaning for that particular context is given at the bottom of

the page, in the form of a glossary.

Highlighted words

You can access the hypertext and do attractive interactive complementary activities.

You can access the hypertext anywhere, anytime, and do the activities as many times

as you want, at your own pace.

HYPERTEXT: digital resources and activities


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4

PLAN OF THE BOOK

UNIT 1

READING

Love in Writing

(love letters) ...................10 - 11

WRITING

Write a love letter ...................13

LISTENING

From the Heart

(song)...................................... 15

SPEAKING

Share love stories....................17

GRAMMAR

The modal verb might ...........12

Intensifiers............................... 16

TEST YOUR

KNOWLEDGE ........................22

UNIT 2

READING

A Book anda Film

(extracts froma book andfrom

amagazine; a poster).......30- 31

WRITING

Writea filmreview .................33

LISTENING

Dark Fantasy

(interview)...............................35

SPEAKING

Prepareandpresent an

interview evaluatingother

performances ..........................37

GRAMMAR

-ing forms................................32

Gerunds ...................................36

TESTYOUR

KNOWLEDGE ........................42

UNIT 3

READING

PlanetSavingTechnology

(brochure) ...............................50

WRITING

Writea brochure ....................53

LISTENING

The Technology of Living

Things (interview).................55

SPEAKING

Discuss a scientific issue .........57

GRAMMAR

The Subjunctive .............60 /62

TESTYOUR

KNOWLEDGE ........................62


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5

UNIT 4

READING

UrbanRhythms

(magazine article) ..........70 -71

WRITING

Write an article ona music

ora paintingstyle ...................75

LISTENING

Mobile Art

(conversation) .........................77

SPEAKING

Discussanart form ................81

GRAMMAR

ThePast Perfect..............72/79

TEST YOUR

KNOWLEDGE ........................86

UNIT 5

READING

The Magic of DNA

(article) ...........................94 - 95

WRITING

Write a scientific article ..........99

LISTENING

Asking the Right Questions

(conversation) ......................101

SPEAKING

Discuss a scientific topic ......105

GRAMMAR

Reporting verbs.......................97

Indirect questions.................103

TEST YOUR

KNOWLEDGE .....................110

UNIT 6

READING

Business Letters

(business letters) .......118 - 119

WRITING

Writeabusiness letter .........123

LISTENING

DescribingJobs

(conversations) .....................125

SPEAKING

Gather information about

occupations...........................129

GRAMMAR

Reporting verbs ....................121

Indirect questions .................127

TESTYOUR

KNOWLEDGE .....................134


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UNIT 1

6

In this unit you will learn to:

READING: validate predictions through skimming/classify specific information.

LISTENING: identify the tone of messages/identify stressed words/discriminate

between correct and incorrect information.

ORAL PRODUCTION: express personal attitudes/participate in guided dialogues/ask

and answer questions.

WRITTEN PRODUCTION: complete paragraphs/write a love letter.

FUNCTIONS: express condition, interest, possibility, requests and suggestions.

You will also learn:

GRAMMAR: the modal verb might/intensifiers.

VOCABULARY: words related to love and feelings.

You will pay special attention to these values

The importance of expressing our feelings.

The acceptance of and respect for different opinions.

You will use the following text types:READING: love letters.

LISTENING: a news story/a song.



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7

LOVE

HOW READY ARE YOU FOR THIS UNIT?

Look at the pictures and answer these questions in your group, expressing your personal

opinions. Use expressions such as: I think that In my opinion I believe that

It seems to me that From my point of view According to me 2 pts.

a. What are the people feeling? b. Why are they feeling like that?

1

In pairs ask each other five questions about the things you like, dislike, are fond of, hate and

really love. Compare your opinions. 5 pts.

Example: What kind of food do you really love?

Classify the feelings in the box under the correct picture. 12 pts.

Your score:

0 - 6: You should look up the words that you dont know in the dictionary and share your answers with a classmate.

7 - 13: You know enough about feelings, but you could try to improve by sharing answers with your classmates.

14 - 19: Well done! You are ready to start and enjoy this unit; you could help the classmates who look confused.

Negative:angry,annoyed,hateful,miserable,sad.

Positive:cheerful,delighted,happy,joyful,loving,satisfied,wonderful.

3

2

angry annoyed delighted happy hateful

joyful loving miserable sad satisfied wonderful

cheerful

: adj / happy, and showing it by the way that you behave.Cheerful



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8UNIT 1

LOVE IN WRITING READINGLes

son1

How would you finish a personal letter or a love letter? Choose the best options.

a. Best wishes, Norma e. Love you and XXXX

b. For ever yours, Fred f. Thinking of you

c. Kind regards from Patrick g. Yours sincerely, Dr. B. Adams

d. Lots of love, Julia h. Yours truly, Benjamin Jones

3


a quotation is a repetitionor copy of the words ofanother person, usuallyshowing the origin of thesource? The sentences inExercise 1 are allquotations. What do younotice about all of them?

BEFORE YOU READ

Talk about these quotations in your group. Which one(s) do you most agree /disagree with? Why?

a. In dreams and in love there are no impossibilities.Janos Arnay

b. Take away love, and our earth is a tomb.Robert Browning

c. Love is two souls with a single thought and two hearts that beat as one.

John Keats

d. Love is the discovery of ourselves in others.Alexander Smith

e. To love is to suffer, and to avoid suffering one must love.Woody Allen

How do people usually express their romantic feelings? Exchange opinions

in your group. Use the alternatives provided and your own ideas.

a. Being jealous of other people.

b. Dedicating love songs on the radio.

c. Giving gifts: flowers, chocolates, rings, etc.

d. Going out to candle-lit dinners and dancing to romantic music.

e. Holding hands.

f. Making a blog dedicated to the loved one.

g. Not letting the loved one spend time with other people.

h. Sending love notes and using romantic words.

2

1

1 2

3 4 5

1.To express opinions.

2. To match information andvisuals.

3. To express personal attitudes.

4. To find meaning of words / tomake predictions.

Learning abilities


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9LOVE

Study the words in this web and identify the ones you know. Check the

meaning of the other words in a dictionary. Which of them would you

expect to find in a love letter?

4

W HILE YOU READ

Read the letters on pages 10 and 11 and check your predictions in Exercise 4.

Which expressions from Exercise 3 were used to finish the letters?

Read the letters again and write which of them ( I, II, III, or IV) has these

characteristics.

a. __________ is romantic and optimistic.

b. __________ has historical value.

c. __________ talks about hidden feelings.

d. __________ is written by a Chilean teenager to his foreign friend.

e. __________ uses sophisticated words.

These chunks (a. d.) have been removed from the four love letters. Put

them back in the correct places (i. iv.).

a. Id like you to love me but if not, do you think we might at least be friends?

b. in perfume, in harmonious sound: all of these mean you to me, all of

these I see and admire.

c. And at other times, you might be doing more important things but you

choose to sit with me.

d. We might go to the Lake District and cruise the lakes, camp on the beach

and watch the stars in the evening

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

correspond to?

The writer doesnt know how to express his / her feelings, he / she cannot find

the right words, but he / she knows he / she is in love. He / She hopes that if the

other person doesnt love him / her, he / she will want to be his / her friend.

9

8

7

6

5

Love

Adjectives

Eager

Glad

Kind

Romanti

c

Sensitiv

e

Beauty

Date

Heart

Novel

Jealousy

Admire

Feel

MissShare

Nouns VerbsCuddle

: verb / to hold sb / sth close in your arms to show love or affection.Cuddle

5.

To validate predictions.6. To find specific information.

7. To identify the tone ofmessages.

8. To locate specific information.

9. To match information.

Learning abilities


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10UNIT 1

Iloveyou!

TammyCarter

MybelovedTammy,

Iloveyou!Justwritingthewordsputsasmileonmy

face.Iloveyoubecauseyouarekind,tender

andthoughtful,andbecauseyouaremybestfriend.

Iknowthatsometimesyoumightwanttodootherthi

ngsbutyouprefertobeclosetome.

(i.)_____________________________________________

___________________________________infront

ofthefireandcuddleaswewatchTV.

Ilovebeingnearyouandwalkingwithyouonarainyd

ay.Andtherearetimesyoumightwanttohave

steakinafancyrestaurant,butyoudecidetoholdhan

dswithmeoverahamburgerandchips.

