INGLES 2 MEDIO JO - Textos Escolares

TEXTO PARA EL ESTUDIANTE
Jolanta Polk Reyes
EDICIÓN ESPECIAL PARA EL
MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN
AÑO 2011

Name:
School:
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Ediciones Cal y Canto
© English 2º Medio
2010
Original text Jolanta Polk
Teaching English as a Foreign Language,
Dublin, Irlanda.
Teacher training, translation and English Literature,
University of Silesia, Poland.
Original illustrations © Ediciones Cal y Canto
Design © Ediciones Cal y Canto
Nº de Inscripción: 180.758
ISBN: 978-956-8623-65-4
General Publisher Jorge Muñoz Rau.
Publisher Alicia Manonellas Balladares.
Assistant Publisher Gloria Caro Opazo.
Ly-Sen Lam Díaz.
Designed by María Jesús Moreno Guldman.
Cover designed by María Jesús Moreno Guldman.
Layout by Rodolfo Acosta Castillo.
Juvenal SepúlvedaAravena.
Proofreading Thomas Connelly.
Illustrations Venus Astudillo.
General Production Cecilia Muñoz Rau.
Production Assistant Lorena Briceño González.
Recording Producer Rodrigo González Díaz.
Photos Banco de Fotos Ediciones Cal y Canto .
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TEXTO PARA EL ESTUDIANTE
Jolanta Polk Reyes
Teaching English as a Foreign Language, Dublin, Ireland.
Teacher training, translation and English Literature, University of Silesia, Poland.

SET UP
Some interesting pictures to provide a setting and some simple exercises to activate your previous
knowledge. You can also examine the objectives of the unit here.
READING
The tasks will help you to develop strategies to improve
your understanding of written texts.
4
LISTENING
The tasks will help you to develop strategies to improve
your understanding of spoken messages.

APPLY YOUR KNOWLEDGE
These attractive and entertaining activities will motivate you to study and put into
practice what you are learning.
CHECK AND CORRECT
A formal test at the end of the unit to evaluate your progress and help you to
discover what you need to revise.
FINAL CHECK
Guided analysis of your strengths and
weaknesses, to help you to check your
progress and find ways to improve.
TAKE A CLOSER LOOK
Section designed to help you revise
or discover a particular grammar
structure. The activities are meant to
promote independent learning.
PLAY IT
Section designed to motivate you
with various entertaining games.
FAST CHECK
These short evaluation activities
allow you to analyse your
performance. You complete the
tasks within a time limit and check
your points.
Mind
Bear it
in mind
Interesting bits of information
on the topics of the lesson.
T ea s er
In this section you will find
interesting stories and funny
illustrations, connected with
the topic of the unit.
Danger
This section will help you to
be aware of the most
common grammar errors.
You can find additional
information at the web
site(s) suggested.
5

6
1
NAME COMMUNICATION AND
UNDERSTANDING
PAGES 8 - 39
Reading
We Are Happy To Announce . . 10
Decoding Writing . . . . . . . . . . 22
Two Announcements . . . . . . . 36
Listening
Am I Getting Through To You?. . 16
Visible Body. . . . . . . . . . . . . . . . . 28
The Morse Code . . . . . . . . . . . . 37
Speaking
To participate in a guided oral
text imitating a model . . . . . . 14
To consolidate key
expressions . . . . . . . . . . . . . . . . . 19
To talk about topics expressing
their own ideas . . . . . . . . . . . . . 26
To imitate a model
conversation . . . . . . . . . . . . . . . . 32
To imitate a model
conversation . . . . . . . . . . . . . . . . 38
Writing
To rewrite a passage using
linking words . . . . . . . . . . . . . . . 15
To write a short text
consolidating language
learnt . . . . . . . . . . . . . . . . . . . . . . . 21
To write a short report . . . . . . 27
To write a short paragraph . . 33
To rewrite a passage
using linking words . . . . . . . . . 39
2
NAME HOW STRANGE!
HOW WONDERFUL!
PAGES 40 - 71
Reading
Welcome To New Zealand . . . 42
Twister, Twister. . . . . . . . . . . . . . 54
San Pedro De Atacama . . . . . . 68
Listening
The Strange Things We Do . . 48
Eyewitness Reports . . . . . . . . . 60
The Weather Report . . . . . . . . 69
Speaking
To talk about celebrating
an anniversary.. . . . . . . . . . . . . . 46
To express possibility. . . . . . . . 51
To complete a conversation
and talk about it . . . . . . . . . . . . 59
To complete a conversation
and talk about it . . . . . . . . . . . . 64
To express opinions
about some pictures . . . . . . . . 71
Writing
To write suggestions
to organise a party . . . . . . . . . . 47
To write a short paragraph
to express opinions. . . . . . . . . . 51
To write about a natural
phenomenon . . . . . . . . . . . . . . . 58
To write sentences about
measure instruments. . . . . . . . 65
To write a short
weather report. . . . . . . . . . . . . . 70
3
NAME WE ARE WHAT
WE EAT
PAGES 72 - 103
Reading
Staying Healthy -
Keeping Fit . . . . . . . . . . . . . . . . . 74
Eating Out . . . . . . . . . . . . . . . . . 86
Eating Out The
Japanese Way . . . . . . . . . . . . . 100
Listening
Edible Art . . . . . . . . . . . . . . . . . . 80
Let's Do It All Together . . . . . . 92
What A Chef Has To Say . . . 101
Speaking
To talk about food
preferences . . . . . . . . . . . . . . . . . 76
To participate in a dialogue
with a food artist. . . . . . . . . . . . 83
To talk about a restaurant . . . 90
To complete a conversation
using visual clues . . . . . . . . . . . 96
To complete and role-play a
conversation about food . . . 103
Writing
To complete a recipe . . . . . . . 78
To write a description
of a picture . . . . . . . . . . . . . . . . . 84
To write a short restaurant
review . . . . . . . . . . . . . . . . . . . . . 91
To write sentences using
visual clues . . . . . . . . . . . . . . . . . 97
To write a set of questions
about a recipe . . . . . . . . . . . . 102

4
NAME WHATEVER YOU DO
OR MAKE - DO IT
AND MAKE IT WELL!
PAGES 104 - 135
Reading
Do It Well! Make It Big! . . . . . 106
Holding The World On
Your Shoulders . . . . . . . . . . . . 118
Making Curanto . . . . . . . . . . . 132
Listening
Follow The Instructions . . . . 112
I'd Like To Apply!. . . . . . . . . . . 124
How To Use It . . . . . . . . . . . . . 134
Speaking
To express plans for the future. 110
To express plans for the future. 116
To talk about wishes
and regrets . . . . . . . . . . . . . . . 122
To talk about wishes . . . . . . . 127
To express distances
and duration of events. . . . . 135
Writing
To write the end of a story
using visual clues . . . . . . . . . . 111
To write a set of instructions
for using a gadget . . . . . . . . . 117
To write sentences expressing
wishes and desires. . . . . . . . . 123
To write a letter requesting
information for a job. . . . . . . 129
To write a paragraph expressing
hopes and desires . . . . . . . . . 135
NAME LIFE AS WE
KNOW IT
PAGES 136 - 167
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200
5
Reading
Alternative Lifestyles. . . . . . . 138
Life As We Knew It . . . . . . . . . 150
Up For A Drive . . . . . . . . . . . . 164
Listening
I Would Like To Dedicate
This Song. . . . . . . . . . . . . . . . . . 144
Life As It Will Be . . . . . . . . . . . 156
Clouds . . . . . . . . . . . . . . . . . . . . 165
Speaking
To participate in a conversation
expressing opinions . . . . . . . 142
To participate in a conversation
using visual clues . . . . . . . . . . 147
To express what people need,
wish or want to . . . . . . . . . . . 155
To express ideas about
protecting the planet . . . . . . 161
To participate in dialogues
according to visual clues . . . 166
Writing
To write a paragraph about
someone's lifestyle . . . . . . . . 143
To write a note of apology . . 149
To write a set of suggestions
to visit a place . . . . . . . . . . . . . 155
To write a list of everyday
activities. . . . . . . . . . . . . . . . . . . 161
To write a paragraph expressing
needs and obligations . . . . . 167
6
NAME TRADITIONS,
TRADITIONS
PAGES 168 - 199
Reading
Let's Celebrate . . . . . . . . . . . . 170
Living With Traditions . . . . . 182
On The First Day Of
Christmas . . . . . . . . . . . . . . . . . 196
Listening
Proud To Be . . . . . . . . . . . . . . . 176
Changing Language . . . . . . . 188
The Right Clothes. . . . . . . . . . 197
Speaking
To talk about duration
of events . . . . . . . . . . . . . . . . . . 175
To talk about life
experiences . . . . . . . . . . . . . . . 180
To express feelings . . . . . . . . 185
To talk about predictions
for the future . . . . . . . . . . . . . . 192
To express surprise,
sympathy or joy . . . . . . . . . . . 198
Writing
To write a paragraph about
a familiar celebration . . . . . . 175
To write a short paragraph
about a tradition. . . . . . . . . . . 181
To rewrite questions
in direct speech. . . . . . . . . . . . 187
To write a list of predictions
for Chile . . . . . . . . . . . . . . . . . . . 193
To write descriptions
of pictures . . . . . . . . . . . . . . . . 199
7

8
IN THIS UNIT YOU WILL LEARN TO:
Reading: Find specific information through scanning /
Discriminate between correct and incorrect information
Listening: Identify types of text / Find specific information /
Identify speaker
Production: Express emotions such as interest, surprise,
sympathy and pleasure / Say why things happen
Functions: Express interest, surprise, sympathy and pleasure /
Express feelings / Give reasons
YOU WILL USE THE FOLLOWING TEXT TYPES:
Reading: Announcements / Reports
Listening: A rap / A poem / A radio programme
YOU WILL ALSO LEARN:
Grammar: The Present Continuous tense / Linking words
Vocabulary: Words related to communication and understanding
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:
The importance of communication and respect for other people's
opinions and reasons

SET UP
1
A communication channel is the means we use to send information from one
person to another. What are the communication channels in the pictures?
1 2 3 4
2 Look at the illustration below with your partner and answer these questions.
a. Why can they not understand each other?
b. What languages are they speaking?
c. What can they do to communicate?
?
What’s your name?
3 What do these symbols mean? When do we use symbols to communicate?
a. @ b. & c. $ d. € e. % f. ®
You can find more signs and symbols at http://www.guide-to-symbols.com
Mind
T ea s er
Why do we communicate?
People communicate with
each other for many reasons.
These are some of them.
- They want to spread news.
- They want to warn of
dangers.
- They want to pass on
information.
- They want to ask for help.
- They want to express
feelings.
9

10
WE ARE HAPPY TO ANNOUNCE…
READING
Danger
Why - Because
Pay attention to these
examples:
Why do people need to
eat? Because they need
energy for their bodies.
Why are you reading this
book? Because it is
interesting.
Notice that we always use
why to ask for the reason /
purpose of an action and
because to give the reason /
purpose of an action.
Why is the equivalent of
Spanish por qué and
because is the equivalent of
Spanish porque.
UNIT 1
1 What is the purpose of each of the texts below?
a. The purpose of text ___________ is to announce a change of address.
b. The purpose of text ___________ is to announce a job opening.
c. The purpose of text ___________ is to offer a service.
2
3
1
THINK AHEAD
Katie Price
2
1 Stitch in time saves 9
Clothes repairs
24 hour service
1stitch@yahoo.co.uk
NEEDED
SHORT ORDER CHEF
FOR A BUSY MID-TOWN
CHINESE RESTAURANT
CALL MR. WONG AT
0756 6789678
FOR MORE DETAILS
Which of these actions do you need to take to contact the person or
company making the announcements above?
a. I need to send an e-mail.
b. I need to go to the place.
c. I need to phone.
Which of the words in the box would you expect to find in a text
announcing the winner of a competition?
3
Lesson 1
Dear customers
On 13 March,
the company
moved from 13,
Gainsborough
Road to 245
Trafalgar
Street.
We hope to
see you there.
Management
ITCI Centre
· award · contestant · introduce · judges
· meet · place · present · prize · result · runner up
N
Gainsborough
Trafalgar
245

4
5
6
7
GO AHEAD
Have a quick look at the text. Why are some parts of it highlighted in bold
or written in a different colour?
a. They are announcing the winners of the competition.
b. They are the only important parts.
c. They are more important than other parts.
Scan the text. What symbols can you find? List them in your notebook.
What do they mean?
Copy this diagram in your notebook. Scan the text again and complete
the diagram with the corresponding information.
Runner up 1
Title of Competition
Winner
Judge 1 Judge 2
Runner up 2
Read the announcement more in detail and write the corresponding
name, Roland, Imelda or Jo.
a. ___________ is a bus driver.
b. ___________ wrote The Wire Road.
c. ___________ is a housewife.
d. ___________ receives a laptop.
e. ___________ likes jazz.
8 Choose the best option to complete each statement.
a. When the text says that Roland is on call day or night it means that
i. he can expect to be called to the hospital at any time.
ii. he keeps calling the hospital all the time, day or night.
b. Runner up prizes in this text are
i. consolation prizes.
ii. second and third prizes.
c. The Last Dance was short-listed for an award, which means it was
i. the winner of the award.
ii. one of the best books.
9 Find sentences in the text that mean the same as the following.
a. He lives in Edinburgh.
b. Roland isn't interested in becoming a professional writer.
c. The William Trevor is a competition organised every year.
d. Roland is a doctor who looks after children.
Find more false friends at:
http://www.saberingles.com.ar/curious/falsefriends.html
Danger
Cognates help you
understand a text. But watch
out for false cognates or
false friends. They can make
a text more confusing
because they are pairs of
words in two languages that
look and / or sound similar,
but have different meanings.
Examples:
Spanish arena = sand (not
arena, which is a sort of
stadium).
English balloon = globo (not
balón)
English introduce = presentar
a alguien (not present a
paper or a report).
English competition =
competencia (not
competence = skills/abilities).
COMMUNICATION AND UNDERSTANDING
11

12
UNIT 1
ANNOUNCEMENT
The organising committee of the 2008
William Trevor Short Story
Competition is pleased to announce the
result of this year's contest. And
although we received more than 1,000
entries we chose just three as the
winning stories.
Introducing The Winner
The winner, Roland Brand, besides the
County Council Library & Arts Services
prize of €1,000 gets a laptop computer
contributed by PC Factory. The title of
the winning entry is The Wire Road.
About the Author
When not occupied with his writing,
Roland Brand is busy working in a
children's hospital. Roland is a
paediatrician and needs to be on call
day and night. Roland‘s working
hours are long and the work is intense
but he still likes to dedicate time to his
passion: writing.
Roland doesn't want to become a
professional writer - he is happy with
his career. But why does he write? He
The organising committee is also
pleased to announce the next
International Short Story Competition
to take place in 2012. If you need more
details access our new website
www.mitchelstownshortstoryprize.com
from 1st May 2009. Send your entries to
shortstory@mitchelstown.com
thinks that writing is a way of looking
after the creative side of his personality.
Introducing Runner up Prize Winners
Runner up prizes of €150 each and €50
book vouchers are awarded to the
following contestants:
Jo Campbell, London.
Although by profession Jo is a school
bus driver, her other interests include
painting, walking her dog and reading
romantic fiction. She doesn't like
watching television because she thinks
it is a waste of time. What does she
prefer? She prefers to spend her time
writing!
Imelda Carroll, Bridgetown
Imelda is a housewife who, besides
short stories and poetry, loves winter
sports, learning about exotic countries
and jazz.
The William Trevor Competition is a
contest which attracts more than 1,000
entries each year. Judges Debby Mayne
and J.A. Konrad helped to select the
best stories. Ms Mayne is a published
author of five works of fiction including
The Last Dance - a book short-listed for
the National Children's Award. She
lives in Cambridge with her husband.
Mr Konrad is the editor of the magazine
True Stories and he resides in
Edinburgh. He is also the author of a
poetry collection entitled First Light.
Source: Adapted from Reader's Digest and from the original
William Trevor Short Story Competition announcement, 2007.

MAKE CONNECTIONS
TAKE A CLOSER LOOK
Linking words
1. Read these sentences from the text and notice how we link sentences
in English.
a. Roland is a paediatrician and needs to be on call day and night.
b. Although by profession Jo is a school bus driver, her other interests
include painting, walking her dog and reading romantic fiction.
c. She doesn't like watching television because she thinks it is a waste of time.
d. Roland Brand, besides the County Council Library & Arts Services
prize of €1,000 gets a laptop computer contributed by PC Factory.
e. Roland's working hours are long and the work is intense, but he still
likes to dedicate time to his passion: writing.
2. We usually use shorter sentences when speaking and longer sentences
in writing. Linking words provide a text with cohesion and illustrate how
the parts of the text relate to each other
We use and to add extra information, but to contrast ideas, because to
explain the reason, besides to say that there is something additional
included and although to indicate a contradiction.
3. Go back to the text and copy all the sentences that contain these linking
words into your notebook. Can you understand them better now?
10 Join the sentences using and, but, because, besides or although.
a. Ronald's life is very busy. He finds time to write fiction.
b. Brand gets €1,000. He also gets a laptop computer.
c. Imelda is a housewife. She writes short stories and poetry.
d. Roland doesn't want to become a professional writer. He is happy with
his career.
e. Jo Campbell is from London. She is a school bus driver.
f. She drives a school bus. She also dedicates her time to other hobbies.
11 Study these additional linking words and their function. Which sentences from
Exercise 10 can you rewrite using these options? In some cases you can / must
switch the order of the sentences around (first sentence goes second).
Function Middle of sentence
To add a point and … In addition…, also…
To contrast two points but … However, although …
To note consequences because … So ...
At the beginning
to a new sentence
COMMUNICATION AND UNDERSTANDING
13

14
UNIT 1
HAVE A CHAT
12 Complete this dialogue about the text with a partner. Practise with
the recording and then role play it in front of the class.
A: Now that you have some information about the competition, can you
tell me why Roland Brand gets €1,000 and a laptop computer?
B: _________________________________________________________.
A: And why does he not want to become a professional writer?
B: _________________________________________________________.
A: So, if he doesn't want to be a professional writer, why does he write?
B: _________________________________________________________.
A: And do you know why Jo Campbell doesn't like watching TV?
B: _________________________________________________________.
13 Answer the questions and match your answers with the pictures.
1 2 3
a. Why do you need to put a stamp on the envelope?
b. Why do you need to stop your car?
c. Why do you need to use coins?
FAST CHECK
14 Choose the best linking word. (10 points)
a. In order to communicate effectively, humans developed languages,
signs and / but writing.
b. Although / but sometimes people speak the same language they
cannot communicate.
c. You need to learn English and / because the world is becoming more
and more globalised.
d. It is easy to say I love you because / but more difficult to prove it.
e. Although / besides a laptop the winner also gets a cash prize.
Your
result:
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent

WRITE IT DOWN
15 Rewrite the passage below joining some of the sentences. Use linking
words such as but, and, because, although, besides and others you know.
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PLAY IT
These are connectors tic-tac-toe.
a. Play with a partner against another couple.
b. Each pair must win three squares in a straight line to win the game, as in normal tic-tac-toe.
c. Pairs win a square by saying a correct sentence with their chosen word, using a correct linking word.
Example: I like watching documentaries and films on television.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
1 2
watch love publish
want announce arrive
play spend catch
3 4
need open push
pull study touch
take visit write
read arrive buy
call drive finish
give have make
accept bake carry
I need more work I did OK I did really well!
file eat dance
get hate identify
COMMUNICATION AND UNDERSTANDING
15

Mind
What
do they
say?
16
Hey, look over
there. Smoke
signals!
AM I GETTING THROUGH TO YOU?
LISTENING
UNIT 1
T ea s er
Help! My ...
blanket … is ...
on ... fire!
THINK AHEAD
1 What do you think the expression get through in the title of the lesson means?
a. Contact / communicate
b. Finish / terminate
c. Succeed / triumph
2 Match the pictures below with these expressions.
a. Ah, now I understand! b. Oh dear, does it hurt?
c. Hey, look at them! d. Wow, that's big!
e. Congratulations! Well done f. Oh, how interesting!
1 2 3
4 5 6
3 Two words in each line rhyme - which ones?
a. destination destitution information
b. call hall sell
c. reach rich speech
d. better letter matter
e. code mode rod
For more rhymes you can visit the Rhyme Zone dictionary at
www.rhymezone.com
Lesson 2

4
5
6
7
8
9
Answer the questions and write the words in the grids. Read each letter
marked in blue. The answer gives you the subject of the listening text.
a. What do you use to send an e-mail?
b. What do you use to call your friend in another city?
c. What's another word for talk?
d. What do you put in an envelope?
e. What's another word for tell?
a.
b.
c.
d.
e.
GO AHEAD
Listen to the two recordings. Which one is a rap and which one is a
poem?
Listen again. Which of the two mentions different ways of
communicating?
Listen to the text you identified and in your notebook write at least
four ways of communicating.
Which expressions from Exercise 2 are mentioned in the second
recording? Write them down in your notebook. What feelings do they
express?
Listen again and choose the best adjective to describe each piece of
poetry.
a. The first piece is
i. sad ii. cheerful iii. critical
b. The second piece is
i. nostalgic ii. controversial iii. descriptive
Mind
COMMUNICATION AND UNDERSTANDING
T ea s er
Why do we listen? We listen
for different reasons: for
pleasure (music, bird song),
to understand explanations,
for instructions so that we
know how to carry out a
task, for information in the
case of the news or the
weather forecast, and also to
get the main idea of a story
or a narration.
17

18
Bear it
in mind
We use expressions such as
Well done! or Wow, what a
surprise! to express feelings
of pleasure, surprise, interest
etc. They are called
interjections. There are other
interjections such as Oh!,
Um or Ah! and we use them
quite often, usually more in
speaking than in writing.
People also use them when
they don't know what to say,
or to indicate that they are
thinking about what to say.
UNIT 1
10 Listen again. Which of the two words is mentioned in each recording?
Recording I Recording II
a. i. rich ii. reach a. i. will ii. wheel
b. i. feel ii. fill b. i. need ii. knit
11 Listen once more and choose one of these titles for each piece.
a. A Lesson in Communication b. Dance and Rap
c. How I Miss my Little Girl d. When I Grow up
MAKE CONNECTIONS
TAKE A CLOSER LOOK
Beside v/s besides
1. Read these sentences from the listening text. Pay special attention to
the preposition in bold.
a. We can sign a sign or write a little rhyme besides making a call.
b. We can type on our computer besides using a fax or sending a scooter.
2. Compare these sentences.
a. We can sign a sign or write a little rhyme besides making a call to a
friend down the hall.
b. We can make a call to a friend who lives beside us down the hall.
c. We can type on our computer besides using a fax or sending a scooter.
d. We can use the fax that is beside the computer on the desk.
3. Besides is a preposition that means in addition to.
Besides Paula she also invited Kate.
4. Besides is also an adverb that means also.
The film was too long. Besides, it was very boring.
5. Beside is a preposition that means next to.
Sit beside me, please!
6. Read the examples from the text again. How many actions can the
speaker take in each case?

12 Beside or besides?
a. You should sit beside / besides your brother.
b. No one talked to her besides / beside her mother.
c. The cinema is besides / beside the supermarket.
d. She works all day. Besides / beside, she has to do the housework.
e. When she is sad she doesn't like any company besides / beside her pet cat.
13 Form sentences putting these parts in the correct order. Change capitals
to small letter where necessary.
a. Is good at math - Although he - Before tests. - He likes to review
b. Janis also likes - Cooking - Besides reading - And jogging.
c. Much money - Because she doesn't have - An economy ticket -
Grace is buying
d. But she doesn't know - To speak French - Juliet knows how -
Much German.
14 The teacher will give you the transcript of the first recording. Practise it
with a partner. Then make a presentation to the whole class. The best
presentation gets a good mark!
HAVE A CHAT
15 Complete these dialogues expressing surprise, interest, sympathy or
pleasure. Use the expressions in Exercise 2. Check with the recording and then
practise the dialogues with your partner. Role play one in front of the class.
a. A: Look at this! My finger is
bleeding.
B: _______________________!
c. A: Jenny is going to London to
study English.
B: _______________________!
b. A: I scored 7 on my science test.
B: _______________________!
d. A: 12,790,000 live in Tokyo.
B: _______________________!
COMMUNICATION AND UNDERSTANDING
19

20
UNIT 1
16 Fill in the gaps in this text about different ways of communicating with
the expressions in the box.
· computer · gestures · photos · speaking · telephone
We use various ways of communicating with each
other; the most effective are _________ and _________,
but these types of communication require people to be
present in front of each other. The problem arises when
two people are at a distance. The invention of the
_________ makes it possible to communicate even when
people are far away from each other. Unfortunately, this
channel only allows us to use our voice but not images.
However, the invention of the _________ helps
us share a huge amount of information
through other types of data such as
written messages, _________
and even videos.
FAST CHECK
17 Join the two parts of the dialogues. (10 points)
Look mum, I can ride my bike.
Karen has a really small dog.
Danny can't go to the park with us.
You divide the number by two and
subtract 10.
I can speak Spanish and English!
Your
result:
A B
0 - 5
Review the lesson
Oh dear, what a pity.
Congratulations! You are very
good at languages.
Oh, now I understand.
Wow, that's really great, Annie.
Wow, how tiny it is!
6 - 8
Quite good
9 - 10
Excellent

WRITE IT DOWN
18 Work in pairs. Your friend is telling you about the way people
communicate. Write down what he / she tells you using sentences with
linking words such as and, because, or, although, besides, and but.
Example:
Jorge says that sometimes people speak the same language BUT they don't
communicate. We need to communicate BECAUSE we live in society. To
communicate we can use different channels, for example the telephone, email
OR letters.
PLAY IT
Play “Getting nervous” in groups of four.
a. Prepare cards with these linking words: although, besides, but, and, because and or.
b. Place them face up on the table.
c. Player 1 reads the first sentence and all the players must try to tap the right linking word .
d. The Player who first puts his / her hand on the linking word says the complete sentence. If the
sentence is correct, he / she wins 10 points; if it isn't, Player 2 reads the first sentence again.
e. The game continues until all the sentences have been correctly completed.
f. The winner is the player who has the most points.
Sentences
1. There is bread ___ butter for breakfast.
2. His mother won't be there, ___ his father might.
3. They are tired ___ they worked all night.
4. ___ the sun was shining it wasn't very warm.
5. Is your sister older ___ younger than you.
6. ___ working as a teacher, he also writes poems in his spare time.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Listening
Speaking
Writing
I need more work I did OK I did really well!
Mind
COMMUNICATION AND UNDERSTANDING
T ea s er
We always talk like this,
using our home telephone
numbers.
Yes, but look at Standing
Bear. He bought a mobile
phone only yesterday!
21

22
DECODING WRITING
READING
Bear it
in mind
When we give the reason
for our actions, we use the
word because.
I am watching this film
because I think it is interesting.
We can also use since and
as when the reason is known.
Since I'm already in the
cinema, I will watch the
movie.
As you already know, I like
horror movies.
UNIT 1
1
4
THINK AHEAD
Lesson 3
2 Choose the best definition for the word alphabet.
a. Set of symbols or characters that represent the sounds of a language in
writing.
b. Letters such as A, B, C that permit us to write messages and to
communicate.
c. Different drawings made by hand that represent the sounds in a
spoken language.
3
Can you match the examples of alphabets (1 - 5) with their names (a. - e.)?
1 2
4
a. Arabic b. Chinese c. Cyrillic d. Greek e. Latin
Which culture do you think the pictures below represent? How do you
know? Give reasons.
a. Ancient Egyptian b. Ancient Greek c. Ancient Maya.
1 2
3
Considering the pictures above and the information you have discussed,
what do you think the text you are going to read will be about?
5

Ashmolean Museum
Beaumont Street
Oxford, UK
OX1 2PH
Tel: (01865) 278000
Fax: (01865) 278018
Report No. 23/ 2008
From: Prof, Geoff Harding
To: Dr. Karen Rasmussen
As requested by you, I am writing this report to inform you of the progress on the brochure we are
preparing for the visitors to our museum and about the investigation on the writing on the Mayan tablet
in the possession of our museum.
Because the brochure is for tourists of all ages, including school children, we need to write it in simple
language. This way, all readers can understand it and make the best use of our work. We also need to
include lots of pictures because we want to make the brochure user-friendly and nice to look at. We need
to get as many original pictures as possible and we need to include pictures of our own museum exhibits.
Our work is going very well and faster than we thought because two graduate students are helping
me with the preparation of the text and the pictures. I think it is best to write the brochure under the
following headings:
• Origin of Mayan writing • Composition - phonetic symbols and ideograms
• Material used for writing • Recent discoveries
Can you please also answer a few questions and requests so that I can continue my work?
1. Are we getting any new students to help with the brochure?
2. Are you sending us a photographer, with all the equipment to take good pictures?
3. Are we printing more than 5,000 copies of the brochure or only 3,000? I need to know because of
the costs.
I'm sure you are very busy with the Roman Coin exhibition, but I need your reply as soon as possible
because we are short of time.
As to the second point of my report and the real origin of the tablet, I believe that it is the city of Palenque
(1) and not Honduras or Guatemala because the tablet we have looks very similar to other tablets found
at the location. And I think that we can decode the message on the tablet quite soon because all the
information we have so far corroborates our theory.
Please remember we are meeting on Tuesday evening for dinner to discuss new plans for the museum.
Yours
Prof. Geoff Harding
______________________________________________
(1) Near the Usumacinta River in the Mexican state of Chiapas.
Source: Foundation for the Advancement of Mesoamerican Studies,
on-line bulletin, and Ashmolean Museum, Oxford, UK
COMMUNICATION AND UNDERSTANDING
23

Mind
24
UNIT 1
T ea s er
Why was the police officer
under the blanket?
Because he was an
under cover cop!
5
6
Read the text on page 23 and check your predictions in Exercise 4.
As you can see, the report on page 23 is presented in four different
colours. Can you match each part with the corresponding topic?
a. Progress report on the brochure
b. Progress report on the investigation
c. Introduction
d. Questions and requests
7 Why are some parts in the text on page 23 marked with bullet points (•)?
a. Because the writer wants to make the text more interesting.
b. Because the writer wants to enumerate several ideas in a short way.
c. Because the writer wants to show that he knows how to write a report.
8
9
11
GO AHEAD
What do we call the note indicated by the number (1) in the last paragraph
of the text on page 23?
a. Footnote. b. Title. c. Heading.
Read the text on page 23 again and choose the best option to complete
the sentences.
a. Prof. Harding is working on the brochure
i. alone. ii. with some students.
b. The brochure will include
i. text and pictures. ii. drawings and photos.
c. Mayan writing is composed by
i. hieroglyphics and letters. ii. phonetic and other symbols.
d. Prof. Harding thinks the tablet he is investigating is from
i. Mexico. ii. Honduras.
10 Read the text on page 23 again and find these reasons. Write sentences in
your notebook using because.
a. Reason(s) for writing the report.
b. Reason(s) for using simple language in the brochure.
c. Reason(s) for including lots of pictures in the brochure.
d Reason(s) why Prof. Harding needs a fast reply.
Now match Prof. Harding's questions in the text on page 23 (1. - 3.) with
Dr. Rasmussen's answers below (a. - c.).
a. I think that we do not need too many copies of the brochure because it
would be a waste of money.
b. Gerald Standing is free to take photos next Thursday.
c. I'm not sure if we can spare any extra people to help you any time soon.