IloveyoubecauseyoulistentomeasIsharewithyo

umysmalltriumphsortheproblemsoftheday.

Iloveyoubecauseindifficulttimesyouhearmeout

thereretimeswhenyoumightnotagreewith

me,butyoulistenandtrytounderstand.

AndIloveyouforwhatyouare.

Foreveryours,

Tim

humble

I

II

DearChris,

I&am&writing&this&letter&to&let&you&know&thatIm&really&fond&of&you.Unfortunately,&you&just&dont&know&it.SometimesI&would&like&to&shout&it&to&the&winds&butIm&scared.Who&knows&what&your&answer&might&be?

My&lips&are&closed,&my&heart&is&silent&and&the&wordsI&want&to&say&justwon&t&come&out.I&want&to&open&upand&tellyou&howI&feel,&butIguessIm&too&scared&becauseIm&afraid&you&might&reject&me.What&doI&expect?Im&not&sure.(&ii .)_

_______________________________________________________________Thinking&of&you,Jenny

: adj / showing you do not think that you are as important as other people.Humble


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11LOVE

Adapted from:My Beloved Toto, letters from Juliette Drouet to Victor Hugo,published by State University of New York Press, Albany. Equipo Editorial.

BelovedVictor,

IfIwerecleverImightdescribehowyou,afamouswriter,uniteinyourselfthebeautiesofformandsong!

Imighttellyouthatyouarethegreatestmarvelofallages,andIwouldonlybespeakingthesimpletruth.

Iloveyou,myVictor;Icannotrepeatittoooften;IcanneverexpressitasmuchasIfeelit.Irecogniseyouinallthebeautythatsurroundsme inform,incolour,(iii.)______________________________________________________ andyouareall!Youarenotonlythesolarspectrumwiththesevenluminouscolours,butth

esunitselfthatilluminates,warmsandrevives!Thisiswhatyouare,andIamthewomanthatadoresyou.

Juliette

III

IV

My&dearestSusan,

How&long&has&it&been&sinceI&last&saw

&you?I&will&tell&you:&its&been&one&month&three&days&and8&long,&long&ho

urs&since&we

&last&walked&by&theCalleCalleRiver&holding

&hands&and&looking&at&the&reflection&of&the

&moon&on&the&water.And&then&we&took&the

&little&boat&to&theHuapiIsland&where&we

&thought&that&if&we&tried&hard&enough&we

&might&stop&time&for&ever&and&never&return

&to&reality.

But&you&had&to&go&and&nowI&miss&you

&very&much,&counting&the&days&tillI&see&you

&again.And&when&you&do&come&back,what

&will&we&do&together?(&iv.)________________


recognize

recognise/recognize


__________________________________________________________________

__________

________.Or&wemight&climb&volcanoes

&and&cross&cold&mountain&rivers.But

whateverwe&do,&we&will&do&it&together-&you

&andI.MightI&ask&you&to&come&back

&really&soon?

I&hate&being&without&you, I&miss&you&and

&thinkof&you&all&the&time.

Your&forever&romantic

Carlos


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12UNIT 1

Language Note

1. What do these sentences from the letters you read have in common?

a. Im afraid you might reject me.

b. If we tried hard enough we might stop time for ever.

c. Might I ask you to come back really soon?

d. We might go to the Lake District and cruise the lakes.2. Which sentence expresses the following?

a. A condition. b. A possibility. c. A request. d. A suggestion.

3. Study these other examples.

a. She might be in another class.

b. Might I go with you?

c. If I had time I might help you.

d. When you are in London you might visit the London Eye.

The modal verb mightcan be used to express all four options, but it is

most commonly used to express possibility and condition.

4. There are nine more sentences with mightin the letters. Copy them into

your notebook and identify what they express: a condition, a possibility,a request or a suggestion.

The modal verb might

AFTER YOU READ

Classify the adjectives in the box as positive or negative. Use some of them

to describe letters III and IV, sharing and comparing answers in your group.

10

Match the sentences in column A in the chart with what they express in

column B.

Answer these questions using what you learnt in the Language Note and

your own ideas.

a. What might you do at the weekend if you dont have any homework?

b. Where might you buy roses in the middle of winter?

c. If someone asked you to be his / her pen friend, what might your answer be?

a suggestion

12

B

She might miss the train if she comes late.

A

Excuse me, might you speak a little louder please?

We might stay at home and watch a film if you want.

If the plants dont get enough water they might die.

The teacher said it was optional - we might read it if we want to.

a condition

a possibility

a request

11


pen pal

pen friend

: adj / giving pleasure.Enjoyable

abusive boring confusing dramatic embarrassing

fascinating funny gentle honest insensitive interesting ironic

joyful kind loving mad nasty optimistic passionate

pessimistic pleasant romantic sad sensitive silly

enjoyable

10. To classify words.

11. To consolidate a grammarpoint.

12. To reinforce a grammar point.

13. To evaluate learning.

14. To match information. / Toimitate a spoken model.

15. To write a text.

16. To relate content to personalexperiences.

Learning abilities



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a. Read letters III and IV again and answer these

questions in your group.

i. What do the letters tell you about the

people who wrote them?

ii. What does the vocabulary the writers use

tell you about their background, education,

the times they live or lived in?

iii. Have you ever written a love letter or note?Why?

iv. What was the result?

b. In your group, write down a few ideas that can

help you with your task: to write a love letter!

i. A list of words that you can normally find in

a love letter

ii. Different beginnings and endings.

c. Work individually now and choose the style of a

love letter that best suits you optimistic,

sophisticated, sad, etc.

d. Write a love letter (maximum 90 words) to a real

or imaginary person using the ideas you wrote

down, the format and the vocabulary in the

letters you read.

e. Apart from your own words you can also use

quotations from Exercise 1 or others you can

find on the Internet.

f. Check your spelling and grammar.g. Exchange letters with somebody in your group.

h. Follow the points suggested to evaluate your

letter. Say Yes or No.

APPLICATION TASK WRITING15

13LOVE

0to 2REVISE AGAIN

3to 5GOOD JOB!

6to 8EXCELLENT!

Idiscussedthepurposeofletterwr

itinginmygroup.

Ifollowedtheindicatedsteps.

Iusedwords,structuresandideasfro

mthelesson.

Myletterfollowsacoherentsequen

ce.

Icheckedmywritingforgrammare

rrorsandspelling

mistakes.

MINITEST Write one sentence for each situation. 8 pts.

a. Your foreign friend is visiting your area and asks you to suggest a place

to visit.

b. You want to borrow your sisters / brothers brand new T-shirt.

c. You want to ask your mother if she knows where your favourite jeans are.

d. Your cousin wants to know what food to buy for his / her birthday party.

13

Answer and discuss these questions in your group.

a. What have you learnt about quotations? Where / When can we use them?

b. Which do you prefer, writing or speaking when love is the main issue?

c. How would you help a friend who is suffering because of love?

d. In the case of a married couple having serious problems, do you think

separation is a solution?

16

Match the questions (a. c.) and answers (d. f.) to form dialogues.

Check with the recording and then role play them in front of the class.

a. If you organise a party, who might you invite?

b. So, what do you think we might cook tonight?

c. Where might we find Philip?

d. How about some fish and chips?

e. Im not sure - you might try his home address or his office.

f. In my opinion, we should ask everybody in the class.

1014 American v/s British English

French fries

chips



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14UNIT 1

FROM THE HEART LISTENINGLes

son2

BEFORE YOU LISTEN

Look at the cartoon and match the bubbles (a. c.) with the correspondingpicture (1 3).1


accent is connected withthe way we pronouncewords? That is why peoplefrom the same countryspeaking the samelanguage may have a

different accent, dependingon where they live.Stress is related to whichpart of a word or asentence we emphasise. Itmeans that we do not sayall the syllables or wordswith the same force, butsay some more loudly thanthe others.


subway

underground,tube

321

We might be a

little late, but its so

wonderful to be

together!

I hope

shes not too

angry! These

flowers might

help!

Terribly

late as usual! I

might as well go

home.

ba c

Listen and read these pairs of dialogues. Which one in each pair do you

think is more intense? Why?

a. i. Adam: I love you.