MAKE CONNECTIONS
TAKE A CLOSER LOOK
The Present Continuous
1. Read these sentences from the report on page 23.
a. As requested by you, I am writing this report to inform you of the
progress on the brochure.
b. Two graduate students are helping me with the preparation of the
text and the pictures.
c. Are we getting any new students to help with the brochure?
d. Are we printing 5,000 copies of the brochure?
2. What do the sentences above refer to?
a. Activities happening right now.
b. Activities happening in the present but not necessarily this very moment.
c. Activities happening in the near future, especially planned future events.
3. All three answers are correct. Sentence a. refers to an activity happening
right now. Sentence b. refers to an activity happening in the present but
not necessarily at this very moment and sentences c. and d. refer to
activities happening (or not) in the near future, especially in planned
future events.
4. Go back to the text and find three more sentences in the Present
Continous. What do they refer to?
12
Which of these sentences refer to planned activities in the future?
a. I'm now investigating the real origin of the tablet.
b. I am meeting some friends after work.
c. They are watching Batman and Robin on TV at the moment.
d. Polly is coming to dinner tomorrow.
e. John, are you sleeping?
f. What are you doing at the weekend?
13 Complete these short dialogues with an appropriate question referring to
the underlined part.
a. A: ___________________________________________________?
B: We are going to Arica next month.
b. A: ___________________________________________________?
B: No, she is not going to the party with us on Tuesday.
c. A: ___________________________________________________?
B: He is visiting his grandparents at the weekend.
d. A: ___________________________________________________?
B: We are playing football after school today.
COMMUNICATION AND UNDERSTANDING
25

Mind
26
UNIT 1
T ea s er
Here are some examples of
Mayan writing.
14 Choose one option to complete each sentence.
a. I am going to the cinema because / since I like the actors.
b. As / Because you already know, we are changing the test to Monday.
c. He is preparing the brochure because / since the museum needs it.
d. Because / Since we are already here we can stay and enjoy it.
HAVE A CHAT
15 Jenna and Robert are preparing a report on their history project on
Mayan writing. Prepare a short conversation saying what they need to do
and why.
Here are some points to help you.
• Reasons for writing the report.
• Reasons for putting lots of pictures.
• Reasons for using a computer and not write it by hand.
• Use the library or the Internet?
• When to present it.
Jenna: Why __________________?
Robert: Because _______________
Jenna: Do you think ___________?
Robert: Yes, because ___________
Jenna: Is it better to ____________?
Robert: I think __________________. Do we need to ______________?
Jenna: ___________. When do we need ________________?
Robert: ______________________
16
Now listen to the conversation. Check your answers, practise with
your partner and role play the conversation in front of the class.
17 Fill in the gaps in the e-mail with the verb in the Present Continuous to
refer to future plans.
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FAST CHECK
18 Change the sentences in the negative form into the affirmative form
and the ones in the affirmative form into questions. (10 points)
a. He is not going to the doctor's tomorrow. (+)
b. Conrad is travelling to Miami with his friends. (?)
c. Geraldine is not meeting us for dinner. (+)
d. Jim's flight is at 6 p.m. so they are leaving him at the airport. (?)
e. They aren't planning to get married until next year. (+)
Your
result:
WRITE IT DOWN
19 Write a short report on your progress in this lesson. Include an
introduction, one or two sentences on the READING part, and one
sentence on the MAKE CONNECTIONS part.
PLAY IT
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
0 - 5
Review the lesson
6 - 8
Quite good
Invent a code and write a message using it.
9 - 10
Excellent
a. Work in groups of four students and decide the message you would like to write.
b. Write out what you would like to write and leave spaces in between the lines for creating your code.
c. These are some examples of encoding, but you can invent your own code.
i. Leave all consonants the same, but replace all vowels with the consonant that follows that
vowel in the alphabet.
ii. You can replace vowels using special symbols.
Example:
A = -- E = -.- I = .-. O = ..-- U = .-.-
Wh--t .-.s th-.- m-.-ss- - g-.- s- - y.-.ng?
d. Encode your message. If you want to make it easier, include the key to the code. If not, let the
receivers work it out.
e. Swap messages with another group and decode them.
I need more work I did OK I did really well!
COMMUNICATION AND UNDERSTANDING
27

Mind
28
VISIBLE BODY
LISTENING
UNIT 1
T ea s er
Some theories claim that
people can communicate
through the transfer of
thoughts or feelings by means
other than the five classical
senses of sight, hearing,
taste, smell and touch. This
way of communication is
called telepathy.
1 How would you express the following in body language or gestures?
a. Stop! b. Come here!
c. Yes. d. No.
e. My stomach is hurting. f. Be quiet!
g. Hello. h. Let me think.
2
THINK AHEAD
Lesson 4
What part of the body do people most frequently use to express nonverbal
communication? Rate from 1 (least common) to 5 (most common).
Compare with a partner and discuss giving examples of non-verbal
communication.
face fingers
hands
legs shoulder

3
4
5
Because body language is so important in communication we often use
body parts in idiomatic expressions. Can you match the meanings?
a. John has a really big mouth.
b. We don't see eye to eye on
almost anything.
c. My daughter Catalina is the
apple of my eye.
d. Everything in that new boutique
costs an arm and a leg.
e. Mmm, give me some more
chocolate. I have a sweet tooth.
i. I love sweet things such as
cakes and ice-cream.
ii. The things they sell there are
really expensive.
iii. We can't agree or
compromise on things.
iv. I love her more than anything
else in the world.
v. He talks too much and
cannot keep secrets.
How much of our communication does body language occupy? Choose a
possible answer.
a. 55% b. 80% c. 5%
Listen and check your prediction in Exercise 4.
6 What kind of programme is it?
a. A radio talk show.
b. A television talk show.
c. A radio interview.
7
Listen again and write who expressed the feelings (speaker), and the
expressions they used (expression).
Surprise
GO AHEAD
Pleasure / happiness
Worry
Interest
Feeling Speaker Expression
COMMUNICATION AND UNDERSTANDING
29

30
Bear it
in mind
Try to learn and use these
expressions to express
feelings, which are important
in everyday language.
It worries me a little.
It's really interesting.
What a surprise!
It's such a pleasure.
Let me tell you how happy I
am.
I'm also glad to be here.
It's a pleasure.
I'm a little worried about her.
I also find it surprising.
How interesting!
UNIT 1
8 Listen again. Are these statements true or false?
a. Andrew Remington is a well-known actor.
b. Gina Radcliff is preparing a new play.
c. Only 7% of our communication is in words.
d. More than half of our communication takes place through body
language.
9 Listen once more and choose the correct word.
a. I'm a little worried about the word export / expert.
b. I also find / found it surprising.
c. We're preparing a new play / plan.
MAKE CONNECTIONS
TAKE A CLOSER LOOK
The Present Continuous (Continued)
1. Read these sentences from the listening text. Pay special attention to the
verb form in bold.
a. On Wednesday all actors are meeting to discuss how to express anger.
b. For example, we're interviewing people about their gestures and
facial expressions.
c. Others are meeting with psychologists to discuss communication
through body language.
2. The Present Continuous is used to talk about arrangements for events at
a time later than now. There is a suggestion that more than one person
knows about the event, and that there is some preparation for the event.
a. Jim is going to Miami tomorrow so I am taking him to the airport - both
Jim and I know about it and we have made the arrangements.
b. I am leaving town next Monday - I already have my ticket.
c. We are staying with friends when we get to Boston - both they and I
agree to that.
3. Listen to the last two exchanges of the conversation. Find and write two
more example with the Present Continuous. Do they refer to future
arrangements?
BE CAREFUL! The Simple Present is used when a future event is part of a
programme or time-table. Notice the difference between:
a. We're having a staff meeting next Monday.
b. We have a staff meeting next Monday as we always do.(It's on the time-table.)

10 Complete these dialogues with the question corresponding to the
information in bold.
a. A: ____________________________________________?
B: All actors are meeting on Wednesday.
b. A: ____________________________________________?
B: Some actors are interviewing people next week.
c. A: ____________________________________________?
B: Other actors are meeting with psychologists to discuss ways of
communicating.
11 What arrangements have they made for the future? Write the complete
sentences in your notebook.
a. Juliet: meet Peter / train station b. Karin: go to concert / tomorrow
c. Ken and Lucy: get married / June d. Mr and Mrs Livingston: buy a new
house / next year
12 Connect these sentences using and, or, but, because, although, besides.
a. He knows about body language. He is a drama teacher.
b. They use different costumes in the play. They use make-up.
c. Lisa likes playing the guitar. She doesn't have time to practise.
d. You can use the telephone. You can use the fax machine if you prefer.
e. They are doing interviews. They are also meeting with psychologists.
COMMUNICATION AND UNDERSTANDING
31

32
UNIT 1
HAVE A CHAT
13 Copy and complete this conversation in your notebook, using the
expressions in the box. Check with the recording.
14
FAST CHECK
16 Match the questions with the answers. (10 points)
a. What is Becky doing on Monday?
b. Is he flying to New York or
Washington?
c. Are they getting married soon?
d. Why is Dell meeting Tom at the
station?
e. Who are you meeting after
school?
Your
result:
· How interesting! · I'm glad · It's so nice
· It worries me a little · What a surprise!
Tricia: Hi, Nicola! ____________ to see you again.
Nicola: Yes, ____________ to see you too.
Tricia: Jennifer is here too.
Nicola: ____________ Isn't she going to France in three day's time?
Tricia: Yes, she is; but she's here today because her boyfriend has a little
role in a new film.
Nicola: ____________.
Tricia: Yes, and she thinks he can get her into a film too.
Nicola: ____________. She has really high hopes and may get disappointed.
Practise the conversation with a partner and then role play it in front of
the class.
15 Put the words in order and write the correct sentences in your notebook.
a. going / They /are / to / after / school / the / cinema.
b. My / meeting / boss / is / some / people / important / tomorrow.
c. She / is / month / taking / her / exams / English / next.
d. The / is / on / visiting / a / salesman / client / Monday / new.
0 - 3
Review the lesson
i. Yes, in June or July I think.
ii. My friends - Karen and
Sharon.
iii. I'm not sure. I think she is
going to a party.
iv. Because he doesn't want to
take a taxi.
v. Neither - he's going to San
Francisco.
4 - 6
Quite good
7 - 10
Excellent

WRITE IT DOWN
17 Observe your classmates and make notes of the body language they use.
Write a short paragraph listing the gestures and expressions they use and
what they communicate with them.
Example: Camila uses her hands a lot when she talks. She often says “ how
interesting!” when she listens to people.
18
This proverb about communication is “glued together”. Write it correctly
in your notebook and discuss its meaning.
Listening
Speaking
Writing
Twomonologuesdonotmakeadialogue.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
I need more work I did OK I did really well!
COMMUNICATION AND UNDERSTANDING
33

1
34
Look at the picture carefully. It is Mr. Brook Winston's living room. What does the picture tell you about
him? Use the correct linking words (and, or, but, although, besides, because, since, as) to connect the
parts of the sentences.
a. Mr. Winston lives in London ___________________ he works in Essex ___________________ usually
travels to work by car.
b. ________________ he is a well-known pizza chef, he doesn't like cooking at home ________________
he likes doing other things after work.
c. Mr. Winston is married ___________________ he has two children.
d. ___________________ playing the piano he also plays the violin, ___________________ he doesn't
know how to play the trumpet.
e. Mr. Winston paints beautiful pictures. He usually uses oil paints ___________________ water colours.
f. ___________________ he speaks German very well he doesn't speak French ___________________
he is taking lessons ___________________ he has some friends in France.
g. He plays tennis ___________________ he is not playing right now.
h. Mr. Winston uses the computer to chat to his friends in France ___________________ Spain.
i. ___________________ he is a chef ___________________ knows about nutrition, he likes to eat
healthy food. He is eating a salad now ___________________ drinking a glass of milk.
UNIT 1

2
Read the letter below. With your partner fill in the gaps with the correct linking words and ask and
answer questions about Ciara and her plans for the future.
12, Clondalkin Road
Walkinstown
Dublin 12
Ireland
Dear Salvador,
My name is Ciara ____ I'm from Ireland.
Originally, I'm from Galway ____ I am
moving to Dublin next month ____
I got a job there as a nurse.
____ speaking English I also speak Gaelic - that's the original language of
Ireland. When I get to Dublin I am planning to take Spanish lessons. ____ I like
the language very much I would like to have a pen pal from South America
____ practise my Spanish.
____ I can play the tin whistle I can't play the Bodhrán, which is a typical
Irish drum. Apart from Spanish I am planning to take Bodhrán lessons when I have
a little more time - probably when I am already in Dublin.
Next week, I am taking my final nursing exams ____ I am a little worried
____ the exams are so important. I and other students are getting together
this weekend to prepare for the exams.
Can you tell me something about you? Do you play the guitar ____ any other
instrument? What other languages do you speak apart from English ____ Spanish?
I hope you will write to me soon.
Love,
Ciara.
COMMUNICATION AND UNDERSTANDING
35

READING - TWO ANNOUNCEMENTS
36
I.
II.
Zak and Theresa Jacob, from here on known as the proud parents, are
delighted to announce the birth of their twins, Sahara and Aisha. We can
hardly express our joy at the arrival of our baby girls - Sahara with 49 cm and
3.5 kilos and her sister Aisha with 48 cm and 3.2 kilos who are now happily at
home and waiting for your visit. You can bring gifts but if you can't, just bring
lots of joy and smiles.
Blessed with two babies sweet as can be
We love this addition to our family!
Four more little hands
Four more little feet
now we can say
Our family is complete!
UNIT 1
Source: wwwhappygreetings.net
"Ladies and gentlemen, this is Jenny O'Connell, your Flight - Service Manager
speaking. Please put away all your hand baggage in the overhead
compartments or under your seats. The seat belt sign is on so you need to take
your seat and fasten your seat belt. Also make sure the back of your seat is
straight and trays are in their full upright position.
If you are sitting next to an emergency exit, please read the special instructions
card located by your seat. You can also ask the flight attendant to help you.
You need to turn off all cellular phones, pagers, radios and remote controlled
toys for the full duration of the flight because these items can interfere with
the navigational and communication equipment on this aircraft.
We remind you that this is a non-smoking flight. Smoking is prohibited on the
entire aircraft, including the lavatories.
If you have any questions about our flight today, please don't hesitate to ask
one of our flight attendants. Thank you."
Source: www.airodyssey.net

1 Read the two announcements and identify which one (I or II) shows these characteristics. 6 pts.
a. Formal language b. Informal language c. Joyful
d. Serious e. Spoken f. Written
2 Read the announcements again and choose the best option to complete the sentences.
a. The twins were born with
i. the same size and weight.
ii. different size and weight.
b. Visitors
i. do not need to bring gifts.
ii. need to bring gifts.
c. The person speaking in the second announcement is
i. the pilot.
ii. The Flight Service Manager.
d. The flight
i. permits smoking.
ii. does not permit smoking.
e. Travellers
i. can use their mobile phones.
ii. can't use their mobile phones.
LISTENING - THE MORSE CODE
3 Listen to the recording. What kind of programme is it?
a. A TV programme
b. A radio programme
4 Listen again and write down the following codes.
a. Letter A: _______ b. Letter B: _______
c. Number 1: _______ d. SOS: _______
5 Listen once more and answer these questions.
a. Is John a pilot or a naval officer?
b. What forms of communication can be used in modern times?
c. When was the Morse Code invented?
d. How fast can good Morse code operators write?
COMMUNICATION AND UNDERSTANDING
5 pts.
1 pts.
4 pts.
4 pts.
37

LANGUAGE
6 Choose the best linking word in each sentence.
a. Lisa is not going to the picnic and / because she is ill.
b. Wilson can't play basketball because / but he is very good at tennis.
c. I like orange juice because / but I don't like apple juice.
d. Although / besides I like watching football I don't know how to play it.
e. Although / Since we are here, let's have an ice-cream.
38
7 Match the sentences (a. - d.) with the corresponding pictures (1 - 4).
a. Jenna and Gloria are going to an ice-cream parlour after school.
b. So what time are you meeting John at the train station?
c. Are you coming to the party on Thursday?
d. I am playing football with some friends in the evening.
1 2 3 4
SPEAKING
8 Complete the questions in these dialogues using the clues provided. Role play the completed
dialogues with a partner.
a. A: What colour / Marion / bedroom?
B: She is painting it blue and red!
b. A: Where / Jordan and her friends / handball?
B: They are playing in the school gym.
c. A: Why / Kate / eat only a small salad?
B: Because she isn't hungry at the moment.
d. A: When / you and Lynn / plan to meet?
B: We are planning to meet after school today.
UNIT 1
5 pts.
4 pts.
10 pts.

WRITING
9 Join the sentences in this text about communicating using linking words.
Communication is a process between at least two people. When you communicate
you understand what other people want to tell you. You offer your own feelings and
reactions. You are not born with communication skills. You learn communications skills.
We learn communication skills observing other people. We use words and sounds to
communicate. We also use other means such as gestures and facial expressions.
Communication is important. It helps us understand each other.
Your
result:
1 - 14
Not too good
FINAL CHECK ✔ ✔
Choose one alternative according to your performance.
Speaking
· I use English structures correctly.
· I use varied and correct vocabulary.
· Others can understand me.
Writing
· My writing is coherent and follows the central idea.
· I use the correct sentence formation and sentence structure.
· I use the correct spelling, punctuation, capitalisation and format.
Reading
· I am aware of the differences in tenses, gender and number.
· I identify the main idea and understand the text as a whole.
· I can locate details and look for specific information.
Listening
· I can get the general idea.
· I understand the details and identify speakers.
· I identify the source of listening texts and recognise the format.
Group work
· I share my ideas with the group.
· I listen to and respect my partners' points of view.
· I help solve problems and contribute with relevant information.
15 - 34
Acceptable
Always
Nearly Always
Sometimes
Never
35 - 49
Great!
Use this clue to work out your score
Never = 0
Sometimes = 1
Nearly Always = 2
Always = 3
If you get:
0 - 10 = Watch out! You must look back
and review the whole unit. Ask your
teacher and / or a classmate for
additional help and remedial work.
11 - 22 = Not too bad, but there are
areas you still have problems with.
Identify those areas and ask your
teacher and / or a classmate for
additional help and remedial work.
23 - 34 = You are doing fine, but you
can certainly do better. Get together
with a classmate and review your
weak points.
35 - 45 = Congratulations! Great
progress - you may look ahead to the
new unit and help your classmates who
need to review.
COMMUNICATION AND UNDERSTANDING
10 pts.
Total
49 pts.
39

40
IN THIS UNIT YOU WILL LEARN TO:
Reading: Find specific information / Identify the origin of
texts
Listening: Match information / Find specific information /
Discriminate between correct and incorrect information
Production: Express personal opinions and ideas / Refer to
personal experiences
Functions: Express opinions / Talk about duration of events /
Refer to personal experience
YOU WILL USE THE FOLLOWING TEXT TYPES:
Reading: A brochure / A film script
Listening: An extract from a book / A report
YOU WILL ALSO LEARN:
Grammar: Modal verbs may /might / The Past Continuous tense
Vocabulary: Related to strange and wonderful events and
phenomena
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:
Respect for different opinions and experiences

SET UP
1
2
3
4
Where near your house do you need to go if you want to do the following?
Talk about your personal experiences.
a. Get to a boat. b. Find a place to sleep.
c. Put up your tent. d. Ask for information.
e. Have a picnic. f. Get some food.
Match the actions in exercise 1 with these symbols.
1 2 3 4
5
How good are you at spotting mistakes? Three of these headlines taken from newspapers have one
mistake each, and one of them has no mistakes. Find the mistakes and correct them.
a.
COSTA BRAVA - NEW PARADISE FOR TURISTS
b. HURICAN MOVING TOWARDS NEW ORLEANS
c. LOST CIVILISATION FOUND IN AMAZON FOREST
d. TOO MEN ARRESTED IN BANK ROBBERY
There are six pairs of antonyms in the box. Can you form the pairs?
· clever · correct · familiar · heavy · light · ordinary
· persistent · sporadic · strange · stupid · wonderful · wrong
You can find the 10 most common typos (typing mistakes) at
http://www.hongkiat.com/blog/10-most-common-typos-in-blogging/
6
41

42
WELCOME TO NEW ZEALAND
READING
UNIT 2
1
2
3
THINK AHEAD
Classify the words in the box under the corresponding heading.
Tourism
Places Things we do People
What films are these photos from?
Lesson 1
· ballroom · chef · dance · drive · golf course · guide
· highway · hill · hotel · life-guard · manager · maid
· receptionist · restaurant · sheep farm · skydive · stay
· swimming pool · travel · use · village · visit
Read the information in the chart. How long do the events last / take?
Say / Write sentences in your notebook.
Example: A film lasts one and a half hours.
A trip to Easter Island takes 5 hours. / It takes 5 hours to travel
to Easter Island.
Event Duration
A film One and a half hours
A class 45 minutes
Our summer holiday 2 months
A trip to Easter Island 5 hours
A pop concert 2 hours
Eating a pizza 10 minutes
4 Which of these do you think you can find in a tourism brochure?
a. Attractions. b. Costs.
c. FAQs (frequently asked questions). d. Maps / directions.
e. Travel dates. f. How to get to the nearest hospital.

HOBBITON HHOBBITON MOVIE MOVIE SET & FARM FARM TOUR
TOUR
The Hobbiton Movie Set & Farm Tour is a real must-do for every Lord
of the Rings (LOTR) fan travelling through New Zealand. There are just
so many things to do in Hobbiton and on our real-life sheep farm. Your
experienced tour guides take you through the ten-acre site full of hills
where the LOTR films were made. The guides are happy to explain all
about the little people's village and tell you stories about the filming
process. Optionally, you may take the full tour in a horse-drawn
carriage and visit the cheese making facility located 3 miles from
Hobbiton. The duration of the Hobbiton tour is one and a half hours.
The cheese farm tour might take an additional 45 minutes to an hour.
After the tour, we recommend that you stay for at least a few days in
our luxury hotel where our multi-lingual receptionists say hello to you
in four different languages. You may take a warm bath in a beautifully
decorated room prepared by our experienced staff who know how to
make a guest welcome. After you rest, we invite you to our gourmet
restaurant where it takes our chef, a native of Thailand, only 25
minutes to prepare any dish and you may choose from a menu from
five continents. Or, you might want to try our delicious “finger foods”
such as chips, vegetable sticks and a variety of dips.
And how about children? Kids may use the playground facilities or the video room or they may take
a swim in the indoor swimming pool (with a life-guard) and enjoy a mini-golf course. Adults may
use the bar, dance in the 5 x 5 metre ballroom, or use the full-sized golf course.
Talk to our manager about other activities which include:
• Tandem Skydives • Hot Air Ballooning • Paintball Shooting
FREQUENTLY ASKED QUESTIONS
Q.1:Does Hobbiton have conference facilities?
A.1: Yes, it's a great venue for weddings, seminars and other celebrations.
Q.2:Is there an extra charge for additional activities and excursions?
A.2: The costs depend on the activity.
Q.3:How long does it take to get to Hobbiton?
A.3: It takes two hours by car from Auckland but it might take up to four hours by coach or three
and a half hours by train.
Q.4:Is it possible to book my visit through a website?
A.4: Yes, bookings are on-line, or by phone, fax or letter.
Room types:
• Single • Double • Family can (might accommodate up to 6 people)
How to get here from Auckland: Take State Highway 27 and turn south after Bombay Hills.
Bookings at
Ph: +64 (0) 7 888 9913
Fax: +64 (0) 7 888 7498
Email: office@hobbitontours.co.nz
Website www.hobbitontours.com
Source : http://www.hobbitontours.com/gallery/HobbitonFlashGallery.aspx?ID=11970
HOW STRANGE! HOW WONDERFUL!
43

Mind
44
UNIT 2
T ea s er
The word holiday is a
compound word made up of
two other words - holy,
meaning saintly, and day.
So a holiday is originally a
day on which people do not
work to celebrate their
religious beliefs.
Person in charge
8 Are these statements true or false? Correct the false statements.
a. The cheese making facility is located 45 miles from Hobbiton.
b. The chef is from Thailand.
c. It takes 25 minutes to prepare the finger foods on the menu.
d. It is possible to celebrate weddings and seminars at Hobbiton.
e. Children may use the ballroom and the full-sized golf course.
f. People may only book in person.
9
GO AHEAD
5
Read the text and check your predictions in Exercise 4.
6 Read the text again and find the answers to these questions.
a. How long is the Hobbiton tour?
b. How long might the additional sheep farm tour take?
c. How long does it take the chef to prepare any dish?
d. How long is the car journey from Auckland to Hobbiton?
e. Does it take more or less time to go to Hobitton by train than by car?
f. How long is the trip from Auckland to Hobbiton by coach?
7
Read the text again and write the name of the person in charge.
MAKE CONNECTIONS
Activities
a. Cooking the food.
b. Extra activities.
c. Looking after children in the
swimming pool.
d. Preparing the hotel rooms.
e. Telling tourists about the farm and
the film making process.
f. Welcoming the guests.
Fill in the booking form for Hobbiton farm with your own personal details.
You can use your imagination!
First Name: ________________________________ Surname: ________________________________
Full address: ___________________________________________ Telephone Number: ____________
Language spoken: ___________________________ E-mail address: ___________________________
Form of payment (tick one): Credit card: ___ Cheque: ___ Cash: ___
Booking form (tick one): Fax: ___ E-mail: ___ Website: ___ Letter: ___ Telephone: ___
Type of room (tick one): Single: ___ Double: ___ Family room: ___
Full tour or Hobbiton only? ____________________________________________________________
Extra attractions? ____________________________________________________________________

10
Write at least three other questions you could ask the Hobbiton Manager
before you book a holiday. Ask your partner to answer them.
11 Choose the correct word, say or tell.
a. I get really angry when you tell / say lies.
b. When you see Sean, could you tell / say hello for me?
c. Please, could you tell / say your sister that I can't meet her tonight?
d. They tell / say Georgette is French, but she could also be Canadian.
TAKE A CLOSER LOOK
May / might
1. Study these sentences from the text paying special attention to the
words in bold.
a. You may take the full tour in a horse-drawn carriage.
b. Kids may use the playground facilities or the video room.
c. The cheese farm tour might take an additional 45 minutes.
d. It might take up to four hours by coach or three and a half hours by train.
2. What do the sentences express?
a. Suggestion b. Polite request. c. Possibility.
3. The answer is c - we are expressing that something is possible (we are
making a prediction) now or for the future. The only difference is the
degree of possibility.
a. It may rain tomorrow - it is quite possible it will rain tomorrow(+).
b. It might rain tomorrow -it is less possible it will rain tomorrow(–).
4. Go back to the reading text. Find and copy all the sentences with may or
might. Can you identify the degree of possibility?
12
Choose may or might.
a. Where is he from?
He ______ be from Cataluña because his name is Ignasi Barceló.
b. What do you think you will do on your winter holiday?
I'm not sure yet. We ______ go to Valdivia or Puerto Montt.
c. Look at the clouds! They are heavy and black.
Yes, it ______ rain really soon.
d. Is she from Canada?
She ______ be. Why do you ask?
Because of her accent - she speaks French but with a different accent.
13 Make predictions using may / might and the prompts provided . Write the
sentences in your notebook.
a. class / organise / picnic or a party
b. you / study / gastronomy or marketing
c. your friend / go to Arica or Calama
d. petrol prices / increase or decrease
e. you / see the film "Benjamin Button" on Saturday or on Sunday
Danger
Say and tell mean decir, but
they are used differently.
You say something but you
tell someone something.
I said goodbye / I said
goodbye to Mary, but I am
telling Mary a story.
Certain expressions are
always used with tell: tell
jokes, tell the truth, tell a lie,
while others are always used
with say: say prayers, say
good bye, say hello.
HOW STRANGE! HOW WONDERFUL!
45

46
1
a.
UNIT 2
Oh dear, it may
rain any moment
now.
HAVE A CHAT
14 In pairs, complete this conversation discussing different options to
celebrate your school anniversary. Use the expressions in the box.
· might also · might go to
· might have a picnic · might organise
A: We have different options. For example, we _____ the seaside on a big school trip.
B: We might, but it depends on the weather.
A: Or we _____
B: Yes, but a picnic also depends on the weather.
A: Or we _____ a music and dance show.
B: Actually, that's a great idea.
A: Alternatively, we _____ do a cooking competition.
B: Not really, we need too many ingredients and they are expensive.
A: So, what's the best option?
B: The best idea is the music and dance show.
15 Match the expressions in the bubbles (a. - c.) with the pictures (1 - 3).
2
b.
If he hurries up he
may still catch it.
If you take your
medicine you may feel
better tomorrow.
16 Use the information in the chart to answer the questions in the dialogue
on page 47.
Event Duration
Trip from home to airport 50 minutes
Flight Manchester - London 1 hour 10 minutes
Bus trip from airport to uncle's house 45 minutes
Whole trip ?
c.
3

Gordon: So, how long does it take to get to the airport from your house?
Susan: _____________________________________________________
Gordon: And what's the duration of the flight from Manchester to London?
Susan: _____________________________________________________
Gordon: And then how long is the bus ride from the airport to your uncle's
house?
Susan: _____________________________________________________
Gordon: And how long does the whole trip take?
Susan: _____________________________________________________
Gordon: Wow! That's really long!
17 Listen to the recording, compare your answers and practise the
dialogue in pairs.
FAST CHECK
18
Fill in the gaps in the sentences with may or might.
(✔ = weak probability; (✔✔ = strong probability). (10 points)
a. (✔✔) If it's sunny tomorrow we _____________ go to the beach.
b. (✔) I´m not sure yet but I _____ study engineering or computer sciences.
c. (✔✔ ) The economic situation is not very good and unemployment
_____ increase.
d. (✔) I tried phoning him but he doesn't answer. He _____ be out or
taking a shower.
e. (✔) Don't worry! It's not too late. Your friend _____ still come to the
party.
Your
result:
WRITE IT DOWN
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
19 Your friend Oliver is organising an activity to celebrate your school
anniversary. What events can you recommend? How long might each
event take?
I need more work I did OK I did really well!
HOW STRANGE! HOW WONDERFUL!
47

Why do we need to spell
correctly? We need to spell
correctly because:
• Poor spelling creates a
bad impression.
• It is the first thing a reader
notices.
• Examiners, teachers, and
prospective employers pay
attention to the way we
write.
• Even in these days of word
processors and spell
checks there are times
when we need to
handwrite something.
Mind
48
THE STRANGE THINGS WE DO
LISTENING
Bear it
in mind
UNIT 2
T ea s er
Plis us the dor
at the bak -
this won is
brouken!
THINK AHEAD
1 Choose the best definition of the word TYPO.
a. a grammar error
b. a punctuation error
c. a typing error
2
3
Can you detect one spelling mistake in each sentence?
Lesson 2
aa. It is absolutely necesary to pay attention to the recording.
b. One of the most comon typos is to omit a letter in a word.
c. What a surprising stori!
d. If you want to get a good mark in the test you must spell corectly.
Which of the expressions below do you think we use to express opinions
and points of view? Complete them using your personal ideas and
experiences.
Example: I think that people should work less and rest more.
a.
I think that …
d.
f.
From my point
of view …
b.
What you
want …
In my
opinion ….
g.
e.
According
to …
c.
It seems
to me …
I believe
that ….

4
5
· amazing · clever · incredible · ordinary · peculiar
· positive · smart · typical · unusual · weird
GO AHEAD
Listen to the recording and check your predictions in Exercise 4.
6 Choose the best title for each item of news.
a. Eradicating Typos and Errors by All Means
b. The Incredible Adventures of the Typo Man
c. Teaching a Parrot to Speak
d. Talking Parrot Finds his Way Home
7
8
Read the words in the box. Look up those you do not know in a
dictionary. Which ones would you expect to find in a listening text about
strange things that we do?
Which of these places were not mentioned in the news?
· America
· Boston
· Massachusetts · Tokyo
Listen again and tick the correct column.
· Santiago
Which news item mentions
an organisation?
an address?
the name of a policeman?
one common mistake?
Item 1 Item 2
· China
· Washington
· Japan
HOW STRANGE! HOW WONDERFUL!
49

50
UNIT 2
9 Listen once more and complete these sentences from the news.
a. You might want to _______ some unusual but positive _______.
b. According to Mr. Deck it's _______ to speak and _______ correctly.
c. We, on our part, think it's _______ that Mr. Deck might be _______!
d. He recited his _______ and address to a man in the _______.
e. In my ______ it's ________.
f. It‘s possible smart _______ like Yosuke might help Mr. Deck in his typo
_______ campaign!
MAKE CONNECTIONS
10 Which sentences from Exercise 9 express a point of view?
11
The words highlighted in these sentences appeared in the items of news you
listened to, but they have been “scrambled”. Can you “unscramble” them?
a. They travel around gnsiera typos and errors.
b. The parrot followed the instructions of his msaert.
c. The pomanlice took the bird to the owner.
d. She is a very vepitios person.
TAKE A CLOSER LOOK
Expressing possibility
1. We use may / might to express possible events in the present and the
future. However, we can use other expressions. Read these examples
from the recording paying special attention to the words in bold.
a. Maybe you want to hear = You might want to hear, some unusual
but positive news.
b. Language is an important part that possibly makes the difference =
language is an important part that might make the difference,
between humans and animals.
c. We think it's possible that Mr. Deck is right = Mr Deck might / may
be right.
2. Look at other examples.
Maybe they will visit us next year = They may visit us next year.
The train is possibly late = The train might be late.
It is possible that he is lost = He might be lost.
3. It is possible to use may / might in short answers.
A: Is Gina coming to the party? B: She might.
A: Are they at home right now? B: They may be.
4. Listen to the second item of news again. Find three more sentences
that express possibility and write them twice in your notebook, once
using may / might, and once using maybe, possibly or it‘s possible that.

12 Re-write these sentences using might or may.
a. Maybe Tina and Leo are getting married soon.
b. It's possibly John's book.
c. Maybe Laura will not come to school today.
d. It's possible they will not like this kind of food.
e. Someone is knocking on the door. It's possible that it is Stewart.
13 Now re-write the sentences using maybe, possibly or it is possible.
a. Geraldine might be in the library.
b. His telephone may be disconnected.
c. My boss might be in another office.
d. We may travel to Greece next year.
e. I may get a haircut tomorrow.
14 Give short answers using may / might.
a. A: Is that your bag in the corner?
B: It _______________________________________________________
b. A: Are they coming tomorrow?
B: They _____________________________________________________
c. A: Do they have time to help us?
B: They ________________________________________________ have.
d. A: It's so cold! Do you think it's going to snow?
B: It _______________________________________________________
e. A: Are you going to see Jane tomorrow?
B: I _______________________________________________________
WRITE IT DOWN
15 Choose one of the two stories you listened to and write a short paragraph
expressing your personal opinion about the situation described. Use the
expressions in Exercise 3.
HOW STRANGE! HOW WONDERFUL!
51

52
UNIT 2
HAVE A CHAT
16 Take turns to say the statements below with your partner, expressing your
opinion. You can use the openings in the bubbles.
I think that…
According to …
In my opinion ….
It seems to me …
I believe
that ….
From my point
of view …
a. This unit is really easy! b. Ice-cream is better than chocolate. c. Everybody loves Maroon Five.
d. English is the most important
language in the world.
e. People shouldn't smoke in
public places.
f. Everybody looks thin in black
clothes.
17 Listen to the recording and compare your sentences.
Then practise with the recording, paying special attention to accentuation
and intonation.

FAST CHECK
18 Choose the best option to complete the sentences. (10 points)
a. A: Are your friends coming to visit you next weekend?
B: I'm not sure. They might / It possibly is.
b. A: Is the Italian restaurant open on Sundays?
B: It's possible. / Might open.
c. A: Do we have any sugar?
B: We might have. / It is possibly.
d. A: Do you think the children are hungry?
B: Maybe not. / Might not.
e. A: Are these Susan's glasses?
B: May be. / They might be.
Your
result:
PLAY IT
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
Find letters on the computer screen to complete these words from the
lesson. Each letter can be used only once.
A ___ A ___ I ___ G
S M ___ ___ T
U ___ ___ S ___ ___ L
P ___ ___ U L ___ A R
W ___ I ___ D
O R ___ I N ___ R ___
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Listening
Speaking
Writing
Y E U A
M C
R I
A
N
Y
R Z E E
C D R
I A
A L E N
U
I need more work I did OK I did really well!
HOW STRANGE! HOW WONDERFUL!
53

Mind
54
So it' s true. It
IS raining cats
and dogs.
Danger
TWISTER, TWISTER
READING
UNIT 2
T ea s er
Not all plurals in English are
formed by adding -s or -es.
One irregular plural is the
word phenomenon, whose
plural is phenomena.
Other words (mainly of Latin
origin) that form their plural in
the same way are:
bacterium - bacteria
criterion - criteria
curriculum - curricula
medium - media
memorandum - memoranda
symposium - symposia
1
2
3
THINK AHEAD
See if you can guess the jumbled weather words.
eic mcliate mihud nwid ogf
Lesson 3
Match the descriptions (a. - d.) with the words below (i. - iv.) and the
pictures of the natural phenomena (1 - 4).
a. Visible and very fine water drops or ice particles suspended in the
atmosphere at high altitudes.
b. A visible flash of light happening when there is an abrupt natural
electric discharge in the atmosphere.
c. Frozen precipitation in the form of white hexagonal ice crystals falling
down in soft, white flakes.
d. Water condensed from atmospheric vapour and falling in drops.
i. cloud ii. lightning iii. rain iv. snow
1 2
3 4
What do we use these instruments for?
1 2 3 4
Anemometer Barometer Thermometer Weather vane
a. We use it to measure air pressure.
b. We use it to measure the temperature of the air.
c. We use it to measure wind speed.
d. We use it to show which direction the wind is blowing from.
You can find lots of words related to the weather, the climate and
natural phenomena at www.weatherwizkids.com

4
5
6
7
8
9
Which of the words in the box would you expect to find in texts about
natural phenomena?
· break · cyclone · disaster · erosion
· instrument · measure · noise · roar · storm
GO AHEAD
Read the texts quickly and check your predictions in Exercise 4.
Read the texts again and identify the origin of each.
a. Text ___ is a part of a book. b. Text ___ is a part of a film script.
c. Text ___ is a part of a report.
Read the texts again and match each text with a place.
Text I Text II Text III
Kansas Kentucky Oklahoma
Read the texts again and tick where appropriate.
In which of the texts can you find references to I II III
a. a description of a family?
b. a place where people can hide?
c. a scared pet?
d. the exact shape of the described natural phenomenon?
e. the sound this natural phenomenon makes?
Read the text once more and find at least three words to replace the word
twister.
twister
Mind
HOW STRANGE! HOW WONDERFUL!
T ea s er
We measure the intensity of
tornadoes according to the
Fujita Scale. Tornados can
range from F0 - a mild
tornado called the gale
tornado with little damage
to people and property
through to F5, known as
the incredible tornado,
which can destroy strong
houses, move cars into the
air and uproot very big
trees. There is also an F6
tornado called the
Inconceivable tornado - it
has not happened as yet in
the world.
You can see the full Fujita
scale at
http://www.tornadoproject.com/
55

56
I.
II.
UNIT 2

III.
HOW STRANGE! HOW WONDERFUL!
57

1
2
3
58
UNIT 2
MAKE CONNECTIONS
10
Look back at the texts and decide who might have said the following
sentences, Dorothy, Professor Jones or Jo's father.
a. ________: “If we hurry up we might make it to the cellar!”
b. ________: “I wonder if I may ever get back home!”
c. ________: “I saw big pieces of debris under the twister.”
TAKE A CLOSER LOOK
The Past Continuous tense.
1. Compare these sentences from the texts.
a. In the far North the wind was whistling.
b. Uncle Harry stood up.
c. Dorothy was going up and up.
d. The house whirled around two or three times.
2. All the sentences show actions in the past, but they use different tenses.
We use the Simple Past tense (sentences b. and d.) when the action
started and finished in the past. In sentences a. and c. we use the Past
Continuous tense to indicate that the action was continuous.
3. Here are more examples of the Past Continuous tense.
a. Uncle Henry was sitting on the doorstep.
b. She was looking at the sky too.
c. Prof. Jones and I were getting close to the National Weather Service.
4. Go back to the texts and find all the sentences in the Past tense or the Past
Continuous tense. Which actions finished and which were continuous?
11
Complete these sentences using the verb in brackets in the Past
Continuous tense.
a. Dorothy __________ Toto in her arms. (hold)
b. Aunt Em __________ the trap door. (open)
c. The professors __________ to the National Weather Station. (go)
12 Use the prompts to write sentences in the Past Continuous tense.
a. Belinda / sit / armchair / watch / TV
b. Glenn / eat / sandwich / drink / milk
c. The scouts / packing /their backpacks
WRITE IT DOWN
13 Write about a natural phenomenon you witnessed - a snow storm, a
thunder storm, very heavy rain, a flood, etc. Use the weather vocabulary
from Exercise 1.

HAVE A CHAT
14 Complete the conversation about Prof. Jones's personal experience.
Use words from the box and then check with the recording.
· funnel · personally witnessed · some two minutes
· roar and rumble · terrified
15
Reporter: I understand it was your personal experience, Professor Jones.
Prof. Jones: Yes, I _________ the tornado.
Reporter: So, were you scared, Professor Jones?
Prof. Jones: I was _________.
Reporter: What did the tornado look like?
Prof. Jones: It looked like a _________.
Reporter: What was the noise like?
Prof. Jones: It sounded like a loud _________.
Reporter: How long did the twister last?
Prof. Jones: It lasted _________.
Practise and role play the conversation with a partner.
FAST CHECK
16 Choose the correct alternative. (10 points)
a. So what was she doing?
i. She cooked dinner. ii. She was cooking dinner
b. Were they standing or sitting?
i. They were sitting. ii. They stood.
c. Did she tell you about it?
i. No, she didn't. ii. No, she wasn't telling me about it.
d. Where were you going?
i. I was going to the shop. ii. I went to the shop.
e. What was she painting the picture with?
i. She was using oil paints. ii. She painted the kitchen.
Your
result:
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
I need more work I did OK I did really well!
Mind
HOW STRANGE! HOW WONDERFUL!
T ea s er
Heve are some proverbs
and saying about the
weather:
• If birds fly low wind is
going to blow.
• A sunshing shower won‘t
last half an hour.
• The sharper the blast the
sooner it‘s past.
• When a cow tries to
scratch her ear it means a
shower is very near.
59

60
EYEWITNESS REPORTS
LISTENING
UNIT 2
1
2
THINK AHEAD
Lesson 4
Look at these pictures. Which creatures do you think are real and which
ones are not? Why?
1. Hairless guinea pig 2. Owl cat
3. Sasquatch 4. Smiley fish
Look at the pictures below. Choose one and in pairs answer the questions
about the story they illustrate. As you are only guessing, express your
opinion using the beginnings in the box.
a. What time do you think it is?
b. What is the weather like?
c. Where are the people?
d. What is happening?
e. What is the end of the story?
· From my point of view … · I believe that ….
· In my opinion …. · I think that… · It seems to me …

3
Find the words below in the Word Search Puzzle. Words can be placed
horizontally, vertically or diagonally, up or down.
aircraft amazing creature excited
frightened scared shocked
a n o d a f f j t y d s
d b x i t m v f m y f h
c d p q w x a z c s h o
r g l s ñ r w z f g o c
e h p n c y e v i d b k
a a v r s b t e u n c e
t m i j u r l k y b g d
u a s x e x c i t e d q
r f r i g h t e n e d t
e h k p z s c a r e d l
4 You will hear two people talking about things they saw with their own eyes.
a. What kind of things do you think they saw?
b. How do you think they felt?
5
6
i. Excited. ii. Shocked. iii. Scared. iv. Happy.
GO AHEAD
Listen to the two recordings and check your predictions in Exercise 4.
How do we know that the two people in the recordings were the eyewitnesses
of the events? Choose two best options.
a. Because their account is in the first person.
b. Because the account is in the Past tense.
c. Because they use expressions such as: "with my own eyes", "personally".
d. Because they use questions and answers.
HOW STRANGE! HOW WONDERFUL!
61

Mind
62
UNIT 2
T ea s er
Why are black cats such
good singers?
Because they‘re very
mewsical!
7 Listen again and choose the best answer. Justify your choice.
Conversation I
a. Where does the conversation take place?
i. In a school.
ii. In someone's house.
b. Who are the protagonists?
i. A husband and wife.
ii. Two friends.
c. Where was the woman?
i. In a park.
ii. In the forest.
d. What did the woman see?
i. A farmer's dog.
ii. A strange creature.
Conversation II
a. Where does the conversation take place?
i. In a Military Academy.
ii. At a police station.
b. Who are the protagonists?
i. A plane pilot and his boss.
ii. Two police officers
c. Where was the man?
i. In an office.
ii. On a plane.
d. What did the man see?
i. A hot air balloon.
ii. A UFO.
8 Listen to Conversation I again and choose the word you hear.
a. You saw a ghost / goat.
b. I was walking down the path / patch.
c. We had nothing for desert / dessert.
d. Let me guess / check.
e. The creature looked human / horrid.
9
Listen to Conversation II again. Which of these expressions does the
speaker use to state his personal opinion?
a. I believe I saw …
b. I think they were …
c. From my point of view …
d. But I personally think ….
e. If you ask me …
f. According to me….

MAKE CONNECTIONS
TAKE A CLOSER LOOK
The Past Continuous (continued)
1. Read these examples from the recording.
a. It wasn't walking on all fours like a dog.
b. What were you doing in a forest?
c. It wasn't moving or advancing.
2. Pay attention to the form. Like all verb tenses that use the verb to be we
form the negative form adding not to the verb to be, and we form the
interrogative form inverting the order.
We were not paying attention.
Subject + to be + not + -ing
Were they playing football or rugby?
To be + subject + ing ?
3. Listen to the recording again and find two more examples of negative
Past Continuous.
4. Check all the exercises you have done in the lesson and write two
questions using the Past Continuous.
10 Complete this chart with examples of the different forms.
Affirmative
I was walking down
the street.
Negative
They were not
having dinner.
Interrogative
Was she speaking
to me?
11
Complete these short dialogues with a question referring to the part in bold.
a. A: ______________________________________?
B: I was walking down the path in the forest.
b. A: ______________________________________?
B: The strange creature was standing.
c. A: ______________________________________?
B: Clark was cooking lunch in the camp.
HOW STRANGE! HOW WONDERFUL!
63

64
UNIT 2
12 Match the words in A with their synonym in B.
A
B
· aircraft · creature · huge · observe · scared
· aeroplane · beast · frightened · immense · watch
HAVE A CHAT
13 Jill is telling her friend Anne about her strange experience in the
forest. Complete the conversation and then check with the recording.
Anne: ____________________________________?
Jill: I think it was more than two metres tall.
Anne: ____________________________________?
Jill: No, I believe it wasn't human.
Anne: ____________________________________?
Jill: In my opinion, it was the Sasquatch.
14
Listen and practise the conversation with your partner, taking turns to
be Anne and Jill. Role play it in front of the class.
15 Match the sentences that have the same or similar meanings.
a. I saw it with my own eyes i. Their technology is more
modern than ours.
b. They are more technically
advanced than we are.
ii. It sped up and left.
c. It accelerated and disappeared. iii. Their mission was pacific.
d. Their intentions were peaceful. iv. I was an eye-witness.
FAST CHECK
16 Put the words in the correct order to write sentences in your notebook.
The first word in the sentences is highlighted (10 points)
a. were to get They out of the trying plane.
b. author was The signing for autographs her fans.
c. was his Brendan brother with helping homework, his.
d. you talking moment on the Were phone a ago?
e. the parents were Sarah's getting for trip ready.
Your
result:
0 - 3
Review the lesson
4 - 6
Quite good
7 - 10
Excellent

WRITE IT DOWN
17 Below there are four different instruments we use for measuring things.
Write sentences to indicate what we measure with them.
Example: A thermometer is an instrument for measuring temperatures.
Scales A calendar
A clock A ruler
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Listening
Speaking
Writing
I need more work I did OK I did really well!
HOW STRANGE! HOW WONDERFUL!
65

1
2
66
Luciana is preparing a programme for an important Australian visitor coming to Chile next month. She
wants the programme to be a mixture of business and pleasure. Look at the list of possible activities
and how long they might take. Write sentences about them in your notebook. Use may, might, maybe,
it is possible, and possibly.
Example: First, our guest might meet Chilean politicians in Valparaíso. The meeting might last 2 hours /
The duration of the meeting might be 2 hours.
Activity Duration
Meeting with members of congress in Valparaíso 2 hours
Seafood lunch in the port 1 hour
Go up the hills in a cable car 30 minutes
Stay one night in Viña del Mar 1 night
Short swim in the Pacific Ocean 20 minutes
Meet Minister of Education at La Moneda Palace 40 minutes
Visit Mercado Central and have lunch there 1.5 hours
Afternoon meeting at a municipal school 45 minutes
Visit Bellavista area 30 minutes
Now match the sentences you wrote with the pictures below.
1 2
3 4
UNIT 2

3
4
5
You are Luciana's boss and you are evaluating the programme she is proposing. Offer your personal
point of view / opinion about it. Use the expressions in the box.
Read the final version of the guest's programme and answer the questions below.
Day 1
· From my point of view … · I believe that …. · In my opinion….
· I think that… · According to ….
10.00 Meeting with Chilean
politicians
13.00 Lunch at "Donde Pancho"
in Valparaíso
15.00 Cable car ride to Cerro
Placeres
Day 2
9.00 Meeting with Minister of
Education
10.00 Visit Mercado Central
12.00 Lunch in Bellavista
16.00 Talk to secondary school
students about education
in Chile
a. What was the guest doing at 11 o'clock on the first day of the programme?
b. Was he having lunch or swimming in the ocean at 13.00?
c. What was he doing at 15.00 on the first day?
d. What was he doing in the morning of the second day?
e. Was he having lunch or talking to students at 12.30 on the second day?
Invent two more questions about the programme. Ask and answer them in your group.
HOW STRANGE! HOW WONDERFUL!
67

READING - SAN PEDRO DE ATACAMA
68
San Pedro de Atacama
AN ABSOLUTE MUST
Accommodation
Whatever you might need - we have it! Maybe you want to stay in a
hotel or you might prefer a hostel. Or maybe you'd love to get one of
the cabins.
Hotels
Right in the centre of San Pedro de Atacama. This is the best choice for
a tourist who visits alone or in small groups. The rooms are single,
double and twin and besides, we also have triple rooms for small
families. All rooms have a private bath and we also include buffet
breakfast. Our staff who speak several languages can take you on a
tour of the nearby geysers.
Hostels
Quite near the centre of the town. This is the best choice for group
tourism and people on a budget. You may choose one of the several
options we have on offer, starting from single rooms to rooms that
accommodate up to six people. Single rooms have a private bath but
the multiple guest rooms share a bathroom located in the corridor.
Cabins
Located 7 km from San Pedro de Atacama and 2 km from Tulor
Village, the cabins are in the beautiful Ayllu de Coyo oasis, surrounded
by native trees. The owners, native to San Pedro, offer a selection of
cabins each with a double room, a private bath, a fully equipped
kitchen and a barbecue.
UNIT 2
Comments from
previous
visitors
John, Washington
I stayed in San
Pedro for two days.
I had a wonderful
time! The people
we met during our
stay were friendly
and helpful.
Stella, Marseille,
My mother stayed
in one of the cabins
for seven days.
According to her
they were clean
and comfortable.
Besides, she loved
the people who
worked there.
Source. www.sanpedrochile.com

1
2
Read the brochure and choose the best icon for each type of accommodation.
a. _____________ b. _____________ c. _____________
Tick the correct column.
a. Located outside San Pedro
b. Best for small groups or individual tourists
c. Breakfast service included
d. With a barbecue
e. Great for bigger groups
f. Located right in the middle of town
3 Which tourist, John, Stella or both?
a. ________ is / are speaking about their personal experience.
b. ________ is / are from France?
c. ________ think / thinks the people of San Pedro are great.
d. ________ had a wonderful time.
LISTENING - THE WEATHER REPORT
4 Listen to the recording and choose the best option.
a. The recording is a radio / TV programme
b. The report is from the local government /
National Weather Service.
c. The people in the affected areas can go back to
/ need to leave their homes.
d. The storm changed intensity from F0 to F2 / F2
to F0.
Hotel Hostel Cabin
HOW STRANGE! HOW WONDERFUL!
3 pts.
6 pts.
4 pts.
4 pts.
69

LANGUAGE
70
5 Match the times in column A with the events in column B.
A B
5.30 to 6.00 p.m. Data on rainfall was collected.
8.30 p.m. People can tune in to another programme.
9 p.m. The broadcast is transmitted to the public.
9.30 p.m. The storm changed direction.
6 Say or tell? Watch out for the correct form of the verb.
a. So, do you want to come or not? What do you ________?
b. John, it's necessary to ________ the truth.
c. They ________ me to wait.
7 Complete these short dialogues with a question corresponding to the information in bold.
a. A: __________________________________?
B: Miss Jefferson was correcting our English tests.
b. A: __________________________________?
B: Dennis was sitting in the living room.
c. A: __________________________________?
B: The boy was carrying a heavy bag.
d. A: __________________________________?
B: She was crying because she felt lonely.
8 Complete the following sentences using the Past Continuous tense of the verb in brackets.
a. She looked up at the sky to see if a storm _____________________. (come)
b. I tried to phone you all day yesterday. What _____________________? (do)
c. The twister _____________________ in the direction of Claire County. (move)
d. Amy________a nice dress when we saw her. (wear)
9 Re-write the sentences using might or may.
a. Maybe they will come to our party.
b. It's possible the twister will change direction.
c. Maybe it is Peter - at least he looks very similar.
d. It‘s possible that you will pass the exam.
WRITING
10 Write a short weather report for your area. Use words such as wind, temperature, rain,
humidity, etc.
UNIT 2
4 pts.
3 pts.
4 pts.
4 pts.
4 pts.
6 pts.

SPEAKING
11 Look at the pictures and express your opinion / point of view.
6 pts.
1 2 3
Your
result:
0 - 15
Not too good
FINAL CHECK ✔ ✔
Choose one alternative according to your performance.
Speaking
· I use English structures correctly.
· I use varied and correct vocabulary.
· Others can understand me.
Writing
· My writing is coherent and follows the central idea.
· I use the correct sentence formation and sentence structure
· I use the correct spelling, punctuation, capitalisation and format.
Reading
· I am aware of the differences in tenses, gender and number.
· I identify the main idea and understand the text as a whole.
· I can locate details and look for specific information.
Listening
· I can get the general idea.
· I understand the details and identify speakers.
· I identify the source of listening and recognise the format
Group work
· I share my ideas with the group
· I listen to and respect my partners' points of view
· I help solve problems and contribute with relevant information
16 - 32
Acceptable
Always
Nearly Always
Sometimes
Never
33 - 48
Great!
Use this clue to work out your score
Never = 0
Sometimes = 1
Nearly Always = 2
Always = 3
If you get:
0 - 10 = Watch out! You must look back
and review the whole unit. Ask your
teacher and / or a classmate for
additional help and remedial work.
11 - 22 = Not too bad, but there are
areas you still have problems with.
Identify those areas and ask your
teacher and / or a classmate for
additional help and remedial work.
23 - 34 = You are doing fine, but you
can certainly do better. Get together
with a classmate and review your weak
points.
35 - 45 = Congratulations! Great
progress - you may look ahead to the
new unit and help your classmates who
need to review.
HOW STRANGE! HOW WONDERFUL!
Total
48 pts.
71

72
IN THIS UNIT YOU WILL LEARN TO:
Reading: Match written and visual clues / Summarise texts
/ Find specific information
Listening: Match visual and spoken information / Find
specific information / Discriminate between similar sounds
Production: Talk about food preferences / Express opinions
and ideas about eating out / Talk about actions in the past
using the Past Continuous tense
Functions: Expressing quantities / Expressing preferences /
Expressing thanks and complaints
YOU WILL USE THE FOLLOWING TEXT TYPES:
Reading: A brochure / An interview
Listening: Restaurant reviews / A tale
YOU WILL ALSO LEARN:
Grammar: The Past Continuous tense / some / any / much /many /
a little / a few / Relative pronouns that, which, who, where, when
Vocabulary: Words related to healthy eating habits, ingredients
and eating out
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:
The importance of a healthy diet

SET UP
1
Can you guess the fruit and vegetables? Which ones do you like/prefer?
1 2 3 4
5 6 7 8
2
Copy the pyramid into your notebook and place the foods we should eat little of at the top and the
foods we should eat a lot of at the bottom. Compare your answers with the food pyramid on page 97.
· apples · bread · butter · cake
· carrots · cereal · cheese
· cherries · chicken · chocolate
· crisps · eggs · fish · ice-cream
· lettuce · milk · oil · pasta
· peppers · plums · potatoes
· red meat · rice · sweets · yoghurt
73

Mind
74
STAYING HEALTHY - KEEPING FIT
READING
UNIT 3
T ea s er
Vitamins and minerals are
substances that are found in
foods we eat. Our bodies
need them to work properly,
so that we grow and
develop just like we should.
When it comes to vitamins,
each one has a special role
to play. For example:
• Vitamin D in milk helps our
bones.
• Vitamin A in carrots helps
us see at night.
• Vitamin C in oranges helps
our body heal if we get a
cut.
• B vitamins in leafy green
vegetables help our body
make protein and energy.
1
THINK AHEAD
The Fruit Federation
organised a competition for
the most romantic
fruit ever.
Lesson 1
Put the words in the box under these headings. Which words sound or
look similar in Spanish?
Fruit Vegetable Meat, fish and seafood Others
· protein · vitamin · banana · lettuce · garlic · sweets
· chicken · salmon · cereal · celery · peanut butter
· biscuits · chips · meat · carbohydrates · sugar · salt
· melon · prawn · strawberry · iron · raisin
2 Answer the questions and compare your answers with another student.
a. Do you prefer bananas or strawberries?
b. Would you rather have chicken or meat?
c. Which do you like better: cookies or candy?
d. Which is your favourite vegetable?
e. Would you rather eat something sweet or salty?
3
The Passion
fruit!
And? Who was
the winner?
Which words from Exercise 1 would you expect to find in a brochure
about healthy eating?