Theresa: I love you too.

ii. Adam: I love you so much.

Theresa: I love you very much too!

b. i. George: Im fond of dancing and singing.

Lilly: I love dancing too.ii. George: I am quite fond of dancing and singing.

Lilly: I absolutely love dancing!

You are going to listen to a news story called Underground love. What do

you think it might be about? Choose one alternative.

a. Prohibited love

b. Love between a miner and his girlfriend

c. Love on the subway

3

112


2. To identify tone of message.

3. To make predictions.

Learning abilities


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Language Note

1. Read these sentences from the news story.

a. We totally clicked.

b. They actually had so much to talk about.

c. I am quite sure.d. I was terribly nervous.

2. Compare them with these sentences:

a. We clicked.

b. They actually had much to talk about.

c. I am sure.

d. I was nervous.

3. Study the sentences in Point 1. What do the underlined words do?

a. They make the meaning more intense.

b. They make the meaning more general.

c. They make the meaning more understandable.

The answer is a.The underlined words are intensifiers; they enhancethe words that follow them.

4. Read some more examples.

a. My dad told me an incredibly sad love story.

b. It is surprisingly hot.

c. You are absolutely right.

5. Listen to the first stanza of the song again and copy three more

sentences that contain intensifiers.

Intensifiers

16UNIT 1

Complete these dialogues using different intensifiers.

a. A: Youre late again! Ive been waiting for half an hour.

B: ______________________________________ sorry.

b. A: How did your mother feel when you showed her the test?

B: ______________________________________ upset.

c. A: I can help you to study for the physics test.

B: ______________________________________ much.

d. A: What do you think of the new television programme?

B: ___________________________________ interesting.

11

The words below appeared in the listening text. Use them to write four

sentences. The pictures on the left can help you.

a. ____________________________________________________________.

b. ____________________________________________________________.

c. ____________________________________________________________.

d. ____________________________________________________________.

crowded headline sketch subway

10

1

2

3

4



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You are going to share love stories with your

classmates.

a. Work in groups of four or five students and

answer these questions about the love story

you heard in the recording.

i. What are your opinions of the two

protagonists?

ii. How would you behave in a similar

situation?

iii. Would you be embarrassed to go on

national TV or radio to find the person you

love?

b. Work individually and write down a few lines

about a love story you know. It can be about

your parents, yourself or someone you know.

Use these questions as guidelines.

i. What are the names of the protagonists?

ii. When / Where did the story take place?

iii. What is special about this love story?

iv. How did it end?

c. Use the ideas you wrote and tell the story to the

rest of the group.

d. Answer the groups questions providing extra

information.

e. Choose the most romantic or the most unusual

story, and appoint a story-teller in your group.

Help him / her to practise telling the story.

f. Exchange stories with another group.

g. Use these ideas to evaluate your performance.

Say Yes or No.

APPLICATION TASK SPEAKING14

Iparticipatedinthediscussionrespe

ctingmy

classmatesopinions.

Iwrotemyideasandusedthemtop

resentmystory.

Wecorrectedeachotherspronuncia

tion.

Weusedwords,structuresandideas

fromthelesson.

17LOVE

0to 1REVISE AGAIN

2to 4GOOD JOB!

5to 6EXCELLENT!

Listen to the recording and check your answers in Exercise 11. Practise

and then role play the dialogues for your classmates.

MINITEST Choose six places in this story to use the intensifiers in the box.

6 pts.

This happened a month ago. The day was hot and I wanted a drink. I looked

around and saw a little kiosk with soft drinks and ice-cream but it was

crowded, I decided to look somewhere else. Then a boy standing right in

front of the kiosk waved to me. He was cute! He had a bottle of orange crush

in his hand and he was offering it to me. I was impressed. Now, a month

later, we are dating! I still think he is fabulous.

1312

absolutely quite really terribly so very

13


a. What do you think of making a blog dedicated to the person you love?

b. What would be the perfect words to say to someone that you are deeply

in love with?

c. Would you show respect or make fun if you received an anonymous

love letter?

15

9. To reinforce a grammar point.

10. To consolidate vocabulary.


12. To imitate a spoken model.

13. To evaluate learning.14. To create a new text.

15. To reflect on the contents ofthe lesson and relate them topersonal experiences.

Learning abilities



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Dear Gloria,

Thanks so muchfor offeringto look after my pets while Imin Brazil.

There arethree ofthem:

Spike,the dog , Winnie, the cat and Bella, the parrot .

Each ofthemis (a.) a character and needs specialattention. Please see the indications belowfor their care.

Spike is(b.) ofeating socks so please make sure thatthere are none lying around.

Winnie (c.) hates the darkness so make sure that you leavethe lights on when you leave.

Bella(d.) loves freshseeds and water so give her afreshportion everymorning.

Spike and Winnie are (e.) goodfriends thatthey arealwaystakenfor a walktogether.

Andfinally, because Bella is(f.) small, make sure thatthewindows are always closed so she cannot get out.

Onceagain thank youfor offeringtohelp. See you after Im backfrom my

holiday.

Love

Helen

fond

18UNIT 1

CONSOLIDATION ACTIVITIES

Helen is asking her friend Gloria to look after her pets while she is away on holiday. Fill in the gaps in

her note with the intensifiers in the box.

absolutely quite really such terribly very

1

: adj / of doing sth, finding sth pleasant or enjoyable, especially sth you have liked or enjoyed for a long time.Fond



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19LOVE

Now that Helen has left her pets in goods hands, she is planning her holiday activities. Look at the page

from her diary and see what activities she might do. Write the sentences in your notebook.

2

Monday

Arrival, unpack, phoneGloria

Tuesday

Visit Christthe Redeemer or Sugarloaf

Wednesay

Go to Ipanema orCopacabana beach

ThursdayVisit the botanical gardensor the

national park

Friday

Take a busto Florianopolis or toBuzios

Saturday

Aboat ride or hang gliding

SundayFlight backand arrival home

17

16

15

14

13

12

11

a. Well, I worked awfullyhard this summer, and I absolutelymust have it.

b. Mum is going to get quite with you for spending so much.

c. Its reallyfantastic, dont you think?d. And its outrageouslyexpensive too!

mad

1 2 3 4

: adj / very angry.Mad

Read the sentences below (a. d.) and put them in the right order, following the cartoon (1 4).

Practise and role play the dialogue with a partner.

3



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JUST FOR FUN

20UNIT 1

321

654

87

Who are these famous love couples? Match the names (a. h.) with the pictures (1 8).

a. Adam & Eve e. Homer & Marge Simpson

b. Barbie & Ken f. John Smith & Pocahontas

c. Bella Swan & Edward Cullen g. Pablo Neruda & Matilde Urrutiad. Frida Khalo & Diego Rivera h. Romeo & Juliet

1

Which person in the couples in the pictures (1 8) could have said these statements?

a. I am scared to tell you who I am. My name, dear boy, is hateful to myself, because its an enemy

to you.

b. I love you without knowing how, or when, or from where, I love you simply, without problems

or pride: I love you in this way because I dont know any other way of loving.

c. Is that what you dream aboutbeing a monster? Not exactly, mostly I dream about being

with you forever.

d. Just a little bite of the apple to show me how much you love me!

e. Remember, my love - as far as anyone in Springfield knows, were a nice normal family.

2


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Commandment1:

___________ acceptchangeandsupport

growthinyourself

andyourpartner.

Commandment2: ___________ callyourpartner 20timesadayorfollow

him/herto all his/her activities.

Commandment3: ___________ give100% ofyourself.

Commandment4: ___________ listento yourpartner.

Commandment5: ___________ nagandbotheryourpartnerwithyour

problems all the time.

Commandment6: ___________ oftenremindyourloved onehowmuch

you

careabouthim/her.

Commandment7: ___________ remember importantdatesandanniversaries.

Commandment8: ___________ rememberthatyoupartnerisaseparate

individualwith his/ her ownlikesanddislikes.

Commandment9: ___________ sharelove, problems, work, and play.

Commandment10: ___________ treatyourpartner withjealously andsusp

icion.