HOW TO GROW HEALTHY
Do you want to stay healthy? I'm sure you do.
This brochure offers you tips on how
to stay healthy and keep fit.
Tip 1
First of all, you should get
enough sleep for a young
person who needs lots of
energy in the morning.
Next, get some good
breakfast. Breakfast is a meal that fills your
"empty tank" after a long night without food and
it can help you do better in school. You can eat
easy-to prepare breakfasts that include cold cereal
with fruit and low-fat milk, whole-wheat toast,
yoghurt with fruit, or an egg sandwich.
Tip 2
Would you rather take a bus
or ask your parents to drive
you to school? But if your
school is not too far why
don't you invite a group of
friends who can all walk with you when you go to
school? It can be fun talking along the way.
Tip 3
What's your favourite snack:
chocolate or cookies? If you snack
all the time on salty crisps or
sugary cookies it's not the right
kind of food in the middle of the
morning. Choose snacks that
come from different food groups
which may be a glass of low-fat
milk, an apple or celery sticks with peanut butter
and raisins, or some dry cereal. If you eat smart at
most meals then cookies, chips and candy are OK
for occasional snacking.
Source: The Internacional Food Information
Council
Washington D.C., U.S.A.
Tip 4
Do you prefer exercising or
sitting in front of a TV? Would
you rather go for a bike ride or
read a book? Vigorous work-out
is good for you because when
you breathe hard your heart works better, you have
more energy and you look and feel your best. Start
with warm-up exercises that stretch your muscles
and include 20 minutes of aerobic activity, such as
running or dancing. Do it in a gym or in the park,
where you can also meet your friends.
Tip 5
You don't have to give up foods
like hamburgers, and ice cream
to eat healthy. But choose the
ones you like the best and be
smart about how often and how
much you healthily. Your body needs nutrients,
which are products such as protein, carbohydrates,
fat and many different vitamins and minerals such
as vitamins C and A, iron and calcium from a
variety of foods. You can talk to a nutritionist who
can tell you about different types of food.
Tip 6
Your dad is probably sitting
in front of the TV and maybe
your mum is reading a paper.
Come on, mum and dad!
Let's get going because being
active is much more fun with friends or family.
People who are active live longer and happier lives.
Tip 7
A healthy eating style is like a
puzzle with many parts. Each
part is different. There are foods
that have more fat, sugar or salt
while others have more vitamins
or fibre. Eat a little of all these foods because what
makes a diet good or bad is how the foods fit
together. Balancing your choices is important.
WE ARE WHAT WE EAT
75

76
UNIT 3
4
Read the brochure and check your predictions in Exercise 3.
5 Read the brochure again and give each tip a title.
a. Get Moving! b. Start your day with breakfast.
c. Balance your food choices. d. Get fit with friends or family.
e. Snack Smart. f. Work up a sweat.
g. Foods aren't good or bad.
6
Match the pictures with the tips.
1
4 5 6 7
7 Read the brochure again and summarise each tip in one or two sentences.
Example: Tip 1 tells us about the importance of breakfast and how it helps
us prepare for the day.
8 Answer the questions.
a. Why is it important to eat breakfast?
b. Who can you invite to walk to school with you?
c. What kind of nutrients does your body need?
9
GO AHEAD
MAKE CONNECTIONS
HAVE A CHAT
2 3
Your friend Gloria is asking you about your food preferences. Answer
her questions.
Gloria: Which do you prefer, fish or chicken?
You: ______________________________________________________
Gloria: So do I. But do you like fried or roast chicken more?
You: ______________________________________________________
Gloria: And would you rather eat pizza or a salad?
You: ______________________________________________________
Gloria: Me too but it's not very healthy. And which do you like better: fizzy
drinks or juice?
You: ______________________________________________________

10
Listen to the recording and practise the dialogue with a partner. Role
play the dialogue in front of the class.
TAKE A CLOSER LOOK
Relative pronouns which / that / who / when / where
1. Read the sentences from the text:
a. People who are active live longer and happier lives.
b. Invite a group of friends who can all walk with you when you go to
school.
c. There are foods that have more fat, sugar or salt while others have
more vitamins or fibre.
d. Do it in a gym or in the park, where you can also meet your friends.
e. Your body needs nutrients which are products such as protein,
carbohydrates, fat and many different vitamins.
2. What do you notice about the sentences above? When referring to a
place, thing, animal or idea mentioned before as a subject of a
sentence, we use relative pronouns that or which.
3. When referring to people mentioned before as a subject of a sentence,
we use the relative pronouns that or who.
We CANNOT use which when referring to people in similar sentences.
4. When referring to time we use when and when referring to a place we
use where.
5. Go back to the text and copy all the sentences that contain relative
pronouns. Can you understand them better now?
11
Look at the advice a nutritionist gave a teenager and complete using that,
which, who, when, where.
You're a typical teenager with parents _____________ always talk to you
about what you eat, how you eat and when you eat. Try to understand
them - they are worried about your diet, _____________ may not be too
healthy. Your body is growing and it needs certain nutrients ____________
can be found in some foods. One of the most important ingredients in your
diet is protein, _____________ is a primary component of our muscles,
hair, skin, eyes, and internal organs, especially the heart and brain. You
need to feed your brain _____________ helps you think and solve
problems so try to include some protein in what you eat. Then come the
carbohydrates _____________ are our main source of energy. The people
_____________ can tell you what and how much to eat are your doctor
and maybe your school nurse. They can also tell you _____________ you
can find more information.
WE ARE WHAT WE EAT
77

78
A bakery is a place where
____________________
UNIT 3
12 Look at the pictures and finish the captions under each one.
A chef is a person who
____________________
FAST CHECK
13 Read the information on the left and match it with that on the right. (10 points)
A doctor is a person can be found in certain foods.
you see when
Your body needs nutrients that you are not feeling very well
Francisca is a school bus gives you energy for the day.
driver who
Catalina is a computer drives a big yellow bus.
engineer who
Breakfast is a meal that is preparing a new
software for schools.
Your
result:
WRITE IT DOWN
0 - 5
Review the lesson
Sushi is a type of food
which _______________
6 - 8
Quite good
I prefer snacks that
____________________
9 - 10
Excellent
14 Today Chef Paolo Bolognese is preparing a special pasta dish. Complete
this paragraph using the words and expressions in the box.
· be boiling · drain · hot water · in olive oil · metal pot
· mushrooms · Parmesan cheese · pasta · sauce
First, you need a ___________ which you fill with ___________. Put the
___________ into the water, which must ___________. Prepare the
___________: slice some fresh ___________, fry them for two minutes
in ___________ and add cream. When the pasta is 'al dente' __________
it and mix it with the sauce. Sprinkle ___________ on top.

PLAY IT
Five teens are shopping and each one is choosing one product. Use the clues to guess
which person is buying which product. Copy the chart into your notebook, write the name
of the product and tick the right column. Who can do this the fastest in your group?
a. Jenny is a strict vegetarian and she does not eat any meat, fish or poultry. Additionally,
her favourite colour is red so she's getting this vegetable which is an intense red and is
often used in salads.
b. Jeremy has a sweet tooth and although his mum says he should eat more fruit, Jeremy
ignores her advice and is buying a product made of flour, sugar, cream and jam.
c. Charlene is an athlete and she has just come back from a cross-country race. She is very
thirsty. She doesn't like soft drinks so she's buying this product that is generally made
from fruit.
d. Gemma's mother is organising a barbecue for Gemma's dad. Lots of guests are coming
and they will eat salads and this grilled product.
e. Mike is going for a picnic tomorrow and he wants to take something that he can pack
easily and eat without using a plate. He is planning to put some cheese and ham on it.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
Jenny
Jeremy
Charlene
Gemma
Mike
I need more work I did OK I did really well!
WE ARE WHAT WE EAT
79

80
EDIBLE ART
LISTENING
Bear it
in mind
We use many food words in
everyday expressions. Here
are a few. Can you guess
their meaning from the
context?
a. This baby is so sweet and
beautiful. She's such a
cutie pie!
b. If I can't solve this maths
problem I think I will go
bananas!
c. I will tell you a secret but
you must promise not to
spill the beans.
d. Do you think that kayaking
is hard? On the contrary, I
think it's a piece of cake.
e. Do you like salsa? No, it's
not really my cup of tea.
a. The baby is nice and
sweet.
b. I think I will go crazy.
c. Not to tell anyone.
d. It is vary easy.
e. I do not like it.
UNIT 3
1
2
3
THINK AHEAD
Lesson 2
Look at the food art pictures. What types of food can you identify in each?
Check with another student.
1 2 3
Read the list of ingredients to prepare Greek salad and answer the
questions.
• Green pepper (1)
• Red onion (1)
• Tomatoes (2)
• Olives (60 grs.)
• Feta cheese (200 grs.)
Ingredients
a. How much lemon juice do you need?
b. How many tomatoes are necessary?
c. How much olive oil is required?
d. How many peppers do you need?
e. What quantity of fresh oregano is necessary?
• Lemon juice (1/4 cup)
• Virgin olive oil (1 tbs.)
• Fresh oregano, salt and
pepper (to taste)
You will hear an interview with Carl Brown, a food artist. Why do you
think he only works with food? Choose one alternative.
a. Because he likes to eat his creations.
b. Because his parents are chefs.
c. Because food is an important part of our lives.
d. Because food is more versatile than paints.

4
5
6
GO AHEAD
Listen and check your prediction in exercise 3.
Listen again and tick the foods mentioned by Carl.
________________ ________________ ________________ ________________ ________________
________________ ________________ ________________ ________________ ________________
· broccoli · butter · fish · lettuce · mushrooms
· olives · pasta · pizza · spaghetti · tomatoes
Listen again and check which art forms listed below Carl has used
during his career.
a. collage b. graffiti
c. landscape d. mosaic
e. portrait f. sculpture
g. seascape h. still life
7 Listen once more and choose the best option.
a. When Carl was a child his father
i. had an Italian restaurant. ii. worked in an Italian restaurant.
b. Food is as important as
i. air and water. ii. work and water.
c. When creating his food art Carl can take
i. a few days. ii. seven to ten days.
d. Carl started working with food because he got
i. food art as a Christmas present. ii. a commission from a supermarket.
Bear it
in mind
Artists use many different art
forms including:
A portrait - A likeness of a
person that shows the face.
A landscape - A picture that
shows a place such as
mountains, a city or fields.
A collage - a composition of
materials and objects that
include paper, fabric, wood,
glass, etc. pasted over a
surface.
A still life - a painting or a
photograph of inanimate
objects such as fruit or flowers.
A mosaic - a picture or
decorative design made by
placing small coloured
pieces such as stone or tile,
onto a surface.
Graffiti - Drawings or words
written or sprayed on walls.
A seascape - A picture that
shows the sea or the ocean.
WE ARE WHAT WE EAT
81

82
UNIT 3
MAKE CONNECTIONS
TAKE A CLOSER LOOK
Countable / uncountable nouns + quantifiers
1. Pay attention to the following sentences from the recording.
a. Use a little cheese.
b. We eat so much food during our lives.
c. A lot of images that I make can take many days to complete.
d. I have a few plans.
2. What kind of word follows the words in bold? Can you count the items?
3. Nouns are divided into countable - which you can count - and
uncountable - which you cannot count.
Countable nouns are things you can count, for example tomatoes, pizzas,
olives, days, etc. They can be used in plural and singular.
Uncountable nouns cannot be counted as units. They are used only in
singular, for example pasta, butter, bread, spaghetti, cheese.
(Careful with the word fish. It is usually used in singular. For example: I
bought some fish for dinner. But when we refer to different species of fish
we can say: The fishes in the lake were salmon, eel, trout and carp.)
4. To indicate quantities related to these items we use many and a few with
countable nouns.
I don't need many tomatoes.
How many olives did you eat?
Give me a few ideas.
We use much and a little with uncountable nouns.
How much food did you buy?
The pizza didn't have much cheese.
I need to drink a little water.
5. We use a lot of for both countable and uncountable nouns.
Add a lot of cheese. Use a lot of tomatoes.
6. Classify all the food you can find on pages 80 and 81 into countable and
8
Countable or
uncountable? Identify
the foods in the fridge
as countable or
uncountable.

9
Complete these sentences using much, many, a few, a little and a lot of.
a. Holland is a country with only __________ mountains.
b. I don't like __________ salt in my soup.
c. It's very sad but in Africa children have __________ food to eat.
d. How much sugar do you want in your tea? Only __________, please
10 Ask questions about the parts in bold using how much or how many.
The big day is finally here. We are going on a trip to the lake. We are going for
5 days. The tickets cost 2,500 pesos each. Two of our classmates are not
going because they have the flu. We are not taking a lot of luggage - just one
backpack each - because the weather is nice so we don't need many clothes.
People say that the level of water in the lake is very low because it is so hot.
We must protect ourselves from the sun and use a lot of sun block.
11 Re-write these sentences in your notebook using a little / a few
Example: I don't need much money = I need a little money.
a. I don't have many friends.
b. This exercise doesn't take much time.
c. There wasn't much rain in Chile last year.
d. You don't need to use much meat for the recipe.
HAVE A CHAT
12 Complete the second part of the conversation between the reporter and
food artist Carl Brown. Choose expressions and words from the box.
Check with the recording.
· a few · a lot of · how much · landscape
· many · picture · portrait · spill the beans
Reporter: So, what kind of _________ is the Mona Lisa?
Carl: It's a _________ because it shows the face of a person.
Reporter: _________ pasta do you need to make it?
Carl: It's big so I need _________ pasta shapes.
Reporter: Do you have any other plans apart from the Mona Lisa?
Carl: It's still a secret. If I tell you, you can't _________.
Reporter: I promise.
Carl: I am planning to make a huge _________ of New York with
lentils, peas, nuts and _________ other seeds for a very
important client.
Reporter: Will you be working alone?
Carl: No, I will need _________ helpers to complete it.
13 Listen to the completed conversation. Practise it with a partner and
then role play it in front of the class.
WE ARE WHAT WE EAT
83

84
UNIT 3
FAST CHECK
14 Look at the ingredients for a lasagne and ask questions about the
quantities. (10 points)
a. _____________ dry lasagne do you need?
b. _____________ spoonfuls of oil do you need?
c. _____________ cheese is needed?
d. _____________ cups of chopped onion will you use?
e. _____________ garlic cloves are needed?
f. _____________ meat do you need?
g. _____________ tomatoes will you put in the lasagne?
h. _____________ basil leaves are required?
i. _____________ tomato sauce is needed?
j. _____________ cups of cream will you use?
Your
result:
WRITE IT DOWN
• 200 grams of dry lasagne
• 1 tablespoon of olive oil
• 250 grams mozzarella cheese
• 1/2 cup chopped onion
• 2 cloves garlic, minced
• 1/2 kilo of meat
• 2 large tomatoes
• 1 basil leaf
• 1 cup of tomato sauce
• 1/2 cup of cream
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
15 Here is another picture by food artist Carl Brown. Describe it and name all
the types of food he used.

PLAY IT
Find the names of these foods in the Word Search Puzzle. The words
may go in any direction.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
A F B R E V B N M A F U L
P U S N P E S T V S E S L
E C I R A G G B R E A D S
S R R N S E R S R E R M E
E L S A T T L N P I A I E
E E I M A A I O U L F L S
V C E O E B U U R T S K E
G A H R L L G T R E S R S
H T E E T E M R U F Y T S
S C T R E S T U H I A M S
I E Y T E S E G I F E U E
F T E G G S E O E A T F S
S T E E W S A Y T L F I R
I need more work I did OK I did really well!
WE ARE WHAT WE EAT
85

86
EATING OUT
READING
UNIT 3
THINK AHEAD
1 Match the titles (a. - d.) with the cookery books (1 - 4).
a. “Fast Food - Good Food”
b. “Healthy Food for your Dog”
c. “Making Faces …Edible”
d. “One Hundred and Fifty Ways to Cook Fish”
1 2 3 4
2 Where can you find restaurant reviews?
a. In cookery books. b. In newspapers.
c. In magazines. d. In television programmes.
Lesson 3
3 Read this conversation and guess what the two people are planning.
Colleen: So, is 8 p.m. OK?
Larry: Let's make it 8.30.
Colleen: How about the booking?
Larry: I'll phone and check if they have any tables.
Colleen: How far is it? Shall we take a taxi?
Larry: It's near my house; we can walk.
Colleen: Do you think they have any food I'm going to like?
Larry: Relax! They have local and international cuisine.
4
You are going to read a review of three new restaurants in Toronto,
Canada. Which of these points do you think are included?
Atmosphere - Is the restaurant clean and well-decorated?
Food - Does the writer like the food?
Guests - What's the writer's opinion of other guests?
Menu Selection - Is the menu varied?
Price - How much is the meal?
Service - Are the waiters and waitresses attentive and fast?

S ome
people say that being a restaurant reviewer is the best
job in the world but sometimes it's not. Visiting The Crazy
THREE NEW RESTAURANTS
The
Crazy Cows
Cows was a disappointing experience. And the decoration was
crazy too - metal seats in repulsive black and white leather and
pictures of cows on the walls. Although I had a booking for a
table for two it took the staff 20 minutes to accommodate me and my partner. "We have too many
guests and not enough waiters," the manager explained. The appetiser arrived half an hour later -
a cold tomato soup with some old bread. When the steak came (well- done, please, I asked) it was
still red and looked uncooked. I asked for some garlic sauce for the meat but they didn't have any!
The experience was too bad to wait for dessert. "Do you have any fresh coffee?" I asked. And guess
what? They didn't have any. But I was really shocked when I received the bill. It was too
expensive. I didn't leave tip and left the restaurant very angry. It was a wasted evening. Take my
suggestion and don't visit The Crazy Cows!
The second restaurant was El Mariscal. It has some potential
because of its great location and an exceptional selection of
ingredients. The food is excellent and the service impeccable,
the staff are friendly, well-presented and very polite. The
decoration is cheerful with lovely photos of the ocean and some
green transparent fish on the wall; the place has a great atmosphere. In general, it was the best
meal I've had for a long time. It was well-cooked and it came very quickly. First of all, I had
mussels with some parmesan cheese. They were delicious and really fresh. And, for the second
course, I chose salmon which came with butter and pepper sauce and some spicy potato purée and
asparagus. Last, I had some lovely dessert - passion fruit mousse and, to top it off, I drank a cup of
strong black coffee. Only one thing was not quite right - they didn't have any artificial sweetener
for coffee - just sugar. The meal was not too expensive either. I would definitely recommend El
Mariscal for a delicious meal.
Café Dolce Vita is a lively and authentic Italian restaurant
with a typical decoration of simple tables covered with
cheerful red tablecloths and pictures of Italian landmarks such
as Rome and Venice. The best thing about the restaurant is the
price! If you order before 7 p.m. you get two dishes for the
price of one - a really good offer if you consider their size. I had
some Pasta Alfredo and my partner had cannelloni with spinach and a little cheese. We had some
tiramisu for dessert - really delicious. The restaurant didn't get full marks because the service was
not very good - the waiter was too slow. But overall, I would recommend the place mainly
because when we finished the food I felt really good and I thought that this is what restaurants
are all about - a good meal.
Sources: adapted from the New Yorker, The Guardian and Time Out
WE ARE WHAT WE EAT
87

Bear it
in mind
Too and enough are
adverbs used to modify
adjectives and indicate
degree. Too means more
than necessary and it
precedes the adjective.
Enough means sufficient and
it usually follows the
adjective.
He is too old to play this
children's game.
He is old enough to buy a
car.
Enough can also be used
with nouns. In such cases,
enough usually precedes the
word.
I have enough money for the
CD player.
There aren't enough people
for the football team.
In some cases, enough can
stand alone.
I have had enough of this
nonsense
88
Danger
Too is also an adverb that
means also. It is used in
positive sentences to indicate
a coincidence. We place it
at the end of a sentence.
• Jane speaks French. Sam
speaks French too.
• I love chocolate and I love
pizza too.
UNIT 3
5
6
7
Read the text again and identify which restaurant each pictures illustrates.
8 Read the reviews again and write the name of the restaurant(s).
a. The writer would recommend _________________________________.
b. He would not recommend ____________________________________.
c. He loved the decoration in ____________________________________.
d. He hated the decoration in ____________________________________.
e. The food was too expensive in _________________________________.
f. The food was good value in ___________________________________.
g. The service was excellent in ___________________________________.
h. The service was not too good in ________________________________.
9
GO AHEAD
Read the restaurant reviews and check your predictions in Exercise 4. List
all the elements mentioned. Which ones were not mentioned?
Read the reviews again and complete this chart.
Appetiser
Main course
Dessert
Other
The
Crazy Cows
1 2
Overall, which was the best restaurant in the writer's opinion?
3

MAKE CONNECTIONS
10 Would you take the writer's recommendations? Which restaurant would
you visit?
TAKE A CLOSER LOOK
some / any
1. Read the examples from the texts.
a. I asked for some garlic sauce for the meat but they didn't have any!
b. Do you have any fresh coffee?
c. I had mussels with some parmesan cheese.
d. They didn't have any artificial sweetener.
2. What do you notice about the sentences above and the words in bold?
When do we use some? When do we use any?
We use some in affirmative sentences and any in interrogative and
negative sentences to express a certain amount / an unspecified
quantity of something.
3. Here are more examples:
I have some friends but not many.
You don't need any sugar to make pancakes.
Do you have any ideas for your project?
4. Go back to the text and find four more examples with some and any.
How do they illustrate the explanation in Point 2. above?
11 Look at the picture and answer the questions.
a. Is there any cheese on the table?
b. Are there any lemons?
c. Can you see any bread?
d. Are there any biscuits or sweets?
e. Is there any sugar on the table?
f. Can you see any juice?
12 Complete the sentences using some or any.
a. We have _______ coffee but we don't have _______ milk.
b. You can have _______ chocolate or _______ biscuits but not both.
c. A: Do we have _______ lemon juice or vinegar?
B: Yes, we have _______ vinegar but we don't have _______ lemon juice.
WE ARE WHAT WE EAT
89

90
UNIT 3
HAVE A CHAT
13 Michael is telling Sandra about his visit to a Chinese restaurant.
Complete the conversation using the sentences provided (a. - e.).
Check with the recording.
a. How many dishes did you have?
b. How long does it take to get there?
c. How about dessert? Did you have any?
d. Did you get any fortune cookies?
e. How much was the bill?
Sandra: ____________________________________________________
Michael: It depends, it takes about ten minutes by car or underground and
around 25 minutes if you walk.
Sandra: ____________________________________________________
Michael: We had a starter and the main course.
Sandra: ____________________________________________________
Michael: Yes, and mine said: good luck in your professional life.
Sandra: ____________________________________________________
Michael: No, the meal was so big that we didn't want any dessert.
Sandra: ____________________________________________________
Michael: Not really expensive. We paid ten pounds each, including the tip.
14
Listen to the recording and practise the conversation with a partner.
Role play it in front of the class.
FAST CHECK
15 Complete this conversation with some or any. (10 points)
a. A: Do we have _____________ lemons?
B: No, we don't have _____________. What do you need them for?
b. A: I want to make _____________ lemon pie.
B: There are _____________ bananas. How about making
_____________ banana pie instead?
Your
result:
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent

WRITE IT DOWN
16 Have you ever been to a restaurant? Write a short real or imaginary
restaurant review using the points suggested in Exercise 3.
• Atmosphere • Food
• Guests • Menu selection
• Price • Service
PLAY IT
Some or any?
a. Read all the sentences and decide whether you would use some or
any to fill in the blanks.
b. Play with your partner and take turns to make a bet (10, 20 or 50
points) and say a sentence. If your sentence is correct, you win the
points (+); if it isn't, you lose the points (-)
c. Keep a record of your score as you play.
d. The winner is the player who collects the most points
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
10 20 50
1. Have you got_____posters on your bedroom walls?
2. There are ______ interesting new books in the library.
3. There aren't _____ oranges in the fruit bowl.
4. There is ______ fresh fruit in the fridge.
5. I have _____ new CDs of my favourite band.
6. My brothers and I don't drink ____ alcohol.
7. My best friend doesn't eat ____ meat.
8. There are ____ people at the front door.
I need more work I did OK I did really well!
WE ARE WHAT WE EAT
91

Countable versus
uncountable
Remember that uncountable
nouns (such as some foods)
are always in singular. To use
them in plural you must use
words such as slice, piece,
bit, spoonful,etc.
For example a slice of
bread, a piece of meat, a
spoonful of vinegar.
Mind
92
Danger
LET'S DO IT ALL TOGETHER
LISTENING
UNIT 3
T ea s er
Read these expressions
related to food.
a. Just a spoonful of sugar
makes the medicine go
down. - song from the film
“Mary Poppins”.
b. Take it with a pinch of salt
- an idiom meaning “it
might not be quite true”
c. There is a grain of truth in
it - an idiom meaning
“part of it might be true”.
d. This child is quite a
handful - meaning that the
child is difficult to
manage.
e. The best thing since sliced
bread - meaning a very
good thing.
1
2
THINK AHEAD
Lesson 4
Look at the pictures and say what can be divided into slices, pieces,
spoonfuls, grains, a pinch, a handful. Ask your teacher to help out with
the vocabulary or use a dictionary.
1 2 3 4
5 6 7 8
Put the sentences in order to create a dialogue with two end results
following the diagram provided.
a. Yes, why not. We could ask people for some money.
b. Then why don't we make a collection and ask everyone to contribute?
c. OK, then you invent something interesting.
d. How about organising a picnic for the whole class?
e. A collection? That's another silly idea.
f. Thanks - you are a good sport. Let's start working then.
g. You always try to impose your ideas on me! And besides we don't have
any money to buy the ingredients.
X asks Z
Z refuses giving
a reason
X tries to
persuade Z
Z agrees Z doesn't agree
X thanks Z X gives up

3
4
5
Role play the dialogue with the two different endings.
Which words from the box would you expect to find in a text about
cooking a soup?
Listen and check your predictions in Exercise 4.
6 What is the moral of the story?
a. When people are really hungry they will eat anything.
b. When we work together we can accomplish many things.
c. When someone is smart he or she can cheat people.
7
8
· carrot · delicious · fire · hot · hungry · meat · money
· nutritious · onion · pot · stone · taste · tasty · village
GO AHEAD
How do people express their thanks in the story? List at least three
expressions.
Put the pictures in the order the events happened in the story.
1 2 3
4 5 6
WE ARE WHAT WE EAT
93

Clauses are groups of words
which have meaning, but are
often not complete sentences.
Some clauses begin with the
word when.
Examples: when she was a
girl / when I saw him.
Other clauses begin with
while.
Examples: while I was
walking / while she was
sleeping.
When we talk about things
that happened in the past, we
usually use the Simple Past
tense after when; while, which
expresses the idea of "during
that time" is usually followed
by the Past Continuous.
I was cooking when she
came in.
She came in while I was
cooking.
94
Bear it
in mind
UNIT 3
9 Listen again and choose the correct option.
a. Can you give me something to eat / some meat?
b. I'm poor / I've poured it myself.
c. Why is there a spoon / a stone in the pot?
d. I'm preparing a delicious stone soup which I'll be happy to show to you
/ to share with you.
e. There is / isn't enough for everybody.
MAKE CONNECTIONS
TAKE A CLOSER LOOK
The Past Continuous
1. Read these sentences from the text.
a. While she was walking through the centre of the village she saw an
even bigger house.
b. While she was doing this the villagers came out of their houses.
2. Can you notice that one action was interrupted by another action in the
past?
3. We use the Past Continuous to indicate that a longer action in the past was
interrupted. The interruption is usually a shorter action in the Simple Past.
Remember this can be a real interruption or just an interruption in time.
X
Past Present
Future
4. Read some other examples.
a. I was not doing anything when you phoned.
b. What were you doing when the postman came?
c. It started to rain while we were walking on the beach.
5. We can also express parallel actions happening in the past.
Past Present
Future
a. I was studying while he was making dinner.
b. Were you listening while he was talking?
6. Look at the pictures illustrating the story on page 93 again. Can you write
two more sentences about them using the Past Continuous? Can you
identify the two actions in each?

10 Match the two parts of the sentences.
While he was lighting the fire
under the pot,
When he walked into the village,
While the soup was cooking,
While he was talking,
the villagers were closing doors
and windows.
the old man was telling them a
story.
the villagers brought different
vegetables.
they were all standing in line with
plates and bowls.
When he finished cooking, they were all listening attentively.
11 Complete these sentences using the Past Continuous tense.
a. A: What _____________________ when the cars crashed? (do)
B: I ____________________________ out of the window. (look)
b. A: ___________________ the doctor ________________
when the lights went out? (operate)
B: No, he __________________________ the instruments. (put away)
c. A: Did she find her glasses?
B: No, she________________still___________when I left. (look)
d. A: What happened to the Titanic?
B: It struck an iceberg when it ____________ the Atlantic. (cross)
12 Choose one word to complete the sentences.
a. For the recipe you need some flour, milk, eggs and a ____________
of salt.
i. piece ii. slice iii. pinch
b. How do you take your tea? One ____________ of sugar, please.
i. piece ii. spoonful iii. pinch
c. The farmer took a bag of rice and pulled out a few ____________.
i. grains ii. pieces iii. bits
d. There is a ____________ of cheese and a ____________ of ham in the
sandwich.
i. handful ii. slice iii. grain
WE ARE WHAT WE EAT
95

96
So what were you
doing yesterday
when I called?
But I called later
on and you were
still not in.
Were you buying
stuff for your
birthday party?
Oh, I see. And why
was your little
brother crying when
I arrived?
UNIT 3
HAVE A CHAT
13 Use the visual clues to complete the conversation. Check with the
recording.
14 Listen to the recording and practise the dialogue with a partner. Role
play it in front of the class.

FAST CHECK
15 Complete the sentences using when or while. (10 points)
a. She was living in Barcelona __________ her younger sister was born.
b. I was having a shower __________ the phone rang.
c. __________ I was travelling in China I learned a few words in Chinese.
d. I fell asleep __________ I was watching the film.
e. Jonathan was parking his car __________ he heard a crash at the back.
Your
result:
WRITE IT DOWN
0 - 3
Review the lesson
4 - 6
Quite good
16 Copy and answer these questions in your notebook.
What were you doing when Barack
Obama became the 44th a
US President?
c
What were you doing when the
latest Chilean Telethon announced
they had reached their goal?
Reading
Speaking
Writing
7 - 10
Excellent
b
What were you doing when Madonna
came to Chile to give some concerts?
d
What were you doing when the
clock struck 12 on New Year's Eve
last year?
17
Ask two more questions like those in Exercise 16 in your group.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
I need more work I did OK I did really well!
WE ARE WHAT WE EAT
97

1
98
There were ten people at this party. Look at the picture and identify the guests. What were they doing
when Tony took the photo? Follow the example and write sentences in your notebook.
Stella was eating a sandwich while George was holding a drink .
a. Stella was eating a sandwich.
b. George was holding a drink in his left hand.
c. Edna and Robert were dancing.
d. Jimmy was sitting in an armchair.
e. Deborah was standing next to the window.
f. Greg and Isabel were talking.
g. Duncan was opening presents.
2
Answer these questions about the picture with your partner.
a. What was Stella wearing?
b. What do you think George was drinking?
c. Who do you think was enjoying the party?
d. Who do you think was getting bored?
e. Whose birthday was it? How do you know?
UNIT 3

3
4
Complete the instructions in this recipe using a few, a little, a lot of, any,
some.
Mix flour, __________ baking powder and __________ salt. Add the butter (this is where I use my hands by
rubbing the butter into the flour). Add milk gradually, stirring until soft dough is formed. Turn out on slightly
floured board and lightly "knead" for __________ seconds, enough to shape. Roll 1/2 inch thick and cut with
a biscuit cutter. Bake on ungreased sheet in a hot oven for 12-15 minutes. Makes 12 big biscuits or
__________ tiny tea biscuits. Notice that we do not put __________ sugar into the dough, but we add
__________ jam and / or cream at the table. These are great served with tea.
Inspector Dell is investigating a robbery at Mr. Rich's house. A diamond ring worth 30,000 Euros was
stolen! Look at the pictures, and ask and answer the questions. Can you guess what happened to the ring?
Example:
Inspector Dell: Miss Rich, what were you doing at eight o'clock last night when the ring was stolen?
Miss Rich: I was listening to music.
1 2 3
Miss Ruby Rich Mr. Rich
Mrs. Rich
1 2 2
Johnny Rich Judy Hill
Greg Jones
Ingredients:
• 2 cups sifted flour
• 2 tsp. baking powder
• 4 tablespoons butter
• 1/2 tsp. salt
• 3/4 cup milk
(approx.)
• Jam and / or cream
to serve
WE ARE WHAT WE EAT
99

READING - EATING OUT THE JAPANESE WAY
100
I. ______________________
Tomoe Sushi is one of New York's high quality sushi
restaurants, if you don't mind waiting in a line for a seat. I
really enjoyed my visit there - the sushi served is delicious
and a great value. We had some great rolls with salmon -
you could really feel they were fresh! Then we ordered a
portion of Trout Roses - 6 pieces. They were fantastic and
the rice was great - it was the right texture and not too
soft. I'm not a great expert at eating with chopsticks so it
took me a while to get the hang of it but once I tried it was
not too difficult. Finally, we had some Japanese green tea
and a few sweet rice cookies.
II. ______________________
Sushi has a very interesting origin and it continues to be a
popular food today. It is made with a combination of
shellfish, cooked or raw fish, vegetables, and rice. Although
sushi is most commonly linked to Japan, it actually began
in China during the 7th Century. When people caught fish
they had to preserve it and the only method was by
fermentation. People cleaned, filleted, and pressed raw fish
between some sea salt and usually put a very heavy stone
on top of it. The fish
stayed this way for
weeks until the cook
removed the stone
and then put on
some type of light
cover. The fish
remained in the salt
layers for a couple of
months until the
fermentation
process was
complete.
UNIT 3
III. _____________________
Tomoe is the kind of place
where decoration doesn't
really matter. It is simple
enough, with a few Japanese
prints; the waiters are
Japanese - all really quick
and polite. And the price was
also right, considering that
the meal was good and
abundant enough.
Adapted from http://www.asianartmall.com/originsofsushi.htm and www.menupages.com

1 Read the text and give one of these headings to each paragraph.
a. The origin of sushi
b. General impressions of decoration and price
c. Arriving at the restaurant
1 pt.
2 Are these statements true or false? Correct two of the false statements.
a. Tomoe Sushi is in Tokyo, Japan.
b. The reviewer ate six pieces of Trout Roses.
c. The reviewer is an expert at eating with chopsticks.
d. Sushi is originally from Japan.
e. At first, people made sushi to preserve fresh fish.
f. The waiters at Tomoe were slow and rude.
LISTENING - WHAT A CHEF HAS TO SAY
3 Listen to the recording once. What type of text is it?
a. A telephone conversation.
b. An interview.
c. A monologue.
4 Listen again and complete these sentences.
a. ________________________________________ when you were growing up?
b. _____________________________________________, my parents always told
me I should be passionate about making a living.
c. While she was upstairs, _____________________________________________
d. When you feed people, _____________________________________________
5 Listen again and number these sentences in the order you hear them.
a. Cooking was natural for me.
b. Can you tell us a funny kitchen incident?
c. The most important thing you give them is love.
d. Finally, after giving me some bread with a little ham
and cheese she told about the dog!
e. A few simple points.
WE ARE WHAT WE EAT
8 pts.
1 pts.
5 pts.
5 pts.
101

LANGUAGE
6 Complete the sentences using a relative pronoun.
7
8
102
a. A baker is a professional____________________________________________________
b. An umbrella is an object ___________________________________________________
c. I loved the sandwich ______________________________________________________
Ask questions about the sentences using the words in the box.
a. The village where Zajac grew up is 150 kilometres from the capital.
b. It takes 4 hours to get from my town to Santiago.
c. We need 2 litres of milk to make this big cake.
d. We only have a little time to do this exercise.
Match the two parts of the sentences. Several options are possible.
While she was driving the car her husband was sleeping in his seat.
When she stopped the car her husband was looking at the map
and giving her directions.
While they were looking for the place a policeman came to ask her for her
documents.
When she finally found the place it started to rain.
9 Fill in the spaces with some, any, a few, a little, much or many.
So, how _______ tomatoes do you need to make this salad? The number is not specified but
use _______ red tomatoes and _______ green tomatoes. Then cut _______ onions into pieces
and add _______ to the tomatoes. Keep the rest of the onions for the onion soup we are going
to make later. Finally, add a _______ olive oil and a pinch of salt and the salad is ready.
WRITING
UNIT 3
· How much · How many · How long · How far
3 pts.
4 pts.
2 pts.
3 pts.
10 Write 4 questions you would ask a professional chef about your favourite recipe.
8 pts.

SPEAKING
11 Complete the conversation between two chefs using the questions provided. Then role
play it with a partner.
a. How much time do we have to cook?
b. How far is the hotel from here?
c. How long is the party going to last?
d. How many people are coming?
Chef A: ___________________________________________________________________
Chef B: About two hours. The guests are coming at around 9 p.m.
Chef A: ___________________________________________________________________
Chef B: Ten, five men and five women.
Chef A: ___________________________________________________________________
Chef B: I'm not sure but I think until midnight.
Chef A: So we will need to book a cab to take us back to the hotel.
Chef B: ___________________________________________________________________
Chef A: Only about 20 blocks.
Your
result:
0 - 16
Not too good
FINAL CHECK ✔ ✔
Choose one alternative according to your performance.
Speaking
· I use English structures correctly.
· I use varied and correct vocabulary.
· Others can understand me.
Writing
· My writing is coherent and follows the central idea.
· I use the correct sentence formation and sentence structure
· I use the correct spelling, punctuation, capitalisation and format.
Reading
· I am aware of the differences in tenses, gender and number.
· I identify the main idea and understand the text as a whole.
· I can locate details and look for specific information.
Listening
· I can get the general idea.
· I understand the details and identify speakers.
· I identify the source of listening texts and recognise the format
Group work
· I share my ideas with the group
· I listen to and respect my partners' points of view
· I help solve problems and contribute with relevant information
17 - 33
Acceptable
Always
Nearly Always
Sometimes
Never
34 - 48
Great!
Use this clue to work out your
score
Never = 0
Sometimes = 1
Nearly Always = 2
Always = 3
If you get:
0 - 10 = Watch out! You must look
back and review the whole unit. Ask
your teacher and / or a classmate for
additional help and remedial work.
11 - 22 = Not too bad, but there are
areas you still have problems with.
Identify those areas and ask your
teacher and / or a classmate for
additional help and remedial work.
23 - 34 = You are doing fine, but you
can certainly do better. Get together
with a classmate and review your weak
points.
35 - 45 = Congratulations! Great
progress - you may look ahead to the
new unit and help your classmates
WE ARE WHAT WE EAT
8 pts.
Total
48 pts.
103

104
IN THIS UNIT YOU WILL LEARN TO:
Reading: Summarise a text using questions and / or
headings / Identify type and source of text / Find specific
information through scanning
Listening: Identify the order of events / Match oral and
visual information / Identify specific information
Production: Make and respond to suggestions / Express plans
for the future / Talk about wishes and regrets / Make complaints
Functions: Refer to personal experiences / Express hopes
and disillusion / Express wishes and regrets
YOU WILL USE THE FOLLOWING TEXT TYPES:
Reading: News-based anecdotes / Instructions
Listening: A myth / An interview / An advertisement
YOU WILL ALSO LEARN:
Grammar: Going to to express the future / Wish to express hopes
and desires / The use of would like to
Vocabulary: Make vs. do /Vocabulary related to professions and work /
Words related to giving and following instructions for different machines
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:
The importance of doing a job well

SET UP
1
2
Match the professionals (1 - 5) with the situations (6 - 10).
1 2 3 4 5
6 7 8 9 10
In pairs, complete the chart following the example.
Baker
Driver
Electrician
Farmer
Hairdresser
Reporter
Translator
A person who bakes cakes and bread
105

Mind
Guinness World Records is
an annual reference book
which contains an
international collection of
world records, including
human successes and the
extremes of the natural world.
106
Danger
DO IT WELL! MAKE IT BIG!
READING
UNIT 4
T ea s er
We use the verb do
a. when someone performs an
action, activity or task: do a
crossword; do the washing.
b. when referring to work of
any kind: do your work;
do homework.
c. when speaking about
things in general. I am not
doing anything today.
We use the verb make for
constructing, building or
creating: make a dress; make
food, make breakfast. These
activities usually create
something that you can touch.
1
THINK AHEAD
Lesson 1
Read the adjectives in the box. Can you place them along the line according
to size, starting with the smallest on the left to the biggest on the right?
2 Which sentences below indicate personal experiences? How do you know?
a. I want to thank all our friends and neighbours who helped us create
this scone.
b. All their neighbours and friends were grateful for the experience.
c. I've calculated that if I shoot some 50 balloons I can land on the field
quite safely.
d. Scientists have calculated that if he shoots some 50 balloons he can
land on the field quite calculated safely.
3
· big · diminutive · huge · small
· substantial · tiny · microscopic
Smallest Biggest
You are going to read two texts related to these pictures. What do you
think they are going to be about?
1 2
4 Make or do? Put the verb in the correct form.
a. So, what are you going to _________, a cake or pancakes?
b. Do you know what Sheila is _________ right now?
c. Have you _________ your homework?
d. While Greg is _________ the dishes Susan can _________ breakfast.
You can find all kinds of records online accessing the home page of the book
http://www.guinnessworldrecords.com

GO AHEAD
I. RECORD BREAKING SCONE
A family of bakers is today the
holder of a new record,
creating a colossal scone which
is 700 times bigger than a
typical scone you can buy in
any bakery.
The Hallet family's creation is
going to become the most
important part of the world's
largest tea party organised for
the Torquay Food Festival.
Mrs. Hallet, a baker by
profession and, together with
her family, the creator of the
huge scone, told us today:
“If you want to make a giant
scone you start by collecting
the ingredients; you'll need a
lot! To make a scone similar to
ours you need 13kg of flour,
2.5kg of butter, 9kg of milk,
2kg of sugar, 600g of baking
powder, 120g of salt, 12.5
litres of cream and 20kg of
strawberry jam.”
This is the first time Mrs.
Hallet is making a scone this
size but she says she is going to
keep making enormous scones
in the future.
“As a baker I usually make
bread and cakes. But they are
normal bread and cakes that
you can buy from my shop in
Torquay every day. Our
massive scone is made
according to a 100-year-old
recipe I inherited from my
grandmother who was a farmer
and which I've always wanted
to make. One day, as I was
talking to my family they said:
You've got to make something
really big and unusual. So I said
- I'm going to make a really
enormous scone. And this year,
our town of Torquay is
organising a Food Festival so
we're going to donate this
gigantic scone to the event.
This is an unforgettable
experience for all of us”
Mrs. Hallet also said: “I want
to thank all our friends and
neighbours who helped us
create this scone.”
II. AN UNUSUAL JOURNEY
This is a report from our USA
correspondent, Jenny Rush,
who in two days’ time is going
to witness an unusual and
spectacular event.
Ken Crouch, a garage owner,
will make his childhood dream
come true. Ever since Ken read
“The Wizard of Oz” he has
wanted to fly. And this
Monday, he is going to fly
across the blue Oregon sky …
in a chair tied to 150 huge
multi-coloured party balloons.
The chair is going to fly over
the mountains on its 318-km
journey across the desert. If
the weather conditions are
stable Ken will land on a field
where reporters from various
national and international
media are going to interview
him about his personal
experience.
Something that everybody is
asking about and which seems
to be the most difficult part of
the journey is the landing.
Ken explains: “Yes, it's
complicated but someone said:
why don't you take your air
gun with you? So I'm going to
shoot the balloons to let the
air out. I've calculated that if I
shoot 50 balloons I can land on
the field quite safely. I have to
shoot them one by one to get
a soft landing.”
The whole trip across Oregon
is going to take 9 hours to
complete. Ken's wife and his
two teenage sons are going to
follow his adventures overland
in a jeep.
We are not sure how safe
Ken's adventure is but we have
to say it looks like one
colourful journey.
Source: Daily Mail, various editions 2008
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
107

Compare these sentences.
You've got to do it right. ~
You have to do it right.
Both sentences express an
obligation, something that is
needed or necessary. They
can be used interchangeably.
Here are some more
examples.
We've got to hurry up. ~
We have to hurry up.
She's got to study more. ~
She has to study more.
108
Bear it
in mind
UNIT 4
5
Read the two texts and check your predictions in Exercise 3.
6 What is the source of the two stories?
a. An encyclopaedia. b. A newspaper.
c. A scientific magazine. d. A website.
7 Why did the protagonists of the two stories decide to do something big?
a. They want to help other people.
b. They are following their dreams.
c. It is a family tradition.
d. They want to break a world record.
8
9
Read the text again and write down what the numbers in this chart refer to.
9
13
100
150
318
700
Which of the ingredients in the pictures are not needed for the giant scone?
1 2 3 4
5 6 7 8
10 Read the stories again. Use the question words below as clues to
summarise them.
Who?
When?
What?
Where?
Why?
Story I Story II

MAKE CONNECTIONS
TAKE A CLOSER LOOK
Going to + infinitive
1. Read these sentences from the text.
a. We are going to donate this gigantic scone to the event.
b. I'm going to make a really enormous scone.
c. In two days’ time Jenny Rush is going to witness an unusual and
spectacular event.
2. What kind of actions do they refer to?
a. Planned actions for the future
b. Unplanned actions in the future.
Going to + infinitive is used to refer to planned actions in the future.
3. Go back to the text. Find and copy all the sentences that refer to
planned actions in the future.
11
Put the verbs in brackets in the correct form to indicate planned future
actions.
a. It _______________ a sunny day tomorrow. (be)
b. They _______________ lunch quite soon. (eat)
c. Sue says she _______________ her snack with me. (share)
d. The school _______________ in the competition this year. (take part)
12 Answer these questions about yourself and your personal experiences.
a. What are you going to do after you finish school?
b. Are you going to see your friends this weekend?
c. When are you going to have your birthday party?
d. Where are you going to go on holiday next year?
13
Go back to the text and find all the words denoting professions or
people‘s activities. Copy them into your notebook using have got and
have to.
14 Re-write the sentences in your notebook using have got to and have to.
Example: It's necessary to use some butter and milk.
You've got to use some butter and milk.
You have to use some butter and milk.
a. Our car is so dirty. It's necessary to wash it.
b. We are late. It's necessary to hurry up.
c. Don't lie. It's necessary to tell the truth.
d. Ken wants to land safely. It's necessary to shoot 50 balloons one by one.
Bear it
in mind
One of the most common
suffixes (particles we add to
the end of words to make
new words) is the suffix -er.
It means the doer or maker of
something and is frequently
used with professions: baker,
farmer, teacher, waiter, writer.
Other common suffixes to
indicate professions are -or,
-ist, -ant, and -man/woman:
creator, director, supervisor;
dentist, journalist, scientist;
accountant, assistant,
attendant; barman, fireman,
policewoman.
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
109

110
UNIT 4
FAST CHECK
15 Complete this conversation about plans for the future using the
verbs in brackets. (10 points)
Jack: Have you made up your mind yet?
Bella: Yes, we _________ a picnic. (organise)
Jack: Good idea. How about the food?
Bella: We _________ some simple finger food: sandwiches,
veggie sticks and soft drinks. (buy)
Jack: And the guest list?
Bella: We _________ the whole class and a few teachers. (invite)
Jack: The only problem is transport.
Bella: Greg's mother has a minibus and she _________ us all. (take)
Jack: Well, everything's solved then!
Bella: Oh, no! Look at the clouds, Jack! It looks as if it _________ ! (rain)
Your
result:
HAVE A CHAT
16
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
Listen to the conversation in Exercise 15 and check your answers.
Then listen, practise and role play the dialogue in front of the class.
17 Complete these summaries of the two stories. Notice that they are in the
first person singular.
Mrs Hallet: I'm a ____________ and I have a little bakery in ____________.
I usually make normal ______________ and ______________,
but this year I want to make a giant ______________
which ______________ going to donate to the Torquay Food
Festival. This ______________ going to be the _____________
scone in the world and I'm ______________ to be in the
Guinness ______________ of Records.
Ken Crouch: I'm a garage ______________, but I've always wanted to
_____________. So I'm going to fly across the _____________
in a chair tied up to lots of huge party ______________. I'm
going to ______________ softly on a field by ______________
the balloons one by one. My ______________ and son
are ______________ to follow my journey overland in
a ______________. After I land I'm going to be interviewed by
national and ______________ journalists.

WRITE IT DOWN
18 Use the pictures below to write the ending to Story II you read in this lesson.
1 2
PLAY IT
a. The table has 10 words related to making the biggest scone in the world.
b. Hop from space to space but only to spaces immediately adjacent to each other to discover
all the words.
c. List them in your notebook.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
oven
chair
butter
bake
flour
travel
baker
balloon
jam
mountains
fly
scone
dream
cream
child
I need more work I did OK I did really well!
desert
milk
sugar
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
air
shoot
111

112
FOLLOW THE INSTRUCTIONS
LISTENING
UNIT 4
1
2
THINK AHEAD
Lesson 2
Put the instructions in the correct order. Use the pictures to help you.
a. i. Insert the pendrive into the USB drive.
ii. Get your pendrive ready for use.
iii. Locate the USB drive on the computer or laptop.
b. i. Open the microwave.
ii. Prepare the plate with food.
iii. Programme the microwave and close the door.
iv. Do not use any metal objects.
A cause is something that makes something else happen. An effect is
what happens as a result of a cause. Match the cause and the effect
sentences in the table.
Cause
She presses a button on the
microwave.
I dial a number.
Susie turns the taps on.
I put a card into the slot.
George turns the light on.
Effect
John answers the telephone.
Water comes out.
Money comes out.
The room gets brighter.
The machine starts working.

3
4
5
6
Read the mini-dialogues below. Which ones, in your opinion, express
expectations and which ones regret?
a. A: The man says the bus should be here soon.
B: I hope so.
b. A: They don't have any more tickets for the Coldplay concert.
B: Oh, what a pity!
c. A: Hopefully, we can get home before it starts raining.
B: I'm sure we can.
d. A: I'm afraid the plane to Madrid is delayed 5 hours.
B: Oh dear, that's terrible.
Considering the exercises on page 112 and the title of the lesson, what do
you think the listening text will be about?
a. How to use a microwave.
b. How to follow instructions.
c. How to make a phone call.
GO AHEAD
Listen and check your predictions in Exercise 4.
Put the pictures in the order you hear the instructions.
1 2 3
4 5 6
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
113

114
UNIT 4
7
8
9
Listen again and put the instructions (a. - f.) in order; then match
them with the pictures in Exercise 6 (1 - 6).
a. Fold the top and bottom of the head away from you.
b. Put the coloured side face down on the table.
c. Fold the corners together and unfold.
d. Draw eyes, a nose and a mouth.
e. Fold the dog's ears down.
f. Fold the paper along the diagonal line.
Listen again. Which of the words in the box does the instructor use to
indicate a sequence of events? Write them in your notebook.
What's the effect? Listen again and complete this chart.
10 Listen again and complete these sentences.
a. I hope that you are all ________________________________________.
b. Can you tell us about ________________________________________?
c. I'm going to show ___________________________________________.
11 Listen again and answer the questions.
a. What is the name of the art of paper folding?
b. Where is it originally from?
c. Who took this art to Japan?
d. What is the plan for the first class?
12
· after that · finally · first · last · next · now
· second · then · to begin with
Cause
If you put the coloured side face
down on the table
We're going to fold the paper along
the diagonal line
Fold the corners together and
unfold
You can draw eyes, a nose and a
mouth.
Effect
Listen once more and check which expressions from Exercise 3 were
used in the listening text.
You can find thousands of How-to instructions on
http://www.ehow.com

MAKE CONNECTIONS
TAKE A CLOSER LOOK
Going to + infinitive (continued)
1. Read these sentences that express plans or intentions.
We're going to travel to Europe. We're going to see lots of old buildings
and museums. (a plan for the future).
I'm going to be a famous scientist when I finish school. (this is my
intention for the future).
2. Read these sentences that express certainty for the future.
Watch out! That tree is going to fall!
Don't worry. I know you are going to pass the exam.
The sky is very dark; it's going to rain tonight.
3. Read these sentences from the recording. Which one expresses a plan
or intention and which one certainty for the future?
a. We are not going to do anything complicated.
b. Careful with the scissors! They are going to fall from the desk!
13 Complete these sentences expressing plans, intentions or certainty. Use
the correct form of the verbs in brackets.
a. A: So, what's the plan for today's lesson?
B: We __________ a landscape using water colours. (paint)
b. Look! The car on your right __________ an accident. (have)
c. A: What __________ in that empty lot? (do)
B: They __________ a big shopping centre. (build)
d. Look at the clouds. I'm sure it __________. (rain)
e. A: __________ your friends at the weekend? (visit)
B: I think I __________ at home. (stay)
f. A: Where __________ Kelly __________ ? (study)
B: She __________ for a scholarship at a British university (apply)
14 Fill in the blanks in this story with last, first, next, second.
Susan's going to make a peanut butter and jelly sandwich. __________, she's
going to put peanut butter on one slice of bread. __________, she's going to
spread jelly on another slice of bread. __________, she's going to put the two
slices of bread together. __________, she's going to eat her sandwich. I'm
sure it is going to be delicious.
Danger
You have probably heard the
expression: I'm gonna …..
I'm gonna do it. Or I'm
gonna come.
It means: I am going to ….
This is a slang expression
some English speakers use.
You should be aware that it
exists but try not to use it,
especially in formal situations.
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
115

116
UNIT 4
HAVE A CHAT
15 Billy and Joel are talking about Billy's plans for next Saturday.
a. Put the pictures in the order the actions are mentioned in the
conversation.
1 2 3 4
5 6 7 8
b. Complete Billy and Joel‘s conversation and then check with the
recording.
Joel: ______________________________________________?
Billy: Well, first of all I'm going to sleep a lot.
Joel: ______________________________________________?
Billy: Second, I'm going to have a big breakfast!
Joel: ______________________________________________?
Billy: After that, I'm going to watch some TV, read the morning papers, go
for a long walk and then I'm going to have a nice lunch.
Joel: ______________________________________________?
Billy: Next, I'm going to get together with some friends to play cards and
video games.
Joel: ______________________________________________?
Billy: Finally, I'm going to go to a party or a disco and I'm going to dance
all night long.
Joel: I see that your weekend is going to be very busy.
Billy: I hope so!

16 Listen to the recording and practise the conversation with a partner.
Take turns to be Billy and Joel. Role play the conversation in front of the
class, including as much true information about yourself as possible.
FAST CHECK
17 Complete these dialogues with an appropriate question for the
underlined part . (10 points)
a. A: Where _________________________________________________?
B: She is going to travel to Spain.
b. A: What _________________________________________________?
B: She is going to buy a new apartment.
c. A: When _________________________________________________?
B: It's going to snow on Monday.
d. A: Who _________________________________________________?
B: The students are going to ask the teacher to postpone the test.
e. A: Why _________________________________________________?
B: I'm going to organise a party to celebrate my birthday.
Your
result:
WRITE IT DOWN
Listening
Speaking
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
18 Choose one of the following objects and write the instructions to use it.
a. A DVD. b. A webcam. c. A food mixer. d. A video recorder.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Writing
I need more work I did OK I did really well!
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
117

Mind
118
HOLDING THE WORLD ON YOUR SHOULDERS
READING
Lesson 3
UNIT 4
T ea s er
Greek is an Indo-European
language spoken in Greece,
Cyprus and the Middle East.
English has borrowed a
large number of words from
Greek. They can be grouped
into several categories:
Educational and sporting:
gymnasium, mathematics.
Mythology: amazon,
Pegasus.
Social and political:
democracy, demographic.
Terms from Christianity:
Eucharist, catholic.
Theatrical: drama, chorus.
Animals: buffalo, crocodile.
Place names: Egypt, Ethiopia.
The vast majority of Greek
borrowings are scientific
terms: astronomy,
geography, biology,
anthropology, and many,
many others. Can you add
more words to this list?
1
THINK AHEAD
Match the pictures (1 - 3) with the titles (a. - c.). Do you know any other
Greek myths? Which ones? Tell your classmates.
1 2 3
2
3
4
a. "Part-human and part-horse"
b. "Zeus and the gods of Mount Olympus"
c. "The Trojan Horse"
Which Chilean myths do you know? Describe one in your group.
Read the words in the box. Which ones do you think have a positive
connotation, which ones a negative and which ones a neutral
connotation? Use a dictionary if necessary.
· apple · basket · chief · favour · fine · lie
· naive · quiet · smart · terrible · vengeful · weight
Positive
Negative
Neutral
Which words from Exercise 3 would you expect to find in a myth about a
Greek giant?
You can check the origin of a word (its etymology, also Greek origin!) at
the following site: http://www.etymonline.com

I. _________________________
Atlas, a Greek giant, and one of
the firstborn sons of Earth, did
not like the way Zeus and his
friends ruled the world. So one
day he decided to lead a revolt
against the Mount Olympus
gods and take the throne by
force for himself. Zeus, who was
quite vengeful, got very angry
with him. ______. (1) “I wish I
knew what kind of punishment
to give you,” he thought. “I
know! As of now, you're going
to hold the weight of the world
upon your shoulders.” And
from that day on Atlas had to
stand in the middle of the
universe, all alone, holding the
earth on his shoulders.
II. _________________________
One day, the hero Hercules
approached him with an
unusual request.
“Good morning. How are you
doing today?”
Atlas's nose started to itch very
badly. “I wish I could scratch
my nose,” he thought but he
couldn't drop the weight.
“The same as every day. I wish
I were somewhere else but I'm
here. What can I do for you?”
he said aloud to Hercules.
“Can you do me a favour?”
Hercules asked.
“And what would it be? I wish
I could move, but as you can
see I'm stuck here for ever and
ever,” Atlas answered.
“I have some very urgent work
to do as I've got to get the
ATLAS AND HERCULES
Hesperides golden apples. (2)
_____________.”
The Hesperides were
spectacular nymphs who lived
in an orchard guarded by the
terrible hundred-headed
dragon Ladon.
“And?” Atlas asked.
“Well, if you get the apples I'll
hold the earth for you. It's that
simple. So - what do you say?
Do we have a deal?”
Atlas, who was rather naïve,
thought for a while about
making an excuse.
“Hmm, he'll hold the earth for
me if I get him the apples. Fine
and good - but I'm not going to
take the earth back from him!
(3) _____________!”
III. ________________________
So Atlas passed the Earth to
Hercules and set off to get the
golden apples.
(4) _____________ “Got the
apples but I'm not going to take
back the earth,” he laughed.
”You think I'm stupid? All the
time I stood here wishing I
could be somewhere else and
now is my only chance.”
Hercules, who was much smarter
than Atlas, said: “That's OK; I'll
do my best and keep holding this
weight. But why don't we do
something before I'm stuck here
till the end of times? Could you
hold it for a while so that I can
scratch my nose?”
Atlas remembered how he
often wished he could scratch
his nose and couldn't.
Source: The Complete World of Greek Mythology by Richard Buxton
(Hardcover - Jun 28, 2004), published by Thames and Hudson.
“But will you take it back from
me after you scratch your nose?”
“Of course I will. You have my
word of honour,” lied Hercules.
Atlas put down the basket with
apples and took the earth from
Hercules's shoulders.
“In a moment I'm going to be
free like the wind. All the things
I'm going to do! And stupid
Hercules will stay here for
ever,” Atlas thought to himself.
But Hercules picked up the
basket with the apples and
started to walk away.
“Hey, what do you think you're
doing? Aren't you coming
back?” Atlas yelled.
“I wish I could, but I'm terribly
busy right now,” Hercules
answered and kept walking.
“Cheerio!” he shouted and
quietly kept walking
and never
looked back.
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
119

Do you know what a
heading is and what role it
has in a text? How is it
different from a title? While a
title is an identifying name
given to a book, play, film,
musical composition, or other
work or part of work (for
example a chapter) a
heading is usually a line of
text serving to indicate what
the passage below is about.
A title can be a longer line of
text or just one word, for
example "Jaws" or "The
Wonderful Adventures of
Alice in Wonderland", but a
heading is a summary of
what a given text or a piece
of text is about.
120
Bear it
in mind
UNIT 4
5
6
7
GO AHEAD
Read the text and check your predictions in Exercise 4.
Read the text again and choose one heading (a. - d.) for each paragraph
(I - III). There is an extra heading you do not need to use.
a. How Atlas defeated the dragon.
b. Smart Hercules - silly Atlas.
c. Hercules asks for a favour.
d. Atlas's crime and punishment.
Some sentences (a. - d.) have been removed from the paragraphs. Can
you put them back into the corresponding spaces (1) - (4)?
a. In two days he returned with a full basket.
b. It‘s an ideal job for a giant like you.
c. For a long time he was not sure how to punish Atlas.
d. Let him hold it for ever.
8 Look at the expressions in bold in the text. Who do they refer to?
Paragraph I
a. with him
i. Atlas ii. Zeus
Paragraph II
b. who lived
i. the nymphs ii. the dragon
c. from him
i. Atlas ii. Hercules
Paragraph III
d. his nose
i. Atlas’s ii. Hercules
9 What is the author's opinion of the following protagonists?
a. Zeus is
i. unforgiving. ii. kind.
b. Atlas is
i. not very clever. ii. very strong.
c. Hercules is
i. smart. ii. lazy.
d. Hesperides are
i. ugly. ii. pretty.