Ten Commandments of Love

Adaptedfrom:www.romancestuck.com

CHILEAN CONNECTIONTeresa Wilms Montt was born in Via del Mar in

1893. As a young woman, Montt was sent to a

convent as punishment for falling in love with a

man while being married. There, she wrote her first

literary work, Diario Intimo, where she talked about

her life, her love and her passion for a different,

more liberal life. In 1916, helped by the Chilean poet

Vicente Huidobro, she escaped from the convent

and moved first to Buenos Aires and then to Paris.She died in 1921, when she was only 28.

In the 19th and early 20th centuries, many talented

Chilean women writers were censured by a society

that mistrusted women who engaged in

intellectual pursuits. In most cases, their works were

lost forever after their deaths, and their names were

omitted from literary annals. Today, Teresa Wilms

works can be found in old book stores.

Her life and romantic love and her willingness to

sacrifice everything for it became the subject of a

Chilean film called Teresa. Directed by Tatiana

Gaviola and starring Francisca Lewin, the film made

Teresa Wilms national news again.

Adapted from:Teresa Wilms Montt: A forgotten legend.Original Research Article, Women's Studies International Forum, Volume 13,

Issue 3, 1990, Pages 195 - 199 by Marjorie Agosin.

Complete these 10 Commandments of Love with You should or You shouldnt.3

21LOVE


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22UNIT 1

THREE LOVE LETTERSREADING

TEST YOUR KNOWLEDGE

DearKrissy,

Isithereinsorrow,wishingIcouldholdyou.IverealisedthatIvetriedtoreplaceyouoverandoversinceImade(ii.)_________________,butnoonecanmakemelaughandsmilelikeyoudo. Youaretheonlyonethatevermademesohappy; noonecouldevertakeyourplace.Ifeel asifmysoul hasstolenmyheartandleftmetocrymyselftosleepeachandeve

rynightwithguiltinmyheartofhowIhurtyou.Iguessyoujustdontrealisewhatyouhaveuntilitsgone;Iwassostupidtoleaveyou!Iknowsorryisjustaword,butforwhatitsworthIamvery, verysorryandI askyoutopleaseforgiveme!

LoveforeverBrian II

Adapted from: http://www.poemslovers.com/love_letters/thank_you/letters/173.htmlhttp://www.poemslovers.com/love_letters/i_am_sorry/letters/177.htmlhttp://www.poemslovers.com/love_letters/confessions_of_love/letters/36.html

Read the three letters. What type of letter is eachone? 3 pts.

a. A letter of apology.

b. A love confession.

c. A thank you letter.

Read the letters again and find the answers to

these questions. 6 pts.

a. Why does Jessica cry sometimes?

b. Why does Brian cry at night?

c. Does Marco love Simona?

These chunks (a. c.) have been removed

from the letters. Put them back in the

correct places (i. iii.). 3 pts.

a. the foolish decision to leave you

b. really good friends, and I dont want to ruin

c. you make me feel like I can touch the sky

3

2

1

DearBrad,

I&knowweve&been&busy&latelywith&school,&testsandwhatnot. Iwanted&to&sendyou

&this&letter&to&letyou&know&thatIm&thinking

ofyouand&loveyouverymuch.Imvery

&lucky&to&have&suchawonderful&boyfriend

andIwanted&to&say&thankyou&for

changingmy&life.Youmakemy&lifecomplete

and(&i. )________________________________

___amillion&times.Youmakeme&laughand

&sometimes&so&hardIcry.Forallof&that,I

want&to&say&thankyou.

Icantwait&untilourwork&scheduleschange

&andwecan&spendmore&time&together.

Lovealways,Jessica

I

DearMarco,

Wecannever&be&together.Why?Becausewe

are&just&friends, (&i ii. )____________________

_____________________&that.You&said&that

&beingwithmewasvery&special&foryouand

&thatyou&really&respectour&friendship.

I&loveyouand&ifyouhavenot&seen&that&by

now&thenyouare&blind.Youmakemy&life

worth&living.Maybe&this&letter&isallIneed&to&putyou&behindme-Idoubt&it,&though.

Youwill&be&inmy&heart&forever,Marco,

&even&if&it&is&justas&friends.

SimonaIII


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23LOVE

LOVE REUNITEDLISTENING LANGUAGE

Listen to the recording. What kind of

programme is it? 1 pt.a. A news programme

b. A game programme.

c. An interview.

What is the general topic of

the recording? 1 pt.

a. How a missing letter brought two lovers

back together.

b. The reason two foreigners decided to marryin London.

c. Why two lovers stopped loving each other.

Listen again and identify the word

you hear. 10 pts.

a. Steve Smith and Carmen Ruiz-Perez, both now

/ , fell in love / years ago.

b. Their relationship / after she

moved to / .

c. Smith sent a letter to her

/ home in / .

d. When he / the phone

she knew it was the / decision.

e. Within / seconds of setting eyes on

each other they were / .

14

14

14

parents

mothers

kissingembracing

4030

picked upanswered

SpainFrance

SpainFrance

1716

wrongright

startedended

4442

4

5

6

Match the sentences in column A in the chart

with what they express in column B. 5 pts.

Use a different intensifier to fill in the blanks in

each of these sentences (a. - d.) according to

the pictures (1 4). 4 pts.

a. Philips baby daughter Flo is ______ cute!

b. That dessert looks ______ delicious. Yummy!c. Pablo and Gonzalo are ______ good friends.

d. Thank you. These flowers are ______

beautiful.

8

A suggestion

A possibility

A request

A B

What time might it be? Im notsure. It might be around 5 p.m

She might miss the plane if shedoes not hurry.

Where might we go at theweekend?

Whatever you prefer - you mighthave salad or pasta.

Might I take this chair if you arenot using it?

A condition

7

1

3

2

4


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24UNIT 1

SPEAKING

A new classmate, Jerome is asking for

suggestions. Answer his questions using

sentences with might. Role play your dialogue

in front of your classmates. 10 pts.

Jerome: So where do you think I could have

my lunch?

You: ________________________________.

Jerome: Which of our classmates should I

talk to if I need help?

You: ________________________________.

Jerome: And what can you suggest for after

school activities?

You: ________________________________.

Jerome: Who do you think I should call if I want

more information?

You: ________________________________.

Jerome: What do I have to do to join a club or

the library?

You: ________________________________.

9Complete this letter expressing your feelings(maximum 90 words). Pay attention to

vocabulary, spelling and grammar, and dont

forget to use appropriate intensifiers. 10 pts.

Dear ________________,

Its been ten long months since we were last

together. This time ________________________

________________________________________

_______________________________________.

I know we can ___________________________

____________________, but its not the same as

________________________________________

_______________________________________.

When you come back_____________________

________________________ and we will never

________________________________________

_______________________________________.

Please, _________________________________

_______________________________________.

All my love,

______________________.

10

WRITING



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25LOVE

YOUR TEST RESULTSReadingYou are expected to be able to identify and understand key facts and details. Your score

10 to 12 Excellent I grasped all the main ideas and answered most questions correctly.6 to 9 Good I grasped the majority of the main ideas and answered most quest ions correctly.

3 to 5 Not too bad I grasped some of the main ideas and answered some of the questions correctly.

0 to 2 Unsatisfactory I deduced some of the main ideas and answered just a few of the questions correctly.

ListeningYou are expected to be able to identify and understand key facts and details. Your score

10 to 12 Excellent I identified almost all general and specific information correctly.

6 to 9 Good I identif ied most general and specific information correctly.

3 to 5 Not too bad I identified some of the general and specific information.

0 to 2 Unsatisfactory I deduced just a few bits of the general and specific information.

SpeakingYou are expected to be able to complete and participate in a guided dialogue. Your score

8 to 10 Excel lent Good pronunciation and no hesitation.

5 to 7 Good Good pronunciation and a minimum of hesitation.

3 to 4 Not too bad Some pronunciation mistakes and with hesitation.

0 to 2 Unsatisfactory A lot of pronunciation mistakes and a lot of hesitation.

WritingYou are expected to complete a letter using alternatives and your own ideas to start and finish. Your score

8 to 10 Excellent I included all the right alternatives and my own ideas.5 to 7 Good I included two of the right alternatives and my own ideas.

3 to 4 Not too bad I included one of the right alternatives and one of my own ideas.

0 to 2 Unsatisfactory I included none of the right alternatives and none of my own ideas.