MAKE CONNECTIONS
TAKE A CLOSER LOOK
wish
1. Read these sentences from the text.
a. I wish I knew what kind of punishment to give you.
b. I wish I were somewhere else, but I'm here.
c. I wish I could scratch my nose.
2. What do the sentences express?
We use this structure when we would like things to be different from what
they actually are. We use the verb wish to refer to how we'd like things to be
in the present or to talk about how we would like things to be in the future.
3. The general concept is sometimes known as 'wishful thinking' and
often coincides with the use of ojalá in Spanish.
Here are more examples:
I wish you were here.
It's so hot today. I wish we had a cold drink.
4. Notice that we use the Past Tense after the verb wish.
10 Read these extracts from the text and write how Atlas would express
his wishes.
a. So one day he decided to lead a revolt against the Mount Olympus
gods and take the throne by force for himself.
“_________________________________________________________”.
b. And from that day on Atlas had to stand in the middle of the universe,
all alone.
“_________________________________________________________”.
c. He couldn't drop the weight.
“_________________________________________________________”.
11
According to the text, who do you think could ask these questions: Zeus,
Hercules or Atlas?
a. _____________: What are you going to do with the apples?
b. _____________: How am I going to punish you?
c. _____________: So, are you going to help me?
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
121

Examine more expressions
with make and do.
• do one's best
• do good
• do harm
• do a favour
• do business
122
Danger
• make plans
• make an
exception
• make
arrangements
• make a
telephone call
• make a decision
• make a mistake
• make noise
• make money
• make an excuse
• make an effort
UNIT 4
12 Complete these sentences expressing “wishful thinking”.
a. It's so cold! I __________ a coat and gloves. (have)
b. This town is so boring. I __________ in Paris. (live)
c. English is difficult for me. I __________ it better. (understand)
d. I can't reach the top shelf. I __________ taller. (be)
e. I can't help you. I __________ the answer myself. (know)
13
Read the myth quickly again and find all the expressions with do or make.
List them in your notebook.
14 Fill in the blanks in this conversation with make or do.
Juliet: I have to ________ a telephone call.
Steve: Who are you going to call?
Juliet: Sarah, she has not ________ a decision about the party yet.
Steve: Don't worry. You know that whatever she ________ she always
________ her best.
Juliet: Yes, but time's running out and I can't ________ exceptions for
anybody. She has to ________ up her mind.
Steve: It's going to be OK. You ________ the plans for the party a long time
ago and everything else is going fine.
Juliet: I'm sure you're right. Hey, can you ________ me a favour?
Steve: Sure.
Steve: Can you ________ the arrangements for the party balloons and the
flowers?
Steve: Don't worry. I will do all the work!
15 Complete this interview with young athlete, Jenna. What are her
wishes / regrets? Use the verbs in the box. Check with the recording.
Reporter: So Jenna, do you speak any foreign languages?
Jenna: Only English, but I _____________ French and Spanish.
Reporter: Why Spanish?
Jenna: Because I _____________ travel around South America, but in
fact I can't.
Reporter: What's stopping you?
Jenna: As an athlete I spend most of my time practising.
I _____________ more time for a few hobbies.
Reporter: When do you think you'll have more time?
Jenna: I _____________ ! I'm really busy now with the London
Olympics coming.
HAVE A CHAT
· can · have · know · speak
16 Listen to the recording and practise the interview. Role play it in front
of the class.

FAST CHECK
17 What are Stephen's wishes? (10 points)
a. I don't have a dog, but I _____________________________________.
b. Today is Thursday, but I ______________________________________.
c. I can't speak German but I ___________________________________.
d. It is cold and rainy outside; I __________________________________.
e. I'm really hungry! I _________________________________________.
Your
result:
WRITE IT DOWN
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
18 Write five of your own wishes. Remember to include an introductory
sentence.
PLAY IT
Play this noughts and crosses game with a partner.
a. Choose a third student as a referee.
b. Copy the table in your notebook and then choose either noughts ( O ) or crosses ( X ).
c. You get the field if you make a correct sentence using the words provided.
d. The person who gets three noughts or three crosses in a line wins the game.
Reading
Speaking
Writing
Do homework
Make an exception
Make a decision
Make money
Do a favour
Do harm
Make a cake
Do my best
Make a bed
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
I need more work I did OK I did really well!
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
123

124
IʻD LIKE TO APPLY!
LISTENING
UNIT 4
1
2
1
THINK AHEAD
Match the words in the box with the definitions (a. - d.)
· applicant · apply for · interview · interviewer
a. To request or look for assistance, employment, or admission.
b. A formal meeting in person, especially one arranged to asses the
professional competences of a person.
c. A person who wants to get a job and asks for it.
d. A person conducting an interview.
Lesson 4
What do these people want? Match the pictures (1 - 4) with what the
people say (a. - d.).
3 4
a.
I don't want to
see you again!
b.
I want to see
the manager!
2
c.
I wish you a
Merry
Christmas.
d.
I'd like to apply
for the job.

3
4
5
6
Read the list of duties below. Which ones do you think are the duties of a
receptionist?
a. Answering calls and taking messages.
b. Cooking the boss's lunch and dinner.
c. Dealing with phone enquiries.
d. Driving the company car.
e. Greeting visitors and directing them to the correct person or department.
f. Issuing security passes.
g. Keeping the reception area tidy.
h. Keeping the visitors' book.
i. Providing information to visitors.
GO AHEAD
Listen to the two interviews and check your predictions in Exercise 3.
Listen again and fill in this file for each person interviewed.
Name
Surname
Current workplace
Languages
Skills / Duties
Listen to the interviews again. One person uses quite informal
language. Which one? Make a list of the informal terms he / she uses.
7 Listen again. Which word is being used? Choose the best alternative.
a. I wish to apply for the job I saw in the art / ad.
b. I have been a receptionist for a law / lawn firm
c. How are your computer skills / skips?
d. I'm quite useless / useful at languages.
8
Age
MAKE CONNECTIONS
Interview I Interview II
In pairs discuss both interviews. Who do you think should get the job?
Give reasons. Compare with other pairs.
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
125

126
UNIT 4
TAKE A CLOSER LOOK
Expressing what we want
1. We can express what we want using two expressions: want to and would
like to.
Examples: I want to be a fire fighter when I grow up.
I would like to be a pop singer when I'm older.
2. The only difference between the two is that would like to is more polite
or tentative than want to.
3. We sometimes use wish + infinitive as a formal alternative to want to or
would like to with reference to present and future wish situations.
Examples: I wish to make a complaint and I would like to see the manager.
I do not wish to renew my subscription; I want to cancel it
right now.
I wish to remove my name from your database. I want a
solution now.
I don't ever wish to see you again!
4. We can also use wish to express good wishes.
Examples: We wish you a merry Christmas.
We wish you a speedy recovery.
I wish you all the best on your birthday.
5. Read these examples from the recording. Which of them can you rewrite
using would like to and want?
I wish to apply for the job.
We wish you lots of luck.
Why do you wish to change jobs?
9
Complete these sentences using wish, would like to or want to.
a. I ____________________________________________ a glass of water.
b. She _____________________________________ meet us after school.
c. I __________________________________________ make a complaint.
d. When __________________ you __________________ your breakfast?
e. A: How can I help you?
B: I _________________________________________ cash this cheque.
f. What _________________ you ________________ drink: coffee or tea?
g. A: _______________________ you _________________ some dessert?
B: Yes, I ___________________________________________ some cake.

10 Ask and answer these questions with your partner, providing true
information about yourself.
a. What would you like to drink?
b. Where do you want to go after school?
c. What do you wish to change about yourself?
d. What would you like to study?
e. Where do you wish to live in the future?
f. Why do people want to be popular?
HAVE A CHAT
11 Listen to the recording and practise the dialogues with your partner.
Replace the parts underlined with your own ideas. Role play one in front
of the class.
I
II
Glen: Do you ever wish you were
someone else?
Ross: Yes, sometimes.
Glen: Who would you like to be?
Ross: Sometimes I want to be a
football player and sometimes
I want to be a rock star.
Glen: Yeah, I wish I could be a
famous guitar player or a
drummer in Cold Play.
Ross: There is a Cold Play concert
next week. I would like to go.
Glen: If you want we can try to get
tickets.
Mr. Drake: I would like to see the shop
manager.
Assistant: What is it about, Sir?
Mr. Drake: I wish to make a complaint
about the refrigerator I bought
from the shop.
Assistant: What seems to be the
problem?
Mr. Drake: I want to change it because it
isn‘t working properly.
Assistant: Would you like to take a seat,
please? The manager will see
you in a moment.
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
127

3
128
UNIT 4
12
Work with a partner and choose one of the jobs advertised here. Follow
the prompts to role play the interview. Take turns to be the interviewer
and the candidate.
Date posted: Monday 16th February | Location: London
We are seeking new faces for catalogue, magazine shoots, TV
adverts, movies, Billboards, and posters.. You could earn £100 to
£600 per day working as a fashion model...Urgently seeking extras
for movies and commercials.
For an appointment pls call 0207 736 9768 and 0207 736 1661 or
email us with your picture (doesn‘t have to be professional)
You can email us as well (due to high volume of applicants only
successful candidate will be contacted)
Age 16+ no height or race restriction, all nationalities welcome, no
experience necessary.
Thanks
We are the first building on your left called HURLINGHAM STUDIOS
Location: Kensington, West London (W10) Map - Salary: £9.80p/h -
Company: Brampton Training & Consultancy Ltd - Job type: Contract -
Description:
To work closely with library/information managers in the day-to-day running
of a library or information service.This involves assisting service users to
locate information and resources, often requesting items held in other
libraries; there is considerable contact with people in other departments,
as well as the public.
Hours as follows: Tuesdays 1-3; Thursdays 1-3 Fridays 9-2;
Saturdays 9-1=13 hours per week.
Applicants to have library and customer service experience
Interviewer: Greet and invite candidate to sit.
You: Respond.
Interviewer: Ask candidate which position he / she is applying for.
You: Reply
Interviewer: Ask candidate's name and age.
You: Reply
Interviewer: Ask candidate about his / her experience.
You: Mention your past and present jobs and the languages you speak.
Interviewer: Ask candidate about his / her duties
You: Answer.
Interviewer: Ask candidate about his / her computer skills.
You: Answer.
Interviewer: Ask candidate any other relevant question(s).
You: Answer.
Interviewer: End the interview.
1
Date posted: Monday 16th February |
Location: West London (Kensington)
Please reply to this add ONLY
if you comply with all requirements:
We are looking for a responsible
and confident nanny to look after
our 9-month old baby on a
PART-TIME basis.
We are located in
Kensington (W8).
MUST HAVE:
• British Nationality (English as
a native language)
• Non-smoker
• Excellent references
• Previous experience with babies
Look forward to hearing from you.
2

FAST CHECK
13 Complete these sentences with the correct structure after wish (past
simple or infinitive)
a. Winter is beautiful in this city, but I wish we _________
(10 points)
some snow! (have)
b. If you wish _________ to the director send him a letter first. (talk)
c. I'm quite short; I wish I _________ taller.
d. On their next trip to Asia they wish _________ the Great Wall
(be)
in China. (visit)
e. I can't understand Françoise! I wish _________ some French. (know)
Your
result:
WRITE IT DOWN
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
14 Read this advertisement for the position of waiter / waitress. Write a list of
questions you would ask a candidate for the job. Compare with another
student.
Listening
Speaking
Writing
Waiter/waitress needed
Your duties will be:
• Provide excellent customer service.
• Assist customers with special needs.
• Inform customers of daily specials and prices.
• Suggest menu selections to customers.
• Operate a cash register.
• Promptly remove dishes and glasses from the tables.
Pizza e pasta - Restaurant
Must be over 18 as alcoholic drinks are served on the premises.
Our restaurant, which opens between 5 p.m. and 2 a.m., has a large number of Italian customers.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
I need more work I did OK I did really well!
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
129

1
130
Carol and Greg are planning their wedding party. They are preparing a list of things they are or are not
going to do. Use their notes to write full sentences. Use going to + infinitive to write the sentences.
Yes
✔ Make a guest list
✔ Rent a salon for the
wedding
✔ Get a music band
✔ Buy flowers
✔ Order food and drink
✔ Buy dress for Carole
✔ Buy suit for Greg
✔ Buy wedding rings
✔ Write invitations
No
✘ Rent a limousine
✘ Go on a honeymoon
✘ Invite people we don't like
✘ Worry about problems!
UNIT 4

2
3
4
Carol and her friend Gina are discussing the wedding. Using the list in Exercise 1 and your sentences
prepare a conversation between the two friends with Gina asking questions and Carol answering them.
Example: Gina: Are you going to rent a limousine?
Carol: No, we aren't. We are going to use my car.
Match the two parts and write the complete sentences in your notebook.
If you are going to do something I am definitely not coming; I can't stand him!
If you are going to drive I will just leave the room.
If you are going to travel abroad she should watch foreign films.
If he is going to keep shouting at me make sure that you do it well!
If John is going to come to the party make sure you don't drink any alcohol.
If she is going to study languages don't forget to take your passport.
What is Davina's life like and what would she like it to be? Fill in the blanks in her story.
My name is Davina but I really don't
like my name. I wish _________.
I am really very tall and I wish
____________________
____________________.
My parents and I live on a farm in the
country, but I wish __________.
On the farm I spend a lot of time
looking after the animals; I wish
____________________.
All my best friends live very far away
and I wish ______________.
Next week there is a rock concert in
Colchester but I can't go. I wish
____________.
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
131

READING - MAKING CURANTO
During our journey in Chile we saw and
experienced many interesting sights and
adventures. We visited Santiago with its
beautiful Plaza de Armas and we ate fish in
the Central Market. We went to Valparaíso
where (1) ____________ and we bathed in
the Pacific Ocean in Viña del Mar. We also
went to a beautiful skiing resort - Valle
Nevado - (2) ____________ and where the
view is really spectacular. But one of the
most interesting experiences was our visit to
Calbuco, in the south, where we learned the
tradition of curanto.
“The dish comes from the nearby island of
Chiloe, where I was born,” explains
Roberto, our tourist guide who
(3) ____________. “It's still cooked the
original way, in underground ovens, heated
with hot stones and covered with leaves. It
is really delicious and especially good on a
cold day - we get lots of cold days in the
south of Chile!"
Many cultures of the world used to cook
their food by burying it all in the earth and
the Araucanians, native from Chile, also
followed this tradition. With the arrival of
spring, and thankful for the end of winter,
they organised (4) ____________. They
1
132
Read the text and these sentences that were removed from it. Put them back in their
corresponding places (1) - (5).
a. is taking us around Calbuco
b. parties to thank mother nature for good weather
c. The biggest curanto in the world
d. we took a boat tour
e. where people do winter sports
UNIT 4
made big holes in the ground and put lots
of different food inside: food they collected
from the ocean, some food from the animals
they caught and all kinds of vegetables they
planted. In their language, curanto means
hot stones.
Calbuco, located some 56 kilometres from
Puerto Montt became famous when it
entered the Guinness Book of Records for
the world's largest curanto. Roberto says:
"We expected 2,000 people for dinner, but
5,000 showed up!" (5) ____________ was 160
metres long and used 5 tons of shellfish.
National press and other sources
5 pts.

2 Read the text again and tick the correct picture.
a. In Santiago, the tourists visited
Santa Lucía hill. The Plaza de Armas.
b. They ate fish at
San Cristóbal hill. The Central Market.
c. In Valparaíso they took a
boat tour.
d. They went swimming in
Concón.
e. They saw the spectacular view from
Farellones.
city tour.
Viña del Mar.
Valle Nevado.
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
5 pts.
133

134
3 Read the text once more and answer these questions.
a. How far is Calbuco from from Puerto Montt?
b. How big was the biggest curanto?
c. How many people came to eat it?
d. How much shellfish was used?
LISTENING - HOW TO USE IT
4 Listen to the recording and choose the best option.
a. The first recording provides instruction for the use of a cash machine / video recorder.
b. The second recording provides the instructions for the use of a microwave oven / a
payphone.
c. The first set of instructions is recorded by a restaurant / a bank.
d. The second set of instructions is recorded by a shop customer service / phone company.
5 Listen to the second set of instructions again and complete them.
a. First, you __________________________________________________________________.
b. Then, you _________________________________________________________________.
c. After that you ______________________________________________________________.
d. Later, you __________________________________________________________________.
e. Then, you _________________________________________________________________.
f. Finally, you ________________________________________________________________.
LANGUAGE
6 Write questions for the underlined parts using the question words in brackets.
a. Jackie is going to visit her grandparents in Torquay (who).
b. Torquay is a nice little town on the coast. (where).
c. She is going to drive (how).
d. Before she goes, she is going to buy them a box of chocolates (what).
e. She is going to buy the present because it is her grandmother's birthday. (why).
f. She and her grandparents are going to have lunch at a restaurant by the sea (where).
7 Choose the correct verb, make or do.
a. If you want to do / make business you need some money first.
b. Do / make me a favour and open the window, please.
c. After doing / making the beds she did / made lunch.
d. The vacuum cleaner is doing / making a funny noise.
8 Complete the sentences with wish + Simple past tense or wish + infinitive.
a. She wishes __________ the first woman to stand on the Moon. (be)
b. I'm so busy. I wish I __________ more time to myself. (have)
c. She is a good athlete but she wishes she __________ much better. (be).
d. Dear sir, the reason I'm writing this letter is because I wish __________ a reservation. (make)
UNIT 4
4 pts.
4 pts.
6 pts.
6 pts.
4 pts.
4 pts.

SPEAKING
9
Complete this conversation with the corresponding questions. Then role play it with a partner.
A: ________________________________________________________________________?
B: I think the hotel is 3 kilometres from the city centre.
A: ________________________________________________________________________?
B: It takes 10 minutes by car and 45 minutes walking.
A: ________________________________________________________________________?
B: The taxi fare is around 2,000 pesos.
A: ________________________________________________________________________?
B: We are going to stay in the city for 5 days.
WRITING
10 Imagine that you have found a magic lamp and you can ask the genie for five wishes. What
would they be? Write them down using wish + Simple Past tense.
Your
result:
1 - 19
Not too good
FINAL CHECK ✔ ✔
Choose one alternative according to your performance.
Speaking
· I use English structures correctly.
· I use varied and correct vocabulary.
· Others can understand me.
Writing
· My writing is coherent and follows the central idea.
· I use the correct sentence formation and sentence structure.
· I use correct spelling, punctuation, capitalisation and format.
Reading
· I am aware of the differences in tenses, gender and number.
· I identify the main idea and understand the text as a whole.
· I can locate details and look for specific information.
Listening
· I can get the general idea.
· I understand the details and identify speakers.
· I identify the source of the listening text and recognise the format.
Group work
· I share my ideas with the group.
· I listen to and respect my partners' points of view.
· I help solve problems and contribute relevant information.
20 - 39
Acceptable
Always
Nearly Always
Sometimes
Never
40 - 58
Great!
Total
58 pts.
Use this clue to work out your score
Never = 0
Sometimes = 1
Nearly Always = 2
Always = 3
If you get:
0 - 10 = Watch out! You must look back
and review the whole unit. Ask your
teacher and / or a classmate for
additional help and remedial work.
11 - 22 = Not too bad, but there are
areas you still have problems with.
Identify those areas and ask your
teacher and / or a classmate for
additional help and remedial work.
23 - 34 = You are doing fine, but you
can certainly do better. Get together
with a classmate and review your weak
points.
35 - 45 = Congratulations! Great
progress - you may look ahead to the
new unit and help your classmates who
need to review.
WHATEVER YOU DO OR MAKE - DO IT AND MAKE IT WELL!
10 pts.
10 pts.
135

136
IN THIS UNIT YOU WILL LEARN TO:
Reading: Identify and establish mood of a text / Differentiate
between fact and opinion / Match written and visual clues /
Discriminate between correct and incorrect information
Listening: Identify the tone of spoken messages / Identify
speakers / Find specific information
Production: Express opinions and personal points of view /
Talk about wishes and regrets / Tell people what you want and
need / Talk about how to protect our planet
Functions: Express opinions and personal points of view /
Express necessity, needs and wishes / Express obligation
YOU WILL USE THE FOLLOWING TEXT TYPES:
Reading: Anecdotes / A song
Listening: A newsletter / An article with predictions
YOU WILL ALSO LEARN:
Grammar: The Passive Voice / Want to, need to, have to, would like to
/ Modal verbs should, ought to, must / Similarities and differences
between must and have to
Vocabulary: Words related to life styles and making a living / Words
related to life in the future
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:
Different lifestyles and why we should respect them.

SET UP
1
2
Look at the pictures. Which of these are living organisms?
1 2
4 5 6
Match the words in the box with the definitions (a. – e.).
· life · lifestyle · live (adj.) · living · still-life
a. a means of maintaining life, for example earning an income.
b. a state that distinguishes organisms from non-living objects, such as non-living, and dead organisms.
Organisms in this state are capable of growth and reproduction.
c. a way of life or style of living that reflects the attitudes and values of a person or group.
d. a work of art depicting mostly inanimate objects such as food, flowers, plants, etc .
e. show, programme, news, etc. made or done at the time something is actually happening.
3 Fill in the blanks in these sentences with the words in Exercise 2.
a. That artist never paints portraits or landscapes but he usually dedicates his time to painting
_____________
b. I don’t really care what you think. I like my _____________ even if people say it is alternative.
c. What does she do for a _____________?
d. _____________ can be easy or difficult but it is worth living.
e. The singer’s new album was recorded _____________ at the concert.
3
137

138
out of the
ordinary
ALTERNATIVE LIFESTYLES
READING
Bear it
in mind
To narrate personal
experiences we usually
speak in the first person,
singular (I) or plural (we). We
also use possessive
adjectives such as my or our,
and possessive pronouns
such as mine and ours.
Some expressions we can
use are: I know…We
saw…. I experienced…, etc.
UNIT 5
1
THINK AHEAD
Which words in the bubbles are synonyms?
alternative typical irregular
common
Lesson 1
2 Which pictures below show an alternative lifestyle? Express your point of view.
Use the expressions below:
In my view / in my opinion/ from my point of view/ I feel /I believe
3
4
traditional
unusual extraordinary different
1 2 3
4 5 6
What kind of family is your family? Talk to the people in your group.
Considering the pictures, the title of the lesson and the exercises above,
what do you think the texts will be about?

I.
I know this guy whose
name is Gregory Pike. He
is famous because a video
about him and his pets -
Mousey, Kitty and Booger
- is posted on YouTube
and it is visited by many
people every day. In the
video you can see the
animals standing one on
top of the other and they
all look happy and
friendly! You can see that
Greg loves his pets
because they are well
looked after.
Pike seems to be a strange
guy, but who cares? It
doesn’t matter if you or I
approve of his lifestyle or
not because as I see it, we
are free to live our lives
the way we want to. In
Santa Barbara where he
lives as a homeless person
he is treated with respect
and admiration and
wherever he goes he is
greeted and offered small
presents, and restaurants
keep leftover food for
him. He keeps some of it
for himself, gives a little to
the animals and offers the
rest to other homeless
guys he knows from the
streets of Santa Barbara,
which proves once again
that humanity is the
message.
II.
III.
For a long time my friend Jorge and his wife Sandra, lived a happy
life in Santiago, Chile. They were busy doing their jobs and raising
their daughter, but one day, out of the blue, they decided that city
life was not for them. At first they were not sure about their decision
but then their daughter Isidora got sick with asthma so they made
up their minds, packed their bags and moved to the mountains.
They now live in a house that is built of adobe and the drinking
water they use for cooking and washing is pumped from a nearby
stream. Electricity is generated by solar panels on the roof of the
house. They plant the vegetables they eat and exchange the rest for
things such as beans and rice. From time to time Jorge, who is a
computer engineer, is asked to fix or programme a few computers.
He goes into town and earns some money; Sandra, who is a
fantastic cook, sells her home-made jams and preserves and so they
can pay the bills. At first, their parents were annoyed with Jorge and
Sandra, but now they are convinced it is a good lifestyle. Jorge and
Sandra say this is a very positive experience for the whole family.
They also believe that their healthy and stress-free lifestyle helped
cure their daughter’s asthma.
This girl I know, Tonya Kay is a professional dancer and she has
worked in film and theatre since she was 15. She believes that we
are what we eat and she says that she prefers to be an apple and
not a steak! Tonya says that it was difficult for her because she
grew up on a farm and had to watch the workers kill animals that
were then sold to local supermarkets. Her parents were really
annoyed with her for her radical views but when she was 8 she
decided to become a vegetarian and for the last 11 years she has
been a vegan - a strict vegetarian who eats no animal food or dairy
products and does not use products such as leather. It is very
important for her to follow her ideals. She says that animals are
killed by humans for food but in fact we could all just eat
vegetables and fruit and still live happy and healthy lives. She says
that she is the best example of a healthy person who never eats
animal products. She insists that she hasn’t been sick since
becoming a vegan and, as an athlete, her body recovers in half the
time it used to.
Sources: YouTube, La Tercera, http://www.rawfoodplanet.com
LIFE AS WE KNOW IT
139

140
UNIT 5
5
6
Read the text and check your predictions in Exercise 3.
Match the pictures with the stories and choose a title for each.
a. Friends for ever b. Living a simple life c. Staying healthy and athletic
7 Read the text again and choose the best answer to these questions.
a. What is the general mood of the three articles?
i. pessimistic ii. critical
iii. positive iv.indifferent
b. Why did the people in the three articles decide on an alternative lifestyle?
i. They had the obligation to do it. ii. It was their choice.
iii. It was a family tradition. iv.They were bored.
8 Read the texts again and answer these questions.
a. Where can you see a video of Greg with his animal friends?
b. What does Greg do with the food he gets from restaurant owners?
c. What were the lives of Jorge and Sandra like before moving to the mountains?
d. Why was Tonya’s life difficult on the farm where she grew up?
9
GO AHEAD
1 2 3
Read the text again and indicate which of these sentences express a fact
and which ones an opinion.
a. In Santa Barbara, where he lives as a homeless person, he is treated
with respect and admiration.
b. As I see it, we are free to live our lives as we want to.
c. They now live in a house that is built of adobe.
d. They also believe that their healthy and stress-free lifestyle helped cure
their daughter’s asthma.
e. She believes that we are what we eat.
f. Tonya Kay is a professional dancer.
10 Which of these expressions from the text refer to personal experience?
How do you know?
a. This girl I know …
b. Her parents were really annoyed …
c. My friends Jorge and Sandra …
d. I know this guy ….
e. They eat the vegetables they plant …
f. My friend, who is a computer engineer ….
g. At first, their parents were annoyed ….

MAKE CONNECTIONS
TAKE A CLOSER LOOK
The Passive Voice
1. Read these sentences from the text paying special attention to the verb
form in bold.
a. The pets are well looked after.
b. The drinking water they use for cooking and washing is pumped
from a nearby stream.
c. A video about him and his pets is posted on YouTube.
d. It is visited by many people every day.
2. Notice that in sentences a., b. and c. we do not know who carried out
the actions, although in some cases we can guess.
a. The pets are well looked after by their owner / by Gregory.
b. Water is pumped from the stream by Jorge and Sandra.
3. Notice that in sentence c. we know who carries out the action, but what
is important is the action itself and not the people who do it.
4. Study the form of the Passive Voice.
The animals are abandoned in the streets of Santa Barbara.
Object + is/are + past participle.
5. Go back to the text and find three more sentences in the Passive Voice.
Is the performer of the action stated explicitly? If not, can you guess?
Copy the sentences in your notebook; underline the elements in Point 4.
in different colours.
11 Which of these sentences are in the Passive Voice and which ones use adjectives?
a. We are pleased to know that you can come.
b. I am shocked by your action.
c. Two million bikes are produced each year by that company.
d. She is worried she cannot get there on time.
e. Hundreds of people are offered new houses.
f. Copper is exported from Chile to all parts of the world.
12 The following chart shows quantities of juice that are produced in a
factory. Say / write how much is produced each month.
Example: 10,000 litres of apple juice are produced in the factory in January.
January February March
Apple juice 10,000 litres 15,000 litres 12,000 litres
Apricot juice 6,000 litres 7,000 litres 8,000 litres
Orange juice 8,000 litres 10,000 litres 10,000 litres
Danger
Compare the sentences in A
and B.
A
The pets are abandoned.
The boy is punished.
The girls are invited to a party.
B
The pets are frightened.
The boy is bored.
The girls are interested in
that film.
The structures of the two
groups of sentences look
identical but they express
different ideas. The sentences
in A are in the Passive Voice,
while the sentences in B use
the verb to be and an
adjective.
LIFE AS WE KNOW IT
141

142
UNIT 5
13 These books are commonly read by people all over the word. Who are
they written by? Say / write the sentences.
Example: “Harry Potter and the Philosopher’s Stone” is written by J.K. Rowling.
1 2 3 4 5 6
a. J.K. Rowling – “ Harry Potter and the Philosopher’s Stone”
b. J. R.R. Tolkien – “The Fellowship of the Ring”
c. C.S Lewis - “The Chronicles of Narnia”
d. Isabel Allende “The House of the Spirits”
e. Gabriel García Márquez – “100 Years of Solitude”
f. Allegra Goodman - “Intuition”
14 Rewrite these sentences in your notebook using the Passive Voice.
a. Tourists spend a lot of money in that city.
A lot of money _____________________________________________.
b. My father generally writes these text messages.
These text messages _________________________________________.
c. Archeologists often discover ancient tombs.
Ancient tombs ______________________________________________.
d. People eat millions of bars of chocolate every day.
Millions of bars of chocolate ___________________________________.
HAVE A CHAT
15 Read Lisa Buckley’s school
report card and prepare a
conversation about the teachers’
opinions. Compare with the
recording.
Example:
A: What does Mrs. White think of
Lisa?
B. Lisa is described by Mrs. White
as talented but a bit lazy. Or
B: In Mrs. White’s opinion Lisa is
talented but a bit lazy.
Brown Hill
Comprehensive School
Student’s name: Lisa Buckley
Class: 1 st year C.
Subject Teacher Opinion
Art Mrs. White Talented, but a bit lazy.
English Ms. Jones Quick to learn.
History Mr. Spencer Enthusiastic.
Maths Mr. Stephens Good student.
Music Miss Delaney Excellent student.
Science Miss Jackson Satisfactory.
Spanish Ms. Castro Must improve.
Sports Mr. Crossing Hard worker.