LanguageYou are expected to apply and identify two language items. Your score

7 to 9 Excellent I understood and applied the language items in all cases.

4 to 6 Good I understood and applied the language items in most cases.

2 to 3 Not too bad I understood and applied the language items in some cases.

0 to 1 Unsatisfactory I deduced and applied the language items in very few cases.

YOUR GENERAL PERFORMANCEIn this unit Always Sometimes Never

I grasped the main ideas of the texts.

I used different strategies to help me to understand.

I made myself understood even if I made some mistakes.

I interacted with other students to do the exercises.

I expressed my point of view appropriately.

SELF - EVALUATION


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UNIT 2

26


READING: identify type of text/find general and supporting information.

LISTENING: find the meaning of key words/transfer relevant information to a visual

organiser/identify speaker.

ORAL PRODUCTION: ask and answer questions/role play a dialogue following a model.

WRITTEN PRODUCTION: complete paragraphs/write a film review.

FUNCTIONS: express possibility, certainty and doubt/express opinions/ask and answer

questions.

You will also learn:

GRAMMAR: -ing forms: gerunds and present participles.

VOCABULARY: words related to books and films.

You will pay special attention to these values

The importance of expressing our personal opinions about films and books.

The acceptance of and respect for different opinions.

You will use the following text types:READING: extracts from a book and a

magazine/a poster.

LISTENING: an interview.



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2

HOW READY ARE YOU FOR THIS UNIT?

Which of the following films are based on books? Use the expressions in the box to introduce

your answers. 6 pts.

I am sure I believe I am not quite sure I am quite certain I am not certain _____ certainly is I think

1

What are the similarities and differences between books and films? Classify the statements

below (a. i.) in a Venn diagram. 9 pts.

a. They are reasonably priced.

b. They entertain us.

c. We can enjoy them at home.

d. We can enjoy them on a beach.

e. We can enjoy them on a plane.

f. We can enjoy them when we are in a group.

g. We need a long time to finish them.

h. We need a printed text.

i. We need special equipment to enjoy them.

Match the words in the box with the definitions below (a. f.). 6 pts.

a. A fictional work of prose that is shorter in length than a novel.

b. A love affair or a story about one.

c. A piece of writing performed by actors in a theatre or on television or radio.

d. A series of moving pictures recorded with sound, that tells a story, and is shown on television or at

the cinema.

e. A story long enough to fill a complete book, in which the characters and events are usually imaginary.

f. The written text of a play, film, broadcast, talk, etc.

Your score:

0 - 6: You should look up the words that you dont know in the dictionary and share information with a classmate.

7 - 13: You know enough about literature and films, but you could try to improve by sharing answers with your classmates.

14 - 21: You are ready to start and enjoy this unit; perhaps you could help the classmates who look confused.1.2,3,4and6.2.Books:d.,g.,andh.Films:a.,f.,andi.Both:b.,c.ande.3.a.Shortstory.b.Romance.c.Play.d.Film.e.Novel.f.Script.

film novel play romance script short story

3

2

1 2 3 4 5 6

LITERATURE AND FILMS

Books

Both

Films



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28UNIT 2

A BOOK AND A FILM READINGLess

on1

BEFORE YOU READ

Match the names of the authors in the box with their books in the pictures (1 6).

Isabel Allende Roberto Bolao Mara Luisa Bombal

Jos Donoso Baldomero Lillo Pablo Neruda

1


movie

film

1

2

3

4

5

6

Have a look at the texts you are going to read on pages 30 31. Which one

is a film review, which one a poster and which one a part of a book? Justify

your choices.

The words in the box are from the texts you are going to read. Match them

with their definitions (a. h.) and then check with a dictionary.

a. Sadness that you feel and show because somebody has died.

b. The form or structure of a person or animals body.

c. The way in which somebody holds and moves their head and body.

d. To denote, to indicate, to show.

e. To do something to reduce or prevent the bad effects of something.

f. To keep a permanent account of facts or events by writing them down.

g. To succeed in dealing with or controlling a problem.

h. Very unpleasant or evil.

What kind of information about a film do you think you can find in a film poster?

a. Information about the actors. d. Who the director is.

b. The the film was made. e. Where the film was shot.c. How much the cinema ticket costs. f. Who wrote the screenplay.

date

2

bespeak carriage counteract despicable frame mourning overcome record (v.)

3

4

: noun / a particular day of the month, sometimes in a particular year, given in numbers and words.Date


2. To identify type of text.

3. To identify meaning of keywords.


Learning abilities


30/153

a. Place______________________ Event map

29LITERATURE AND FILMS

WHILE YOU READ

Read the poster and check your predictions in Exercise 4.

Indicate in which text you can find the required information (a. f.).

Sometimes more than one answer is possible.

Read Text II again. Whats the film critics opinion of items a. - g.? Choosefrom the options in the box.

a. Isabel Allende. e. The first story in the film.

b. The acting. f. The film adaptation.

c. The book The House of the Spirits. g. The second story in the film.

d. The first half of the film.

Read the film review and the plot description that appears in the poster. Tick

the correct statements.

a. The review expresses the writers personal opinion.

b. The plot description is a summary of the film.

c. The plot description provides lots of details.

d. The review compares the original book with the film.

e. The plot description is more convincing.

f. The review discusses both the characters and the actors who play them.

Read the plot ofThe House of the Spiritsthat appears in texts II and III again

and complete this event map.

9

5

8

Excellent Fabulous Fairly good Great

Less convincing More interesting One of the best

7

6

I II III

a. A detailed description of Barrabas

b. Information about Clara, one of the protagonists

c. The author of the book

e. The genre of the movie

f. Where filming took place

d. The film cast

5. To validate predictions.

6. To find general and supportinginformation.

7. To match information.

8. To interpret information. / To

discriminate between correctand incorrect information.

9. To synthesise information andtransfer it to a graphicorganiser.

Learning abilities

b.Time______________________

c. Characters

_____________________

_____________________

_____________________

d. Brief summary of story.

_____________________

_____________________

_____________________

e. End

_____________________

_____________________

_____________________

: noun / all the people who act in a play or film.Cast



31/153

30UNIT 2

Chapterone

RosatheBeautiful

Barrabscametousbysea,thechildClarawroteinher

delicate calligraphy. Shewas already in thehabit of

writingdownimportantmatters,andafterwards,when

she was mute, recording trivialities became very

important. Shenever suspected thatfiftyyearslaterI

woulduseher notebooks to reclaim the past and

overcometerrorsofmyown.BarrabsarrivedonaHoly

Thursday.Hewas inadespicable cage,dirtywithhis

ownexcrement andurine, andhad thelostlookof a

defencelessprisoner;buttheregalcarriageofhishead

andthesizeofhisframebespokethelegendarygianthe

wouldbecome.Itwasabland,autumnaldaythatgave

nohintoftheeventsthatthechildwouldrecord,which

tookplaceduringthenoonmassintheparishofSan

Sebastian,withherwhole family inattendance.As a

signofmourning,thestatuesofthesaintswerecovered

inpurplerobesthatthepiousladiesofth

econgregation

unpackedanddustedoffonceayearfromacupboard

in the sacristy. Beneath these funereal sheets the

celestial retinue resembled nothing so much as a

roomful of furniture awaiting movers, an impression

thatthecandles,theincense,andthesoftmoansofthe

organwerepowerlesstocounteract.

Adaptedfrom:TheHouseoftheSpirits, IsabelAllende,ChapterofficialtranslationbyCedricBelfra

I


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33/153

32UNIT 2

AFTER YOU READ

Use your notes in Exercise 9 to complete this conversation about the plot of

The House of the Spirits.

A: Where does the action take place?

B: ____________________________________________________________.

A: When do the events happen?B: ____________________________________________________________.

A: Who are the main characters?

B: ____________________________________________________________.

A: What happens?

B: ________________________ marries ________________________ and

________________________, but ________________________________.

Blanca, ________________________ who _________________________.

A: What happens then?

B: ____________________________________________________________.

Listen to the recording, compare with the conversation you completed in

Exercise 10 and then repeat it. Then change the answers to talk about a film

you have seen. Practise and role play the new conversation with a partner.

1611

10

Examine the sentences below. Identify the gerunds and the present participles.

a. Frank was swimming in the pool when I saw him.

b. Denise likes dancing and singing.

c. They were dancing and singing in the rain.

d. Cooking with my mum is lots of fun.

12

Language Note

1. Compare the pairs of sentences below paying special attention to the

words in bold. What similarities and differences do you notice? Which

word is a noun and which one is a verb?a. Filming took place in Denmark and Portugal.

They are filming a new movie.

b. Marrying Clara makes Esteban Trueba a happy man.

We first see Esteban Trueba when he is marrying Clara.

2. All the words end in -ing, but the words in the first sentence of each pair

are acting as nouns and we call them gerunds. The words in the second

sentence of each pair are acting as verbs, and we call them present

participles.

When gerunds are used as nouns, they can be used in the same way that

any other noun can be used: subjects, objects, objects to prepositions, etc.

3. Go back to the texts and find more examples of both gerunds andpresent participles.

-ing forms

10. To ask and answer questions.

11. To imitate a spoken model.



14. To write a text.


Learning abilities



34/153

You are going to write a group review of a film you

have all seen recently.a. Agree on a brief summary of the film. You can

use the event map in Exercise 9 to help you.

Make notes.

b. Describe what each of you thought of the film,

giving reasons and examples. Make notes. These

questions can help you.

Did you think that it was interesting / boring /

thought-provoking?

Did it have lasting images and ideas that you

particularly liked?

c. Divide the film into relevant parts: acting,directing, setting, costumes, music, etc.; express

your opinion and make notes.

Was the setting successful / the atmosphere

appropriate?

Was the cast good and adequate for the film?

What was the sound track like?

d. Brainstorm and write down a list of adjectives

and expressions you can use in the review:

Example: amazing scenery / excessive violence /

good atmosphere / hair-raising suspense /

hilarious / phenomenal/ plenty of details /

spectacular visual effects / unexpected plot twists.e. A person from the group must be the group

scribe. Develop a draft of your review (95 words)

including the following parts.

Title of the review make it catchy!

Paragraph 1: summary and your general view.

Paragraph 2: positive things about the film.

What did you like? Why?

Paragraph 3: negative things about the film.

What didnt you like? Why?

Paragraph 4: final comments.

f. Read your review and check for spelling andgrammar mistakes.

g. Use these points to evaluate your group work.

Say Yes or No.

APPLICATION TASK WRITING14


MINITEST Complete the following paragraph with the correct form of the

verbs in the box, a gerund or a participle. 8 pts.

It is 7:00pm and Bill (a.) _________________ at the dinner table in front of

the TV. (b.) _________________ and (c.) _________________TV are the two

things he really loves. His mother (d.) _________________ his sister with herhomework. The girl doesnt really like (e.) _________________ homework.

Bills mother loves (f.) _________________ new things so she

(g.) _________________ herself.

Bills father opens the front door. (h.) _________________ home at night is

the best thing in the world!, he says.

0to 2REVISE AGAIN

3to 6GOOD JOB!

7 to8EXCELLENT!

arrive do enjoy help learn read sit watch

13

Wediscussedourpersonalviewsof

thefilm.

Wepreparedadraftofourreview.

Weusedwords,structuresandideas

fromthelesson.

Ourreviewfollowsacoherentseque

nce.

Wecheckedandcorrectedgramma

randspellingmistakes

Welistenedtoandrespectedeacho

thersopinions.


a. What have you learnt about Isabel Allendes first famous novel? Can you

express your opinion about it or other books you have read or films you

have seen?

b. How important is the opinion of your family when you choose a

boyfriend / girlfriend?

c. What would you do if you were in Blancas situation?

15


35/153

34UNIT 2

DARK FANTASY LISTENINGLess

on2

1 2 3 4 5 6

BEFORE YOU LISTEN

What do all the films in the pictures have in common? Choose from thealternatives given.

a. The subject is fantasy. d. They are films for young people.

b. They are / were all bestsellers. e. They have historical characters.

c. They are all based on books. f. They were written by British writers.

1

Answer these questions about the films in your group.

a. What is the plot of each of them?

b. Who are the main characters and actors?

Listen and repeat these words associated with film making. Which ones

sound similar in Spanish? What do they mean? Find the meaning of the rest

in the dictionary.

173

2

actor adaptat

ion animation ca

meraman cast

costume d

irector ex

tralocation

producer sc

reenplaysequel

soundtrack s

tunt

Classify the words in Exercise 3 under the correct heading.

Which words and expressions from Exercises 3 and 4 would you expect to

find in an interview with the author of books about vampires on which two

films have been based?

People in films Film-making process

5

4

1. To connect pictures andcontent.

2. To connect content andprevious knowledge.

3. To identify cognates. / To relatewritten and spoken version ofwords. / To practise

pronunciation. / To findmeaning of words.

4. To classify information.


Learning abilities


36/153


WHILE YOU LISTEN

Listen to the interview and check your predictions in Exercise 5.

Listen again and choose the best option.

a. The author began writing after / .

b. TwilightandNew Moonsold / .

c. Bella, the protagonist is popular with readers because she is

/ .

d. The location of the vampire saga is / .

Listen again and write down who said these statements, the

Interviewer or the Author.

a. ____________: I had a dream about a human girl meeting a vampire.

b. ____________: Readers loved it immediately.

c. ____________: Both Twilight and New Moon were filmed.

d. ____________: The film and its soundtrack became really popular with

young people.

e. ____________: Both need dedication.

Listen again and answer these questions.

a. How many children does this author have?

b. What is the name of the third book in this saga?

c. How long did the author take to write the first book of the saga?

d. What is the first name of the director ofTwilight?

AFTER YOU LISTEN

Think about the text you listened to and decide which statements are true

about an interview.

a. An interview is a conversation between two people - the interviewer and

the interviewee.

b. An interview consists of a series of questions and answers.

c. An interview is conducted in order to make the interviewee feel

uncomfortable and angry.

d. The purpose of an interview is to obtain information from the interviewee.

In pairs, choose two films you have both seen recently and compare the

aspects suggested (a. f.). Use the expressions in the box.

a. Characters c. Location e. Subject

b. Length of the film d. Sound track f. Type of film

watching a horror filmhaving a dream

189

as good / bad as better / worse rather different

more / less / terribly / incredibly amusing / boring / interesting / popular

11

18

18

18

10

a normal girla hero

WashingtonForks

13 million copies1.3 million copies

8

7

6

StephenieMeyer, authorofTwilight.

6. To validate predictions.

7. To discriminate betweencorrect and incorrectinformation.

8. To identify speakers.

9. To find specific information.

Learning abilities

10. To discriminate betweencorrect and incorrectinformation.

11. To consolidate vocabulary / Toexpress personal opinions.


13. To match information and

visuals.

14. To role play dialoguesimitating a spoken model.


16. To role play an interview.


Learning abilities



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36UNIT 2

Complete these sentences with information from the interview and a

gerund. Can you identify the function of the gerund?

a. ___________________________ was quite a surprise for the interviewer.

b. After ___________________ about a human girl___________________ a

vampire, Stephanie started _____________________________________.

c. Stephanie didnt expect such success because _____________________

she had planned to do.

d. Stephanie thinks that ________________________ could ruin her books.e. Next year, Stephanie will dedicate more time to ____________________.

Match the questions in column A (a. d.)with the answers in column B

(i. iv.). Then match the dialogues with the pictures on the left (1 4).

Listen and practise the dialogues in Exercise 13 with a partner. Role play

them in front of the class.

19

A B

i. Im absolutely certain Im right. Theanswer is Of Love and Shadows.

a. Are you sure its the right size for me?

ii. Im not sure, but I think its the firststreet on the right.

b. Is this your final answer?

iii. Lovely! Your girlfriendll love theseroses.

c. Can I have three of those flowers,please?

iv. Well, actually, it looks a bit too big foryou.

d. Excuse me, where is Dalton Street?

14

13

12

1

2

3

4


movie theater

cinema

Language Note

1. Read these sentences from the interview paying special attention to the

words in bold.

a. Wearing fashionable clothes is not important.

b. I love raising kids and I love writing books.

c. I will dedicate more time to writing vampire stories.2. Study these examples and those in Point 1 and try to identify the

function of the gerund.

a. Driving a car is quite difficult.

b. Kenny loves driving his fathers car.

c. Mrs. Adams is really tired ofdriving.