16 Listen and practise the dialogue with your partner. Role play it in
front of the class.
FAST CHECK
17 Change these sentences into the Passive Voice. (10 points)
a. Every year, somebody makes a white and pink cake for my birthday.
b. Somebody cuts the grass in our garden every month.
c. The volunteers cook dinner for the whole group.
d. People send lots of greeting cards for Christmas.
e. That technician repairs at least five computers every day.
Your
result:
WRITE IT DOWN
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
18 Choose someone who has chosen an alternative lifestyle (real or
imaginary) and write a paragraph about their life. You can do research in
the library or on the Internet. These ideas can help you.
1 2 3 4
5 6 7 8
I need more work I did OK I did really well!
LIFE AS WE KNOW IT
143

144
I WOULD LIKE TO DEDICATE THIS SONG...
LISTENING
Lesson 2
1 2
a. I would give her / him a box of
chocolates.
4 5
d. I would dedicate him / her a
song on the radio.
UNIT 5
1
2
THINK AHEAD
If you had an argument/ problem with your friend / boyfriend / girlfriend
what would you do to make up? Choose one or two alternatives.
Sorry! Sorry! Sorry! Sorry! Sorry! Sorry!
Sorry! Sorry! Sorry! Sorry! Sorry! Sorry!
Sorry! Sorry! Sorry! Sorry! Sorry! Sorry!
Sorry! Sorry! Sorry! Sorry! Sorry! Sorry!
Sorry! Sorry! Sorry! Sorry! Sorry! Sorry!
Sorry! Sorry! Sorry! Sorry! Sorry! Sorry!
Sorry! Sorry! Sorry! Sorry! Sorry! Sorry!
Sorry! Sorry! Sorry! Sorry! Sorry! Sorry!
Sorry! Sorry! Sorry! Sorry! Sorry! Sorry!
Sorry! Sorry! Sorry! Sorry! Sorry! Sorry!
Sorry! Sorry! Sorry!
3
b. I would send her / him flowers. c. I would write her / him a
message of apology.
e. I would call her / him on the
phone.
f. I would do nothing and wait for
her / him to call me.
Read this list of song titles. Which one would you like to dedicate to a
friend? Why?
a. The Power of Love - Celine Dion
b. Stand by Me – Ben. E. King
c. All I Want is You – U2
d. She will be Loved – Maroon Five
e. I’ll be There for you – from the series “Friends”
f. Other – (name the title and the singer)
6

3
You will hear a radio programme where a young man is dedicating a song
to a girlfriend. Why do you think he is doing this? Choose one alternative.
a. He needs to say he is sorry.
b. He would like to see her again.
c. He wants to tell her he loves her.
d. He wishes she didn’t have to go away.
4 Which of these songs do you think he wants to dedicate to her?
a. You and me
b. In my life
c. Always on my mind
d. I will always love you
5
Listen to the first part of the programme and check your prediction in
Exercise 3.
6 Listen again and find the answers to these questions.
a. What time is the programme on?
b. Who is the programme for?
c. How much time does the listener have to talk about his problem?
d. What would he tell his girlfriend if she was listening to the programme?
7 Listen again and complete these sentences.
a. Others would like to say ______________________________________.
b. I just need to tell someone ____________________________________.
c. I have to get in touch with her _________________________________.
d. I have to tell her to think of the things ___________________________.
8
GO AHEAD
Listen to the second part of the programme and check your
prediction in Exercise 4.
9 Listen to the song again. What kind of song is it?
a. Happy. b. Nostalgic.
c. Funny. d. Tragic.
e. Sad. f. Nice.
g. Bitter. h. Warm.
You can find a huge collection of lyrics at www.elyrics.net
Danger
Learning English through
songs is a very good and fun
idea. However, you should
be careful because often song
lyrics contain very colloquial,
abbreviated and sometimes
even incorrect expressions
such as ‘cause, I ain’t, I
wanna, I’m gonna, etc.
LIFE AS WE KNOW IT
145

146
UNIT 5
10
Listen to the song once more and identify the word you hear.
a. In my life / time I loved them all.
b. There is no one compares with her / you
c. When I think of love as something new / true
d. And I know I’ll never lose affection / attention
MAKE CONNECTIONS
TAKE A CLOSER LOOK
Want to, need to, have to, would like to
1. Study the sentences from the recording.
a. Some need to say I love you.
b. You want to say you’re sorry.
c. I have to get in touch with her.
d. I’d like to dedicate this song ….
2. We use these verbs to express something we want, need or have an
obligation to do.
3. Need to, want to, and have to are used in the same way as other verbs.
They form the negative form with don’t / doesn’t and the interrogative
form with do / does. Their past tense is needed, wanted, had.
4. Pay attention to would like to.
I would not like to sing that song.
Would you like to play a musical instrument?
5. Rewrite the sentences from the song in Exercise 7 using the different
verbs in this section. How does their meaning change?
11 Complete these sentences with need, would like, want or have to.
a. What ________ you ________ to drink, orange juice or mineral water?
b. If you want to pass the test you ________ pay attention to what the
teacher is saying.
c. I ________ to be a pilot when I finish school.
d. You ________ to be more careful when you cross the street.
e. I don’t ________ your help, thank you. I can do it on my own.

12 Change these sentences into the negative form. Use the correct tense.
a. She wanted to invite 50 guests to the party.
b. I need to get ready for the trip.
c. They would like to ask you for help.
d. She had to pay for the holiday with her credit card.
e. They need to revise for the test.
f. We want to collect a lot of money for the class trip.
HAVE A CHAT
13 Use the visual clues to complete the conversations. Check with the
recording.
Diana: If you were a famous pop star, who would you like to be?
You: ______________________________________________________
Diana: When you finish school, where would you like to live?
You: ______________________________________________________
Diana: What do you want to eat, pizza or pasta?
You: ______________________________________________________
Diana: Do you have to study chemistry or physics?
You: ______________________________________________________
Diana: To make a brownie, do I need milk or water?
You: ______________________________________________________
14
Listen to the recording and practise the dialogues with a partner.
Answer using your own ideas. Role play the conversations in front of the
class.
LIFE AS WE KNOW IT
147

148
1 2
3
UNIT 5
15 Match the pictures (1 – 3) with the expressions (a. - c.).
FAST CHECK
16 Choose the best option to complete these sentences. (10 points)
a. What we really ___________ do is get rid of the old car.
i. need to ii. need
b. You ___________ eat that if you are not hungry.
i. need to ii. don’t have to
c. How ___________ you ___________ your coffee: white or black?
i. would like ii. would need
d. They ___________ come with us. They said they were too busy.
i. don’t want to ii. didn’t want to
e. You ___________ to buy us a present, but thank you very much!
i. needn’t ii. didn’t have
Your
result:
a. I'm sorry, sir, but I need to see your ticket.
b. We need to buy some weed killer.
c. Would you like to take a seat?
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent

WRITE IT DOWN
17 Write a note to a friend you have had a problem/argument with or to
someone you miss very much and need to get in touch with. What would
you like to tell her / him?
PLAY IT
Play this memory game in your group.
a. Work in groups of 5 - 8 students and collect 10 – 15 small objects
(keys, pens, pictures, rubbers, sweets, etc.).
b. Put them on the desk in a specific order and then look at them very
carefully, trying to memorise the positions.
c. Ask one person to move away from the group and change the
position of two of the objects.
d. The person who has moved away has to discover which objects
changed positions and where.
Example: The key ring was next to the red pen; now it is next to the sweets.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
I need more work I did OK I did really well!
LIFE AS WE KNOW IT
149

150
LIFE AS WE KNEW IT
READING
UNIT 5
1
THINK AHEAD
Lesson 3
Do you know these famous places? What are their names? Where are they?
1 2 3 4 5
2
Copy this word map into your notebook. Classify the words in the box
into the corresponding categories.
Structures
Man - made Natural
Modern Ancient Water Solid
· Buckingham Palace · Easter Island · Mount Everest
· Mount Rushmore · Niteroi bridge · San Cristóbal hill
· The Alhambra · The Antarctic Peninsula · The Atacama Desert
· The Bío Bío river · The Central Valley · The Channel Tunnel
· The Colosseum · The Eiffel Tower · The Empire State Building
· The Entel Tower · The Forbidden City · The Maipo Canyon
· The Moon · The National Stadium · The Nile
· The Pacific Ocean · The Sphinx · The Statue of Liberty
· The Tinguiririca Bridge · The Yangtze River dam
You will find hundreds of famous man-made structures at
http://www.teachnet.ie/roleary/index.html with the corresponding
descriptions and pictures.

3
4
5
Which words from Exercise 2 would you expect to find in a text about life
on earth without human population?
GO AHEAD
Read the text and check your predictions in Exercise 3.
Four important landmarks in the pictures below were mentioned in the
text. Which ones? Which ones are not mentioned?
1 2 3
4 5 6
6
Read the text again. Notice that parts of it have been taken out (a. – f.).
Choose the replacement from the options provided (i. or ii.).
a. i. our staff reporter ii. Prof. David Gellibrand
b. i. everything intact ii. almost nothing
c. i. were ancient Egyptians ii. 20th century American
d. i. no more gas ii. no more power
e. i. former domestic pets ii. dolphins and sharks
f. i. only cities will be left ii. nothing will be left
Bear it
in mind
Have you noticed that some
of the words in exercise 2
use the definite article the
and some don't?
We use the before:
• names of rivers, oceans
and seas (the Nile, the
Pacific)
• points on the globe (the
Equator, the North Pole)
• geographical areas (the
west)
• deserts, forests, gulfs, and
peninsulas (the Sahara, the
Black Forest, the Persian
Gulf, the Iberian Peninsula)
• buildings (The Empire State
Building)
We do not use the before:
• names of countries (Italy,
Mexico) except the
Netherlands and the USA.
• names of cities, towns, or
states (Seoul, Manitoba,
Miami)
• names of streets (Main
Street, Cedar Street)
• names of lakes (Lake
Titicaca, Lake Michigan)
• names of mountains (Mount
Everest, Mount Aconcagua)
except with ranges of
mountains like the Andes,
the Alps
• names of continents (Asia,
America)
• names of islands (Easter
Island, Staten Island) except
with island chains such as
the Canary Islands
LIFE AS WE KNOW IT
151

I.II.
III.
152
A warm welcome to all readers.
It’s been a few months since our
last newsletter. First of all, we
would like to greet and thank all
our contributors who support it
with their kind donations. Please
notice that from next month on
you should send your donations
to our new account in Barclays
Bank. You may also send checks
but please do not send any cash
in your letters.
This month, the main article for
the newsletter is written by the
well-known anthropologist
Professor Gellibrand. If you
want to contact him you ought
to send your mails to
dgellibrand@gmail.com. He’ll be
happy to answer all your
questions about Earth when we
are gone.
Pictures are provided by the
National Geographic.
Earth without us, by (a.)
_____________________________
Welcome to Planet Earth: Population 0. When you look around all
you can see is abandoned buildings - now they are “vertical
ecosystems” complete with birds, rodents and even plant life. Bears
and foxes walking down the streets in California where once
Hollywood stars walked. Our cars are turned into piles of dust, our
house pets replaced by all kinds of animals, the sky dark without
any lights on. This is what it may look like without inhabitants,
meaning us – humans. The images you can see in the brochure are
created to illustrate what would happen if human life stopped
tomorrow, if, for whatever reason (nuclear disaster, World War III, a
plague, or a super volcanic eruption) mankind disappeared.
If we disappeared what would happen to our cities? How much
would we leave behind? What might an alien visitor learn about
us when landing on our planet a century or more after we
vanish from it?
The answer, astonishingly, is: (b.) ____________. Within a
hundred years most traces of our modern-day lives might not
be visible at all - destroyed by weather, corrosion, earth tremors,
surviving animals, insects and bacteria.
How do we know that? We know it must be true because we can
see it from previous experiences, with Pompeii devoured by a
volcano and Machu Picchu, which disappeared under jungle plants.
The 1986 nuclear power plant accident at Chernobyl and its
terrible consequences provides an interesting case study of what
happens to big cities after they are abandoned by human
inhabitants. Based on this experience, we think that an alien
visiting Earth might believe that the last civilization on the
planet (c.) ___________.
So what might happen if we stop existing? First of all, lights will start going out around the world
almost immediately. There will be (d.) ____________. Fire will consume important cities such as Rome
and New York City might very well fall into pieces. After only six months, urban areas may become
repopulated but not by humans but by wild animals, including (e.) _______________. Ten years later,
vegetation will cover important landmarks such as Buckingham Palace, the Kremlin or the Empire
State Building. Within 20 years wolves, lions, foxes and bears will be the master species, walking the
streets. Buildings made of wood will be the first victims of humidity and plant life - they will be the
first ones to fall. After 40 to 50 years metal structures such as the Eiffel Tower in Paris, Christ the
Redeemer in Rio de Janeiro and the Statue of Liberty in New York will corrode and fall down. And
with time, (f.) ______________.
It must be a pretty sad vision - what once was a wonderful man-made civilisation will become nothing
but an overgrown jungle where animals once again are kings. Maybe we ought to sit down and think
about what the future holds for us. Maybe we should think how to prevent such a disaster.
Source: TV documentary, Life After People, by Gordon Masterton, former president of the Royal Institution of Civil Engineers.
UNIT 5

7
Some words in the text are in bold. Read again and find out what they
refer to.
a. Paragraph I
it – refers to _______________
him – refers to _______________
b. Paragraph II
it - refers to _______________
c. Paragraph III
they – refers to _______________
8 Read the text once more and decide if these statements are true or false.
a. We have previous experience with disappearing civilisations.
b. Weather, corrosion and earth tremors might destroy our cities within 5
years.
c. Nearly immediately there will be no lights.
d. Within 20 years humans will still be the master species.
e. What may finally remain will be an overgrown jungle.
9
MAKE CONNECTIONS
Insert the definite article the where necessary.
Dear John,
How have you been? As for me I have finally arrived in ____ USA
landing at ____ JFK Airport on a flight from ____ Vienna,
____ Austria. We flew over ____ Spain and the view of
____ Pyrenees was spectacular! At the beginning of the journey
there was a quick stop over in ____ Rio de Janeiro; I had really
hoped to see ____ Amazon but unfortunately it is in another
part of ____ Brazil.
____ New York is spectacular. This afternoon we had a quick
walk in ____ Central Park and tomorrow we are planning to visit
____ Statue of Liberty. If we have time we will also see ____
Empire State Building.
I am staying at a little hotel called ____ Madison which is
located on the corner of ____ 42 nd
Street and ____ 5 th
Avenue.
That’s’ all for now. Send my love to mum and dad.
Your brother
Richard
LIFE AS WE KNOW IT
153

154
UNIT 5
TAKE A CLOSER LOOK
Modal Verbs
1. Study these examples from the text paying special attention to the
words in bold.
a. It must be true because we have previous experience.
b. New York City might very well fall into pieces.
c. You should send your donations to our new account in Barclays Bank.
d. We ought to sit down and think about what the future holds for us.
2. Which sentence expresses
a. possibility?
b. suggestion / recommendation?
c. certainty?
3. We use might to express that something is possible. We use must to
express that something is fairly certain. We use ought to / should to
express a suggestion / recommendation.
4. Notice that ought to, unlike other modal verb, is used with to, which is
an integral part of the verb.
5. Find more sentences with these modals in the text. Can you identify
what they express?
10 Match the sentences (a. - d.) with the pictures (1 - 4).
a. But Susie, you should wash your hands!
b. Look at those clouds. It might rain soon.
c. He must be out. We’ve been knocking for 5 minutes.
d. You ought to wash your car. It’s really dirty.
1 2 3 4
11 Choose the best option, i. or ii.
a. I want to get a cold drink.
i. You should buy some juice. ii. You want to buy some juice.
b. I need to go to Buzios.
i. You have to buy a ticket. ii. You ought to go the market.
c. I wish to make a complaint.
i. You should talk to the manager. ii. You must not talk to the manager.

HAVE A CHAT
12 Look at the pictures (1 - 4) and complete the dialogues. What do the
people want, need or wish for?
a. A: Well, we definitely have a problem.
B: ____________________________________________________
b. A: Isn’t this weather awful?
B: ____________________________________________________
c. A: Are we going to have some watermelon?
B: __________________________. _________________________
d. A: Which of the toys would you like to have?
B: ____________________________________________________
13 Listen to the recording and check your dialogues. Then practise them
with a partner.
FAST CHECK
14
Fill in the blanks in these sentences with a suitable modal verb, must,
might, ought to, or should. (10 points)
a. A: It’s five o’clock and he is still not here.
B: He _______ be lost without a map.
b. If you want to pass your test you _______ study more.
c. A: Where are my glasses?
B: I think they _______ be in your handbag.
d. A: What do you suggest I do in London?
B: You _______ visit Buckingham Palace and the Tower of London.
e. A: Look at Denis. His face is red and he is coughing.
B: He _______ have a bad cold.
Your
result:
WRITE IT DOWN
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
15
Choose a city you know well or do some Internet research. Describe the
city and suggest things to do there. Use might, ought to and should).
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
I need more work I did OK I did really well!
1
3
2
4
LIFE AS WE KNOW IT
155

156
LIFE AS IT WILL BE
LISTENING
UNIT 5
1
THINK AHEAD
Lesson 4
Which of these images do you think reflect life in the future? Explain your
choice.
1 2
3 4
2 Read this poem aloud. What is it about?
The animals went in two by two, hurrah! hurrah!
The animals went in two by two, the elephant and the kangaroo
And they all went into the ark, just to get out of the rain.
The animals went in three by three, hurrah! hurrah!
The animals went in three by three, the wasp, the ant and the bumble bee
And they all went into the ark, just to get out of the rain.
The animals went in four by four, hurrah! hurrah!
The animals went in four by four, the great hippopotamus stuck in the door
And they all went into the ark, just to get out of the rain.
The animals went in five by five, hurrah! hurrah!
The animals went in five by five, they warmed each other to keep alive
And they all went into the ark, just to get out of the rain.

3
4
Humans must abandon the Earth because of a natural disaster and live in space.
Look at the questions and answer them in your group. Use ought to / might.
Sleep
How can they sleep
when they are
floating in space?
Clothes
Do they
need special clothes
while living and
working inside the
space shuttle?
5
6
You will listen to a text about protecting the Earth from a possible future
disaster. Which words from the box would you expect to hear?
· accident · catastrophe · nuclear war · problem
· tragedy · cataclysm · flood · global warming
GO AHEAD
1
Sickness
What do they do
if they get sick in
space?
Bath
Do they
take baths while
living and working
in the space
shuttle?
Exercise
Do they
not
need to exercise
in space?
Listen to the recording and check your predictions in Exercise 4. List
all the words from the box mentioned in the recording. Are they
synonyms?
Which of these old proverbs is mentioned in the recording? What
does it mean?
a. Once bitten twice shy.
b. One bird in the hand is worth two in the bush.
c. Better to be safe than sorry.
2
Entertainment
How do they
spend their
free
time?
Food
What do they
eat in space?
Cleaning
Do they
sweep
and clean up
the inside of the
space shuttle?
5 6 7 8
3
LIFE AS WE KNOW IT
4
157

158
UNIT 5
7
Identify five types of vegetables that are mentioned in the recording
and one that is not. Write the names in your notebook.
1 2 3
4 5 6
8
Who said these sentences, the teacher or one of the students?
a. _____________: Noah was an old man who saved all the animals on
earth from a flood.
b. _____________: Can we store enough food for everybody?
c. _____________: The cave is called the Doomsday Vault.
d. _____________: But what if the seeds go bad?
e. _____________: The seeds are stored at temperatures of -18ºC.
9 Listen again and complete these sentences.
a. We have to prepare for __________, maybe for a __________ war.
b. Swedish __________ say that the best way to prepare for a __________
is to store __________.
c. They are preparing a very __________ chamber in a __________ in a
remote Arctic __________.
d. This chamber, wich looks like a long tunnel is very big and it can store
__________ seeds.
10 Listen once more and answer these questions.
a. What nationality are the scientists developing the Doomsday Vault?
b. What does Doomsday mean in old English, Judgement day or Salvation
day?
c. How long may the seeds in the vault last?

MAKE CONNECTIONS
11 Use the information you collected in the listening activities to label this
illustration.
a. Name of the place
_____________
c. Location
_____________
12 Ask and answer these questions in your group. Share and compare your
conclusions with your classmates.
a. What Chilean seeds would you store in the Doomsday Vault?
b. If you were a modern Noah, what animals would / wouldn't you save?
b. Types of vegetables
_____________
d. Capacity
_____________
LIFE AS WE KNOW IT
159

160
UNIT 5
TAKE A CLOSER LOOK
Modal verbs must / have to
1. Read these sentences from the text.
a. Do we have to prepare for a flood?
b. Do we have to build a boat?
c. We have to prepare for global warming.
d. We must do something to prevent the disaster.
2. What difference do you notice between must and have to?
The modal verb must does not use to, while the modal verb have to
does.
a. Obligation b. Possibility c. Suggestion
Both modals express obligation.
We use have to in the past, present and future tenses to express
responsibility, necessity or obligation made for us by somebody or
something else.
We use must to express something that is considered very necessary
or a strong obligation.
3. What do these modal verbs express?
Here are more examples:
I wish you were here.
It's so hot today. I wish we had a cold drink.
4. Revise the information you collected in the listening activities and write
two more sentences expressing our obligations in connection with a
possible future disaster.
13 Fill in the gaps in these sentences with must or have to in the correct form.
a. Look here, young lady, you ______________ be home before midnight.
Do you understand?
b. He __________________ take a bus today because his car broke down.
c. We _____________________________ be more careful with our planet.
d. I _____________________________________ go now. It is getting late.
e. ______________________________________ catch the 5 o’clock train?
14 Look at these traffic signs. What must you do in each case?
1 2 3 4 5

HAVE A CHAT
15 In your notebook, copy and complete this conversation about
helping to protect the planet. Then check with the recording.
Elizabeth: So, what do you think we should do?
Howard: __________ less energy.
Elizabeth: And what could we do at school?
Howard: __________ recycle soft drink cans.
Elizabeth: How about planting trees in the school garden?
Howard: First __________ collect some money.
Elizabeth: Do you think we could prepare an ecological newsletter?
Howard: Good idea, but we __________ find someone to write it.
FAST CHECK
16 Deborah’s parents are going on a short holiday. They have left her a list
of things she has to do while they are away. Write the complete
sentences. (10 points)
a. Answer the phone and write down messages
b. Buy food at the supermarket
c. Check all doors before going out
d. Clean and tidy up before we arrive.
e. Feed the cat
f. Phone grandparents
g. Switch off lights before going to bed
h. Take out the rubbish
i. Take the dog out for a walk
j. Water the plants
Your
result:
WRITE IT DOWN
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
17 Write a list of things you have to do every day. Compare with another student.
I need more work I did OK I did really well!
LIFE AS WE KNOW IT
161

1
2
162
Tonga, the African country produces lots of fruits and vegetables. Look at the graph and say how many
tons of each product were produced in the month of June.
Example: Twenty tons of mango were produced in Tonga in June.
Each fruit was sent to a different country. Look at the table below and write sentences to indicate the
destination of the fruit. Investigate the country the flag represents and how to say and write the plural
of the fruit.
Example: Cherries were sent to the United Kingdom
UNIT 5
Orange 15

3
4
Digby Jones was ill – he had his appendix taken out. Read his doctor’s instructions and write sentences
in your notebook.
Example:
Digby must rest for three days.
He should get up on the 4th day.
Patient: Digby Jones
Post-operation instructions:
Must Should
Rest for 3 days get up on day 4
Dr. Stanley Smith
Avoid too much effort Do light exercise on day 4
Eat 3 small meals a day drink lots of water
Avoid carbohydrates eat fresh fruit and vegetables
Visit doctor in a week go back to work in 2 weeks
Look at the pictures and say / write what each person would like to do / be.
1 2 3 4
Camila Dennis Stella Bruce
LIFE AS WE KNOW IT
163

READING - UP FOR A DRIVE!
I know it is hard to believe but
it must be true because my
father told me this story, and
my father never lies. When he
was a child my father lived in
the mining town of
Antofagasta, far in the north of
our country. His parents had a
small house with a tiny garden
and next door lived a young
man called Esteban who was a
mining engineer. The mine
was quite far from the city of
Antofagasta and Esteban had
to drive to work nearly 80
kilometres each day. His car
was very small and very old
and it always made a lot of
strange noises. So one day
early in the morning, when
Esteban left home to go to
work he turned on the engine
and he was not surprised to
hear that it started making a
164
1 Read the text and answer these questions.
a. Why does the narrator believe the story is true?
b. Where did the narrator’s dad live when he / she was a child?
c. How far did Esteban drive his car?
d. What did the owner of the car have to do at the end of the story?
e. Why?
5 pts.
UNIT 5
strange purring noise, just like
a cat. He turned on the radio
and drove happily for many
kilometres, ignoring the funny
noise. Next day, when he got
into the car, there was the
noise again! And this time the
purring was even stronger.
“I wish I had a new car”,
Esteban thought. “I would
like to have a shiny new Ford
or a Jeep.”
After a while the noise got
louder.
“It must be the engine. I have
to take it to the garage and
get it checked”, he said to
himself.
The third day the car purred
even more and this time
Esteban got really curious.
Engines, even old ones, don’t
usually purr! He stopped at
the side of the road and
opened the bonnet of the car.
Can you imagine his surprise
when he saw two scared
yellow eyes looking up at
him? It was Lottie, my dad’s
cat stuck between the engine
and the water tank! It took
Esteban nearly three hours to
remove the water tank and
free the terrified kitty! And he
was late to work, but my dad
was really grateful for getting
his pet back safe and sound.
Source: adapted from: www.ananova.com

2 Find words in the text that correspond to these descriptions.
a. A part of a car or another machine that makes the car or machine move.
b. The hood of a car.
c. A noise a cat usually makes.
d. Really scared.
4 pts.
LISTENING - CLOUDS
3 Listen to the class and answer these questions.
a. What are clouds made of?
b. What is water as a gas called?
c. What is condensation?
d. How many types of clouds are mentioned?
4 Listen again and complete the sentences.
a. High clouds are called __________.
b. Clouds that produce snow are called __________.
c. Clouds named because of their appearance are __________ and __________.
d. Middle clouds are called __________.
LANGUAGE
5 Re-write these sentences to form a paragraph about recycling paper using the Passive
Voice. Use sequence words such as first, second, next, etc.
• The school collects all unwanted paper in big cardboard boxes.
• A charity truck collects the boxes and takes the paper to a recycling plant.
• In the plant, a machine mixes the paper with water and chemicals and converts it into a pulp.
• A press removes the water from the pulp.
• Chemicals remove colouring and hard parts from the pulp.
• Another machine converts the pulp into sheets of recycled paper.
6 Insert the definite article the where necessary.
a. ________ Mount Everest is the highest mountain on earth, and the highest mountain
range in the world are ________ Himalayas.
b. ________ Loch Ness is a famous lake in ________ Scotland.
c. The longest river in ________ Chile is ________ Bío Bío.
d. Easter Island is in ________ Pacific Ocean.
e. The shoe shop is in ________ Elm Street.
LIFE AS WE KNOW IT
4 pts.
5 pts.
6 pts.
4 pts.
165

7
8
166
Three friends are celebrating their birthday on the same day. Read each friend’s
description and choose the most appropriate presents. Complete the sentences using
ought to and might.
Gabriella is sporty; she plays tennis or goes swimming every day.
Diana likes to read detective novels and she is a good painter.
Becky is interested in classical music and loves to see modern plays.
1 2 3 4 5 6
a. We ______________ for Gabriella. She ______________.
b. We ______________ for Diana. She ______________.
c. We ______________ for Becky. She ______________.
Provide instructions for the situations in the pictures using must / have to.
1 2 3
a. _______________ (put) b. _____________ (hurry) c. _______________ (call)
SPEAKING
9 Look at the pictures and complete the conversations according to the situations. Role play
the conversations with a partner.
I'm _____
Excuse me,
Would you
_____! I didn't
could you
_____?
see you.
_______?
1 2 3
UNIT 5
Sorry, I don't
________
Sorry, there's
no more space.
That's Ok.
3 pts.
3 pts.
8 pts.