3. As gerunds function as nouns, they can take the role of subjects, objects

and objects of a preposition in a sentence.

In both sentences a. the gerund is the subject of the sentence; in

sentences b. it is the object of a sentence and in sentences c. it is the

object of a preposition (in this case to, but it could also be after, before,

between, from, of, etc.).

Gerunds



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You and a partner are going to prepare and presentan interview.

a. Each of you must choose a topic, one of these

ideas or one of your own: a favourite type of

film / a favourite writer / a person in your

family / a place to go on holiday / your likes and

dislikes / your future plans.b. Prepare a list of questions you want to ask your

partner. Consider these aspects. Questions should start with what, when,

where, who, why, which.

Avoid questions that require ayes / no answer. Be as neutral as possible and dont offer your

opinions or ideas in the questions.

Avoid wording that might influence answers,like: So why dont you like Isabel Allendes

books? Dont ask questions that you know might be

embarrassing to the .

c. The first interviewer should ask all his / herquestions and then you must change roles.

Ask the questions one at a time and wait for

the answer.

Encourage responses with occasional nods of

the head, comments, polite noises, etc.

d. Change roles.

e. Discuss both interviews. How did you feel as an

interviewer and as an interviewee? Which role

was more comfortable?

f. Use these points to evaluate your performance.

Say Yes or No.

interviewee

APPLICATION TASK - SPEAKING16

Wefollowedthesuggestionsoffere

dintheinstructions.

Wewroteourquestionsandusedth

emintheinterview.

Wecorrectedeachothersgrammar,

vocabularyand

pronunciation.

Weusedwords,structuresandidea

sfromthelesson.

Wewererespectfulofeachothersid

eas.


MINITEST Use gerunds to complete the second sentence so that it has a

similar meaning to the first sentence. 8 pts.

a. My father repairs all kinds of things.

My father is good at ___________________________________________.

b. Im sorry I didnt arrive on time.

Im sorry for ______________________________________________ late.

c. Fruits and vegetables are good for our health.__________________________________________ is good for our health.

d. My sister usually does her homework and then watches TV.

My sister usually watches TV after ________________________________.

15

Answer and discuss these questions in your group.a. Whats your opinion of films based on novels? Can you give more examples?

b. Would you change the way you are in order to be with someone you love?

c. What would you do if the boy or girl that you love belonged to an urban

tribe that you really dislike?

d. Would you marry a physically disadvantaged person? Why? Why not?

17

0to 2REVISE AGAIN

3to 5GOOD JOB!

6 to8EXCELLENT!


vacation

holiday

: noun / the person who answers the questions in an interview .Interviewee


39/153

LivinginPrivetDrivewithhis

uncleandauntisveryhard

foryoungHarry.Hisparents

diedinacarcrashwhenhe

wasstillababy,andheis

beingbroughtupbyVernon

andPetuniaDursley.

Forsomeunknownreason,Harryis

livinginthecloset

underthestairs,andtheDursleys

treathimmorelikeaslavethanlike

afamilymember.Hiscousin

Dudleysfavouriteactivityisbother

ing(*1) Harryallthetime

.

Onhiseleventhbirthday,uponrece

ivingamysteriousletterfromacer

tainHogwartsSchoolof

WitchcraftandWizardry,Harryfina

llydiscoversthetruthabouthisorig

ins.Hisparentswereawizard

andawitch.Theywerekilledprotec

tinghimfromtheevilwizardVoldem

ort.Harrystillhasalightning-

shapedscaronhisforeheadfromt

hatevent.Sincehesurvivedtheatt

ackasababy,andalso

somehowdeprived(*2)Voldemortofhisp

owers,hebecamefamousinthewo

rldofwizardry.The

Dursleys,strongdisbelieversinmagic,n

evertoldHarryanythingabouthist

rueself.

Harryissurprisedbuthappyandhi

strainingasawizardbegins.AtHogwarts,Harrymakesfriends

withteachersandtwootheryoungs

ters,RonWeasleyandHermioneGr

anger.Thethreeofthem

accidentallyfindoutthatthepotio

nsmaster,SeverusSnape,isplottin

gto

stealsomethingthatathree-heade

ddogisguardingjealously

(*3).Thethree

youngstersquestforthetruth

(*4) leadsthem

acrossmanyobstacles:everydays

choollife,

abewitchedQuidditchmatch(Quidd

itchisa

popularwizardsport),Fluffy,theth

ree-

headedmonsterdogandmanyothe

r

problemstoovercometogettothe

guarded

object.

LuckilyforyoungHarryandhisfrie

ndsthe

situationisclearedupandVoldemo

rtis

defeatedonceagain.

Adaptedfrom:www.imdb.com/title/tt024152/pl

otsummary

38UNIT 2

CONSOLIDATION ACTIVITIES

Read the plot below. Do you know the name of the film?1

Glossary: (*1) molestar(*2) quitar, arrebatar(*3) celosamente(*4) bsqueda de la verdad



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Find all the gerunds and present participles in the story. List them separately

in your notebook, copying the complete sentences.

Read the plot again and use the diagram below to summarise it. Write the

summary in your notebook. The pictures in Exercise 2 can help you.

4

3

Which gerund would you use to complete the instructions for these

traffic signs?

5

a. Pedestrian____________.

b. Animal____________.

c. _____________prohibited.

d.NoU-____________.

e. No

____________.

1 2 3

4 5 6

Read the plot carefully again and put these pictures in order.2


summarize

summarise

Event map

a. Where did the action happen? b. When did it happen?

c. Who participated? d. What happened? e. How did it end?



41/153

JUST FOR FUN

WRITINGTIPS

a. Neverusenodoublenegat

ives.

b. Reservetheapostro

pheforitsproperuse

andomitit

whereitsnot

needed.

c. Verbshastoagreew

iththeirsubj

ects.

d. Nosentencefragme

nts.

e. Proofreadcarefully

toseeifyou

anywordsou

t.

f. Avoidcommas,thata

re,notneces

sary.

g. Whenyourereadyou

rwork,youw

illfindoutwh

enyou

rereadyourw

orkthatagre

atdealofrep

etitionin

yourworkcanbeavoide

dbyrereadin

gandediting

yourwork.

h. Donotoveruseexcla

mationmarks

!!!!(Infact,avoid

themwheneve

rpossible!!!!)

.

i. Anddonotstartase

ntencewitha

conjunction.

j. Dontusecontractio

ns,astheyre

notnecessar

y.

k. Avoidmodernismsth

atsoundfishy

.

l. Never,everuserep

etitiveredun

dancies.

m.Alwaysavoidaw

kwardoraffe

ctedalliterat

ion.

n. Avoidoveruseofquotation

marks.

o. Awayzcheckyoures

pelling.(Yourspellchec

kerwould

onlypickupo

neofthethre

eerrorshere

.)

p. Everysentenceave

rb.

Adaptedfrom:htt

p://www.abctales.

com/forum/2007/

01/24/worth-a-read

-funny-writing-tips

40UNIT 2

Can you detect the contradictions in these writing tips? Can you correct them?1


42/153

Il Postino is a 1994 film directed by Michael Radford.It tells a fictional story of Chilean poet Pablo Neruda

and a simple postman - Mario Ruoppolo - who

learns to love poetry. The young postman delivers

mail to only one customer, Neruda, exiled to Italy

because of his views.

In the meantime, Mario meets a beautiful young

lady, Beatrice, in the villages only cafe. With the help

of Neruda, Mario is able to better communicate his

love to her through the use of metaphors. Mario and

Beatrice are later married, and at the same time

Neruda and his wife are allowed to return to Chile.

Some months later, Mario makes a nostalgic

recording of island sounds for Neruda, including the

heartbeat of his unborn son.

Several years later, Neruda comes back to the island

and finds Beatrice and her son in the same old cafe.

She tells him that Mario had been killed just before

the birth of the child, at a rally in Naples. He hadbeen selected to read his poetry, dedicated to

Neruda, for the crowd, but police stormed the placebefore he could reach the stage.

Beatrice gives Neruda the recording of island

sounds, which also includes the sounds of Mariosdeath at the rally.

The of the film was adapted from the

novelArdiente Paciencia by Antonio Skrmeta.

Adapted from:http://en.wikipedia.org/wiki/Il_Postino

screenplay


Enjoy these cartoons and comment them in your group.2

CHILEAN CONNECTION

a b

So you say onyour application thatyou are fluent in two

languages. Englishand?

Textmessaging.

One of thepeople who

applied for the

position of journalist atour newspaper wants

to know why hedidnt get the

job.

: noun / the words that are written for a film, together with instructions for how it is to be acted

and filmed.

Screenplay


43/153

42UNIT 2

UNUSUAL VAMPIRESREADING

ByLea S.

Twilightbased onthefirst book

inthe best-sellingseries by

Stephanie Meyerisa faithful

adaptation that will captivatefans

and new audiences.

Thefilmfollows the storyofBella

Swan(KristenStewart), a normal

girl whomoves intoa secret

supernatural world when shefalls

inlove withher mysterious

classmate, EdwardCullen (Robert

Pattinson), whojust happensto

be a vampire.This is not a typical

vampiretale; ifyou arelooking for clichdstereotypes with fangs, coffins,andstakes

throughtheheart(*1), thisisnot thefilm for you. Director CatherineHardwickeand

screenwriterMelissa Rosenbergstay trueto Meyers visionand showa storyofthe

ultimateforbiddenlove(*2).

Hardwicke once againproves herknackfor portrayingrawteenageexperiences, asshe

did in Thirteenand Lords ofDogtown.Shedirects a youngcast ofphenomenal talent.

KristenStewart gives afresh,honest take on Bella. Hersimple interpretation allowsviewersto livevicariously throughBellaand experiencewhat she does. Pattinson

conveys Edwards inner troublesreally well; his complex perception ofthe character

creates abelievableEdward.

The film also has anoutstanding supporting cast. BillyBurkeas Bellas father, Ashley

Greene asAliceCullen, and Michael Welch as Mike Newton offer excellent interpretations.

The film itselfis visuallydynamic; itisshot incrispblue tones and the costumesarepallid,

notthetraditional vampire attire. Filmed inPortland, Oregon, the filmfeaturesstunning

views and beautiful landscapes. Usingextreme close-upsandunusual angles, thecamera

workgivesthe filmanintimate, realistic feel. The musicties into thestory perfectly;

consisting ofmoody rocksongs, thesoundtrackfitsthe tone.

The bookand thefilmare equallysatisfying but in different ways, andneither is better.

While you can imagine the detailed storyunfoldingin your head when readingthebook,

the film createsa sweet condensed versionfor the big screen. Both allow you to lose

yourselfinthispassionate, unorthodoxromance.

Adaptedfrom:http://www.teenink.com/Movies/article/65635/Twilight

TEST YOUR KNOWLEDGE

Glossary: (*1) colmillos, atades y estacas(*2) amor prohibido


44/153


Read this film review. What is the writers

general view of the film? 1 pt.

a. Positive.

b. Negative.c. Neutral.

Read the review again and match the names in

column A with the roles in column B. 6 pts.

Read the review once more and answer

these questions. 3 pts.

a. Is the film a typical vampire story?

Why/why not?

b. Where was the film shot?

c. What is the reviewers opinion of the music

of the film?

3

A

Bella Swan

Billy Burke

Catherine Hardwicke

Melissa RosenbergRobert Pattinson

Stephanie Meyer

Author / Writer

Film director

Main female character

Main male actorScreenwriter

Supporting actor

B

2

1 Identify the gerunds and the present participlesin these sentences. 5 pts.

a. He was playing football when I saw him

yesterday.b. There is only one great passion in his life:

writing books.

c. Thank you for giving me such a beautiful gift.

d. What is she doing here?

e. I hate doing the same thing twice.

5

LANGUAGE

Listen to the recording and choose

the best option. 5 pts.a. The young man in the conversation is a film

director / a librarian.

b. Some readers like to add a little adventure /

romance as well

c. The teenagers favourite type of book is

fantasy / romantic fiction.

d. The teenager saw a film based on her favourite

booklast month / last week.

e. It was fun watching the rest of the actors /

people.

Who said these sentences, the

British teenager (BT) or the Russian

young man (RYM)? 5 pts.

a. _____: Teens in my country normally like

books with a little bit of mystery.

b. _____: Ive read all the books and remember

even the smallest details.

c. _____: What did you think of the film?

d. _____: Was there anything about the film

that you didnt like?

e. _____: There were also things that I missed.

20

20

7

6

OPINIONS FROM MOSCOWLISTENING

Complete these sentences with a gerund and

your own ideas. 5 pts.

a. Im not interested in ____________________

____________________________________.

b. ________________________________ is the

best form of exercise.

c. ________________________________ is not

very good for your health.

d. I really enjoy __________________________

_______________________ in my free time.

e. The teacher talked about the importance of

____________________________________.

4


45/153

44UNIT 2

SPEAKING WRITING

Use the expressions in the box to fill in the

spaces in the conversation below. Practise androle play it with a partner. 8 pts.

8

I am sure thats right I am not really sure

I am quite certain I am not certain if

certainly are I think You are right

Choose a film you have seen or a book you have

read recently and write a short review (max. 90words). Remember to include the plot, your

opinion about the director and the cast and a

few words about the soundtrack. 10 pts.

9

Juliet: __________ Ive seen that James Bond

film before.

Brenda: __________ youre wrong. Youve seen

Casino Royale, but not Quantum of

Solace.

Juliet: __________ about Casino Royale but

__________ if I saw the other film too.

Brenda: The two films __________ quite similar.

Juliet: Now that I remember Quantum ofSolace was filmed in Latin America,

wasnt it?

Brenda: Argentina, I think.

Juliet: No, __________ it was a different

country. Let me thinkChile! Yes,

__________ it was Chile.

Brenda: __________. They filmed it somewhere

in the desert, didnt they?



46/153


YOUR TEST RESULTSReadingYou are expected to be able to identify and understand key facts and details. Your score

9 to 10 Excellent I grasped all the main ideas and answered most questions correctly.

6 to 8 Good I grasped the majority of the main ideas and answered most questions correctly.

4 to 5 Not too bad I grasped some of the main ideas and answered some of the questions correctly.

0 to 3 Unsatisfactory I deduced some of the main ideas and answered just a few of the questions correctly.

ListeningYou are expected to be able to identify and understand key facts and details. Your score

9 to 10 Excellent I identified almost all general and specific information correctly.

6 to 8 Good I identified most general and specific information correctly.

4 to 5 Not too bad I identified some of the general and specific information.

0 to 3 Unsatisfactory I deduced just a few bits of the general and specific information.SpeakingYou are expected to be able to complete and participate in a guided dialogue. Your score

6 to 8 Excellent Good pronunciation and no hesitation.

4 to 5 Good Good pronunciation and a minimum of hesitation.

2 to 3 Not too bad Some pronunciation mistakes and with hesitation.

0 to 1 Unsatisfactory A lot of pronunciation mistakes and a lot of hesitation.

WritingYou are expected to write a short film review. Your score

9 to 10 Excellent I wrote a review including all the required details.

6 to 8 Good I wrote a review with most of the required details.

4 to 5 Not too bad I wrote a review with some of the required details.

0 to 3 Unsatisfactory I wrote a review with very few of the required details.

LanguageYou are expected to identify and apply two language points. Your score

9 to 10 Excellent I understood and applied the language points in all cases.

6 to 8 Good I understood and applied the language points in most cases.

4 to 5 Not too bad I understood and applied the language points in some cases.

0 to 3 Unsatisfactory I deduced and applied the language points in very few cases.

YOUR GENERAL PERFORMANCEIn this unit Always Sometimes Never

I reflected on the issues of love, family opinions and diversity raised by the texts.

I used different techniques to help me to understand.

I made myself understood even if I made some mistakes.

I interacted with other students to do the exercises.

I expressed my points of view appropriately.

SELF - EVALUATION


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UNIT 3

46


READING: find and classify information/deduce the meaning of new words.

LISTENING: identify information provided prior to listening/discriminate between correct

and incorrect information.

ORAL PRODUCTION: imitate model dialogues/complete conversations with provided

informatio

libro global english 4 medio chile

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