WRITING
10 Write a short paragraph about the things you want to do, must do, should do and need to
do during the next few months.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Your
result:
1 - 12
Not too good
FINAL CHECK ✔ ✔
Choose one alternative according to your performance.
Speaking
· I use English structures correctly.
· I use varied and correct vocabulary.
· Others can understand me.
Writing
· My writing is coherent and follows the central idea.
· I use the correct sentence formation and sentence structure
· I use the correct spelling, punctuation, capitalisation and format.
Reading
· I am aware of the differences in tenses, gender and number.
· I can identify the main idea and understand the text as a whole.
· I can locate details and look for specific information.
Listening
· I can get the general idea.
· I understand the details and identify speakers.
· I identify the source of the text and listening and recognise the format.
Group work
· I share my ideas with the group.
· I listen to and respect my partners’ points of view.
· I help solve problems and contribute with relevant information.
13 - 24
Acceptable
Always
Nearly Always
Sometimes
Never
25 - 50
Great!
Total
50 pts.
Use this clue to work out your score
Never = 0
Sometimes = 1
Nearly Always = 2
Always = 3
If you get:
0 - 10 = Watch out! You must look back
and review the whole unit. Ask your
teacher and / or a classmate for
additional help and remedial work.
11 - 22 = Not too bad, but there are
areas you still have problems with.
Identify those areas and ask your
teacher and / or a classmate for
additional help and remedial work.
23 - 34 = You are doing fine, but you
can certainly do better. Get together
with a classmate and review your weak
points.
35 - 45 = Congratulations! Great
progress - you may look ahead to the
new unit and help your classmates who
need to review.
LIFE AS WE KNOW IT
8 pts.
167

168
IN THIS UNIT YOU WILL LEARN TO:
Reading: Identify the general topic of different texts / Match
visual and written information / Fill in a graphic organiser with
specific information / Follow directions to draw a picture
Listening: Match oral instructions with visual clues / Identify
expressions referring to the duration of events / Identify speakers /
Complete a gap exercise with specific words
Production: Express personal opinions and ideas about traditions
and celebrations / Talk about cultural differences in your country /
Express interest, surprise, happiness in different situation / Offer
predictions for future events
Functions: Referring to the duration of events / Expressing obligation /
Expressing interest, surprise, joy / Making predictions for the future
YOU WILL USE THE FOLLOWING TEXT TYPES:
Reading: An email / A Christmas carol / An advertisement /
A website entry
Listening: An interview / A lecture
YOU WILL ALSO LEARN:
Grammar: The Present Prefect Tense / The use of since, for, never,
ever, just now / Reported Speech / The Simple Future Tense
Vocabulary: Vocabulary related to holidays, festivals and
celebrations / Vocabulary related to different cultures
YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:
Why we should respect and follow traditions

SET UP
1
2
Match the traditions (a. - h.) with the pictures (1 - 8)
1 2 3 4
5 6 7 8
a. A birthday party
b. A camel race
c. A wedding ceremony
d. Easter
e. Guy Fawkes
f. Halloween
g. La Tirana festival
h. New Year's celebrations
Which activities in the pictures are traditional in Chile? Do you celebrate / practise them in your family /
region?
3 Why are traditions important? Exchange opinions about the following points in your group.
a. The value of traditions comes from what they can give each person.
b. Traditions keep memories alive.
c. Traditions preserve national and family values.
d. Traditions give us an identity as a group: family, nation, race, etc.
e. Traditions provide a rest period in a stressful life.
12:00
169

Mind
170
LET'S CELEBRATE
READING
UNIT 6
T ea s er
I hatched
from an
Easter Egg.
1
THINK AHEAD
Match the words (a. - c.) with their definition (i. - iii.).
a. celebration b. festival c. party
2
Lesson 1
3 Match the questions in A with the answers in B to form three short dialogues.
A B
a. Have you been waiting long? i. We've been friends since
primary school.
b. How long have you known John? ii. We stayed a week at the
seaside and five days doing
things at home.
c. So how long was your holiday? iii. For about twenty minutes.
4
i. an occasion for celebrating, especially a day or time of religious
significance that happens at regular intervals
ii. a social gathering of many people who meet for pleasure or amusement
iii. the act of showing joy and happiness at a special event
Which of the words in the box look or sound similar in Spanish? Check
the meaning of the other words in a dictionary.
· celebrate · colloquial · comfort · decorate
· evil · ignorance · remotely · scary · victory
You will read four texts about different festivals and celebrations. Look at
the cards and guess what the festivals are about.
1 2 3 4

5
GO AHEAD
Read the texts on pages 172 and 173 quickly and check your predictions
in Exercise 4.
6 What type of texts are those? Choose one alternative for each text.
a. An advertisement. b. An article.
c. A carol / christmas song. d. An e-mail.
7 What is the general topic of all the texts?
a. Festivals and celebrations in different parts of the world.
b. Holidays and parties in English-speaking countries.
c. Traditional activities common to all parts of the world.
8
Match the pictures (1 - 3) with the sentences taken from the texts (a. - c.).
1 2 3
a.
Join us this
time and have
some fun with the
Marching Band.
9
10
b.
Every household burns
special Diwali clay lamps to light the
way for the goddess Houses, shops,
and public places are decorated
with small oil lamps
called diyas.
Read the texts again and tick the correct column or columns.
Which text mentions
the participation of a family member?
the name of a goddess?
the name of a saint?
the reason for the celebration?
the exact date and time of the celebration?
I II
c.
I'm a
scary witch
One of the texts uses very informal language. Which one? Can you give a
few examples from that text?
11 Fill in the gaps in these sentences with words from the texts.
· favourite · popular · tradition · costume
a. The festival has been a great ___________ with children.
b. It has been one of the most __________ festivals in India.
c. Each Halloween we make scary __________ to go trick and treating.
d. They have celebrated this great Irish __________for many centuries.
III
IV
Danger
Costume versus custom
Watch out for the use of
these two words. Study these
examples.
a. Ayelen, our model, is
wearing a typical
Mapuche costume which
includes a headband
called trarilonko and silver
earrings called chaway.
b. One of the most important
Chilean customs is the
celebration of
Independence Day on
18 th September.
TRADITIONS, TRADITIONS
171

III.
I.
II.
172
I’ve seen mummy kissing Santa Claus
Underneath the mistletoe.
She can’t see me go down the stairs to peek,
I should be up in my bedroom,
In my bed fast asleep
Lisa
Great time at Halloween!
UNIT 6
LET'S CELEBRATE
Diwali, the Hindu festival of lights, has been for centuries the most popular of all the festivals im South Asia. It is a
five - day celebration which occurs on the fifteenth day of the Hindu month of Kartika (during October / November
in our calendar). The fourth day of Diwali is the Hindu New Year. The word Diwali means “rows of lighted lamps”
because people light hundreds of small oil lamps (called diyas) They place them around the home, in courtyards
and in gardens, as well as on roof-tops and outer walls. The festival of lights is held in honour of Lakshmi, the
Hindu goddess of wealth and prosperity. Hindus pray to Lakshmi to bring them good luck in the coming year.
Homes are cleaned to welcome the New Year and windows are opened so that Lakshmi can enter them. It is
believed that she cannot enter a house which is not lit up, so every household burns special Diwali clay lamps to
light the way for the goddess. For many years this festival has been very popular with children because they have
a holiday from school. Additionally, for many years now people have used colourful fireworks so children are really
delighted with the noise and colours. And apart from that, kids get presents and adults cook delicious holiday
food. New clothes and jewellery are worn, many parties are organised and games are played. The last day of the
holiday is a special day for brothers and sisters. Brothers give special presents to their sisters, who cook for them
and look after them. But most importantly the festival celebrates the victory of good over evil, light over darkness,
and knowledge over ignorance.
Then I’ve seen my mummy tickle Santa Claus
Underneath his beard so snowy white.
What a laugh it would be
If daddy could only see
Mommy kissing Santa Claus tonight!
Friday, 31 October, 2008 10: 17 PM
Hi Lisa,
How are you? Finally it’s Halloween! Have you done anything spooky today? Have you dressed up and gone
trick or treating? Because I’ve had a blast! In fact, it’s been so great I could burst like a bubble! To start with
we’ve made some really awesome costumes! I’m a scary witch and my sister Jenna’s a fairy. And I have
eaten so many sweets that I think I am going to get sick. Both Jenna and I’ve got so many yummy things
that we’d better leave some for next week.
We have not visited all the houses in our street yet and I can see other kids walking around with their
goodie bags so I’d better run or all the sweeties will be gone. Love and XXXXX

IV.
2009 New York City Saint Patrick's Day Parade
Tuesday, March 17 th , 2009 11:00 a.m. Starting @ 44 th Street and Fifth Avenue
So far, the Traditional New York Parade has marched 247 times - this year we are marching once again. How
many times have you watched us on TV from the comfort of your sitting room? How many times have you
wanted to be part of us? So come and join us this time and have some fun with the Marching Band.
Year after year we have celebrated this great Irish tradition right in the heart of New York. This time, come
and celebrate with us. Be proud of your Irish roots - be part of this great festival.
For those of you who are not Irish, we should explain why we celebrate. Saint Patrick's Day, colloquially St.
Paddy's Day or Paddy's Day, is an annual festivity which has for centuries celebrated Saint Patrick, one of
Ireland's patron saints.
Get up! Get out! Put on your leprechaun suit! Fly your Irish flag!
Come and join us in this wonderful festival of peace and joy.
MAKE CONNECTIONS
TAKE A CLOSER LOOK
The Present Perfect
1. Read these sentences from the texts.
a. Diwali has been for centuries the most popular of all the festivals
from South Asia.
b. We have not visited all the houses in our street yet.
c. How many times have you wanted to be part of us?
2. Which time do the sentences express?
a. The past b. The present c. Neither
3. The sentences in Point 1 use the Present Perfect tense, which indicates
that an action happened at an unspecified time before now; the exact
time is not important.
4. We CANNOT use the Present Perfect with specific time expressions such
as: yesterday, one year ago, last week, when I was a child, when I lived in
Japan, at that moment, that day, one day, etc. We CAN use the Present
Perfect with unspecific expressions such as: ever, never, once, many
times, several times, before, so far, already, just, yet, etc.
5. Examine the structure and the examples.
Subject + has / have (not) + past participle
We haven't seen that film yet.
Tina has made lovely costumes.
6. Go back to the text and find more examples of the Present Perfect
tense. Identify the elements and copy them into your notebook. Use
color pencils to identify the components.
TRADITIONS, TRADITIONS
173

174
UNIT 6
12 Tom Warwick has travelled to a lot of countries. Look at his passport and
answer the questions.
a. Has Tom visited Poland? b. Has he been to Russia?
c. Has he visited the Czech Republic? d. Has he been to Latin America?
e. Has he been to Switzerland? f. Has he visited the USA?
g. Has he been to Great Britain? h. How many countries has Tom been to?
Great Britain
31 - 01 - 2008
U S A
9 - 9 - 2004
1-10-2005
C e s k á r e p u b l i k a
Jugoslavija
6 - 12 - 2007
25 - 08 - 2007 Suisse
P o c c h r
9-9-2004
13 Complete this paragraph with the correct form of the Present Perfect
tense (affirmative, negative or interrogative).
The Christmas tree today is a common custom to most of us, but
a. __________ (you ever wonder) about its origin? When did the tradition
start? How long b. __________ (it last)? We now know that c. __________
(it be) around as a tradition for many centuries. One of the most
important aspects of the Christmas tree is its colour. For years, having a
green tree full of lights inside your home d. __________ (symbolise) life
in the middle of a cold winter. Probably there is no one on the planet who
e. __________ (not hear) about the Christmas tree tradition.
14 Work with a partner. Read the results table and ask each other questions.
Examples: How many games has Man United played in total? They have
played 6 games in total.
How many games have they won and lost? They have won 4
games and lost 2.
Team
Total games
played
Games won Games lost
Manchester United 6 4 2
West Ham
5 3 2
Chelsea
6 5 1
Liverpool
7 4 3
Sheffield United
5 2 3

HAVE A CHAT
15 Listen to the recording and practise saying these questions. Then ask
and answer them with a partner.
a. How long is the Chilean National Day celebration?
b. How long have you known your best friend?
c. How many days a week do you go to school?
d. How long does it take to go from your house to your school?
e. How long have you studied English?
f. How long have your parents lived in the same house?
g. How many hours have you spent at school today?
h. How long has it taken you to answer all the questions?
FAST CHECK
16 Today is Monday, December 8 and Mrs Carlow has planned many things to
do. Look at a page from her diary and write sentences about the things she
has already done (✔) and the things she has not done yet (✘). (10 points)
Monday, 8 December 2008
✔ Take children to school ✔ Write e-mail to Lucy's teacher
✔ Buy Christmas decorations ✘ Send Christmas cards
✔ Visit James in hospital ✘ Make chocolate cake for tea
✘ Go jogging in park
✔ Read the papers
✔ Call Susan about party ✘ Collect children from school
Your
result:
WRITE IT DOWN
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
17 Does your family celebrate some kind of tradition or festival? What is it?
How long does it last? Since when have you celebrated it? Write a short
paragraph about why you celebrate it and how.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
I need more work I did OK I did really well!
TRADITIONS, TRADITIONS
175

176
PROUD TO BE
LISTENING
UNIT 6
1
THINK AHEAD
Lesson 2
Who are these native inhabitants of Chile? What are the names of their
ethnic groups?
1 2 3
2
3
Locate each group in the corresponding part of Chile.
The following words are taken from the text you are going to listen to. All
the vowels (a, e, i ,o ,u) have been removed. Can you guess the words and
put the vowels back? Write the correct words in your notebook and check
their meaning in a dictionary.
a. r __ __ t s b. __ r __ g __ n c. t __ t t __ __
d. __ m __ g __ s e. c __ l t __ r __ e. s p __ r __ t __ __ l

4
5
6
Three young people are talking to British anthropologist Jane Roberts
about their customs and traditions. Can you guess which ethnic group each
of them represents from these sentences taken from the conversation?
a. That's why we have the Machi.
b. We've always been known for our respect for Mother Earth.
c. Polynesian symbols and figures from our legends.
GO AHEAD
Listen to the conversation and check your predictions in Exercise 4.
Each speaker mentions three traditions. Listen again and identify the
tradition from the pictures (i. or ii.)
a. Ariki i. ii.
b. Millaray i. ii.
c. Urichi i. ii.
TRADITIONS, TRADITIONS
177

178
UNIT 6
7
Listen again and write the name of the speaker, Ariki, Millaray,
Urushi, or Jane.
a. _______: I think it's important to know where you come from.
b. _______: We ought to know our roots.
c. _______: I've heard of the ancient cult to the Pachamama.
d. _______: This month we are celebrating an important holiday
e. _______: I've never been to the north but I know it's very dry.
f. _______: It also brings our people together.
g. _______: It's always been important to look after both the body and
the soul
8
Listen again and complete these sentences.
a. How do you feel about your __________________________________?
b. Millaray means ____________, Ariki means ____________ and Uruchi
means ____________.
c. ____________ make our skin sacred and help us __________________.
d. This cult has helped my people to ______________________________.
e. We are certain that the most common __________________________.
9 Listen once more and find the answer to these questions.
a. What kind of pictures do Rapa Nui tattoo artists use?
b. What is the name of the Aymara holiday mentioned?
c. According to Millaray, what happens when your mind is not well?
MAKE CONNECTIONS
TAKE A CLOSER LOOK
The Present Perfect - continued
1. Read these sentences from the text.
a. I've been a tattoo artist since I was sixteen.
b. For centuries we have believed that tattoos make our skin sacred.
2. What do you notice about the use of for and since?
We use for with a period of time, for example: a few days, half an hour,
two years.
We use since with the time when the action started, for example: last
year, June 8, when I met you.
3. Pay attention to the structure and examples.
Subject + has/ have + (not) + past participle
Our people have lived here for thousands
of years.
They have lived here since
prehistoric times.

10
Complete sentences a.- d. with for or since according to the clues (i. - ii.).
a. I haven't phoned home (i.) __________ Christmas,
(ii.) __________ three weeks now.
b. She has been here (i.) __________ half and hour now,
(ii.) __________ 9.15 a.m.
c. George has lived in Madrid (i.) __________ a very long time,
(ii.) __________ 1982.
d. Amelia has been my best friend (i.) __________ kindergarten,
(ii.) __________ almost twenty years.
11 Choose the best reply (i. - iii.) in these short dialogues.
a. A: Have you ever been to Arica?
B: i. Yes, of course I can.
ii. No, I didn‘t.
iii. Yes, I travel a lot.
b. A: What have you made for dinner?
B: i. I ate some spaghetti.
ii. Meat? I don't like meat.
iii. Glenn and I have prepared some pasta.
c. A: He's been a tattoo artist for five years, hasn't he?
B: i. No, he's been in this business for much longer.
ii. Yes, he is an artist.
iii. No, he doesn't do this.
d. A: You've bought a computer! How great!
B. i. Our old one is good.
ii. And I've learned how to use it, too.
iii. No, it's very small.
e. A: How long have you been here?
B: i. I came last month.
ii. No, I've come just now.
iii. Yes, five hours ago.
TRADITIONS, TRADITIONS
179

180
UNIT 6
HAVE A CHAT
12
Jane and Millaray are talking during the morning break. Use the
information you collected in the listening exercises and your imagination
to complete it.
Jane: Have you ever been to see a Machi?
Millaray: _____________________________________________________
Jane: How long have you lived in Santiago?
Millaray: _____________________________________________________
Jane: Have you already seen most of Santiago?
Millaray: _____________________________________________________
Jane: Have you been back to see you relatives in the south?
Millaray: _____________________________________________________
Jane: How many hours does it take to get there?
Millaray: _____________________________________________________
Jane: Have you done anything interesting recently?
Millaray: _____________________________________________________
Jane: And what have you done just now?
Millaray: _____________________________________________________
13 Listen to the recording and check your answers. Practise the
conversation with a partner and then role play it in front of your
classmates.
FAST CHECK
14
Use the clues provided to write sentences using the Present Perfect
tense and for or since. (10 points)
a. I - know Sebastian - we were in primary school.
b. We - discuss the plans for the party - five weeks.
c. This festival - be popular with school children - a long time.
d. We - look for the information - the teacher gave us the questions.
e. Frances - study Spanish - two years.
f. Peter - do karate - he was a little boy.
g. Harry and Kim - be on the island - three weeks.
h. Tammy - play chess - she was 12.
i. Rick - live in Japan - two months.
j. My parents - work in the same school - they finished university.
Your
result:
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent

WRITE IT DOWN
15 Look at the picture below. What kind of tradition /
custom is it? Do some internet research and write a
paragraph about it. Present it to the class. Compare
your presentations.
PLAY IT
Play the BLIP game (sometimes known as COFFEE POT).
1. Play in groups of six students.
2. Choose a verb from the box below that indicates something that you have done recently.
3. The group must discover the verb through YES / NO questions using mainly the Present Perfect
tense, but other tenses can be accepted.
4. The nonsense word "BLIP" should replace your chosen verb until a player asks a question using
the real verb. If this is correct, it is that player's turn to choose a verb.
5. The aim of the game is not to guess the meaning of the word "Blip" straight away. When you
think you know the meaning of the word "Blip", you could ask further questions which make the
meaning of the word "Blip" clear to the rest of the group or which amuse the student who is
answering the questions.
Here are some sample questions.
• Have you blipped in the living-room / dining room / garden / street / kitchen / in a restaurant?
• Have you blipped with a friend / your teacher / your family / alone ?
• Have you blipped since you arrived at school / in the last twenty-four hours / this month / this year?
• Do you feel tired / happy / sad / angry / hungry / thirsty after you have blipped?
• Do you like blipping?
• Do you often blip?
• Did you blip yesterday?
• Are you blipping now?
· cook · cry · dance · draw · dream · drink · drive · eat · fight · fly
· iron · joke · jump · kiss · knit · move · paint · read · rest · run
· scream · sew · shout · sing · sleep · smile · swim · talk · think · win
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Listening
Speaking
Writing
I need more work I did OK I did really well!
TRADITIONS, TRADITIONS
181

182
LIVING WITH TRADITIONS
READING
1 2
UNIT 6
1
THINK AHEAD
Where is Spunky, the monkey?
5 6
· above · behind · between · far from · in
· in front of · in the middle · near · on · under
3 4
8 9 10
Lesson 3
2 Now fill in the gaps with the correct preposition of place.
a. The Fiat was parked _____________ a Suzuki and a Honda.
b. Can you move please? I can‘t see! You are right _____________ of the TV.
c. Where is Puerto Varas? Is it _____________ from Antofagasta?
d. We were looking for the cat and found it _____________ the car.
7

3
4
5
6
Match the expressions in the bubbles (a. - c.) with the pictures (1 - 3).
a. How
interesting! I have
never seen a
watermelon
that big.
b.
That's really
awful! Some people
have no respect for
their environment.
1 2 3
Which objects from the picture would you choose to decorate your room?
Match the professionals in the box with the descriptions (a. - e.).
· architect · carpenter · house painter
· interior decorator · landscape artist
c.
How funny!
The shirt looks as if
it was made for a
giant!
a. person who specialises in designing interiors and furnishings
b. someone who creates plans to be used in making something (such as
buildings, houses, etc.)
c. person who paints walls and ceilings
d. skilled worker who makes, finishes, and repairs wooden objects
e. person who specialises in designing gardens and outdoor spaces
Which profession(s) do you think will be mentioned in a text about living
in a traditional home?
TRADITIONS, TRADITIONS
183

184
GO AHEAD
Sunday, 29 September 2008
Decorators Weekly
Modernity mixed with traditions
By Glenda Spurns
As readers already know every week we visit a traditional
home where history and modernity can be found side by side.
This week, however, is quite different as the home we visited
belongs to a famous decorator, Lawrence Goody, who has just
been named Decorator of the Year. Congratulations, Lawrence!
Lawrence has worked for many famous people including some
television personalities, politicians and singers. For obvious
reasons we cannot give you all the names, but Lawrence told
us he was the personal decorator for the British Prime Ministers
and that he decorated Number 10 Downing Street. He said
that it was really challenging as each new Prime Minister had
a different taste. He said that some were more traditional while
others liked more modern types of decoration.
This house has belonged to the Goody family for nearly
two centuries and Lawrence inherited it from his father,
who was a painter. In our interview Lawrence told us that
he loved the traditional decoration of his home but his
modern education at the London School of Design
required some modern touches. So he invited us to see
how he was changing some parts of the house to suit his
modern taste. Lawrence also told us that he wanted to
make his traditional home more user-friendly. He is the
father of two teenagers who often invite friends, so he
wanted to adapt the house for younger people.
Glenda: So, what can we see in this room?
Lawrence: Well, this is our family room. It’s a typical 5
x 4 metre rectangular room with basic beige and white
colours where there is one good-sized window that
overlooks the garden.
Glenda: And what are we going to see today?
Lawrence: When we’ve finished we’ll have a charming
place where the whole family can relax and feel they
want to spend quality time together.
Glenda: How nice! Do you have a plan?
Lawrence: First of all, I’m going to ask Andy, the painter
to remove all the old wallpaper that has been on these walls
22
UNIT 6
for goodness knows how long.
Probably since my father put it
there 50 years ago! The design of the
wallpaper is typical of the 50's – that’s what people liked
at the time. I do have respect for traditions but this
wallpaper must go down! We‘re going to paint the walls
light green. It’s going to be our canvass to work on.
Glenda: How interesting! Can you tell us more?
Lawrence: Then we're going to remove the carpet and
the carpenter’s going to put wooden floors in with a dark
green rug in the middle of the room.
Glenda: Are you going to leave the sofa and armchairs here?
Lawrence: The sofa should stand between two lamps
by the wall opposite the window and I'm going to put the
armchairs in front of the window, with the beautiful
sculpture next to the one near the door. Can you picture it
in your mind? The room is still quite traditional because of
its size and the high ceilings but we are adding some of
the modern touches that I like so much.
Glenda: What are you going to do with the piano?
Lawrence: The piano's an antique - you see that I
respect traditions? I'm going to put it in the middle of the
room and I'm going to put a crystal vase with roses on it.
The whole decoration process took a long time and at the
end of the day we were all very tired. I must tell you I was
surprised at some of Lawrence’s decisions. For example, he
told us he would not put any curtains in the window
because that way he could see the garden much better
from the room. He said that the landscape artist did a very
good job with the plants in the garden and he told me that
he liked watching the sunset in the evening.
Altogether it was a very interesting experience. The room
definitely looks completely different from what it was
when we arrived. we first saw it. Later we asked
Lawrence if his teenage sons were happy with the change
and he said that they both loved it.
Fuente: Based on the BBC programme: “Changing Rooms”, with Lawrence Llewellyn-Bowen.

7
8
Read the text and check your predictions in Exercise 6.
As you can see the text is written in two different colours. How are the
two parts different? Why?
9 Read the text again and answer these questions.
a. What do we learn about Lawrence from this text?
b. Was there wallpaper or paint on the walls originally?
c. Why is Glenda congratulating Lawrence?
d. Why will Lawrence not put any curtains?
10 Copy this rectangle into your notebook but make it bigger. Read the text
again to complete it.
a. Colour the walls the correct colour.
b. Place the furniture and objects in the places where Lawrence will put them.
c. Compare your picture with the plan on page 187.
MAKE CONNECTIONS
HAVE A CHAT
window
11 Complete the conversation using the expressions in the bubbles (a. - e.).
a.
You should
b.
How
interesting!
c.
I’m so glad.
d.
How awful!
e.
What a pity!
Donna: Last week I had nothing to do so I decided to visit the Design
Museum to see the new interior decoration exhibition.
Rose: _____________________________________________________
Donna: And I booked and paid for my tickets on-line. But when I got to the
museum the tickets were not there!
Rose _____________________________________________________
Donna: I spoke to the man in the ticket office and he told me to ask the
manager. And fortunately the tickets were in his office.
Rose _____________________________________________________
Donna: Yes, so I finally got to see the Victorian collection and it was great.
Rose: _____________ tell Emma about the museum. She is really into
design.
Donna: Emma is away on holiday now and the exhibition ends this week.
Rose: _____________________________________________________
12
Listen to the recording and check your answers. Practise the complete
conversation with a partner and then role play it in front of your classmates.
door
TRADITIONS, TRADITIONS
185

186
UNIT 6
TAKE A CLOSER LOOK
Reported Speech
1. Read these sentences from the text.
a. Lawrence told us he was the personal decorator for the British Prime
Ministers.
b. He told us he would not put any curtains in the window.
c. We asked Lawrence if his teenage sons were happy with the change.
2. The sentences above are written in Reported Speech, which is used to
express what others have said.
a. Lawrence: ”I am the personal decorator for the British Prime Ministers.”
b. Lawrence: “I will not put any curtains in the window.”
c. Glenda: “Are your teenage sons happy with the change?”
3. To introduce Reported Speech we use words such as asked, said, told,
answered, etc.
4. When changing sentences from Direct to Reported Speech tense
changes take place. Some of these changes are:
Present Past
Present / Perfect / Past Past Perfect
will would
can could
may might
5. Analyse what happens when we are reporting questions.
13
Rewrite these sentences in your notebook using Reported Speech and
the reporting verbs in brackets.
a. Pat: “Are you happy?” (asked)
b. Eddie: “I am going on holiday soon.” (said)
c. Andy and Jill: “We will visit Kim when we are in New York.” (told us)
d. Gabriel: “Can you swim well?” (asked)
e. Tony: “I always wash my hands before eating.” (said)
f. Sue: “My daughter sings beautifully.” (told me)
14 Now change these sentences into Direct Speech.
a. Rick told us he was working in the design industry.
b. Paula and Kate asked if they could use our computer.
c. Daniel said he would help us with our project.
d. Molly said she checked her e-mails every day.
e. Gregory said he was going to study computer sciences.
f. Tania said she could go shopping with us.

FAST CHECK
15 Rewrite this part of the interview on page 184 using Reported Speech.
Use different reporting verbs and pay attention to the changes you will
need to make. (10 points)
Glenda: So, what can we see in this room?
Lawrence: Well, this is our family room. It's a typical 5 x 4 metre
rectangular room with basic beige and white colours where
there is one good-sized window that overlooks the garden.
Glenda: And what are we going to see today?
Lawrence: When we've finished we'll have a charming place where my
whole family can feel relaxed and wanting to spend quality
time together.
Your
result:
PLAY IT
0 - 5
Review the lesson
6 - 8
Quite good
Play Describe and Draw with your partner.
a. Make a simple drawing of a room (it can
be your bedroom).
b. Ask your partner to take a piece of paper
and turn around.
c. Describe the positions of the furniture in
the room for your partner to draw.
d. After he or she finishes compare your
picture with his or hers.
e. Change roles.
WRITE IT DOWN
9 - 10
Excellent
16 Go back to the text and choose parts of it written in Reported Speech to
add them to the interview in Direct Speech.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Reading
Speaking
Writing
I need more work I did OK I did really well!
TRADITIONS, TRADITIONS
187

Mind
188
CHANGING LANGUAGE
LISTENING
UNIT 6
T ea s er
Do animals and humans
communicate? Yes, they do
and we can see it every day
in our interactions with our
pets. When an owner gets
angry with her / his dog the
pet does not necessarily
understand every word but
is able to understand the
message by interpreting cues
such as the owner's position,
her / his tone of voice, and
body language. In
exchange, the owner knows
that her / his dog is happy
when it wags its tails or that it
is hungry when it tries to
open the bag where its food
is kept.
1
2
THINK AHEAD
Match the words in the box with the definitions below (a. - c.).
· linguist · native speaker · polyglot
Lesson 4
a. a person who speaks many languages.
b. a person who studies a language or languages, mainly their form and
behaviour.
c. a speaker of a particular language who has spoken that language since
he or she was a child.
What languages do these young people speak? Look at the pictures
(1 - 4) and then complete the sentences (a. - d.).
1 2
a. Josette is from Paris; she speaks
_________________________.
3 4
a. Luigi is from Rome; he speaks
_________________________.
b. Natalia is from Moscow; she
speaks ___________________.
b. Ly-Sen is from Beijing; she
speaks ___________________.

3
Examine the words in the box.
a. What do they have in common?
b. Why are there two words in a different colour?
c. Can you develop a definition of language from the words in this box?
Write it in your notebook.
4
5
6
· acceptable · American · Australian · billion · Briton
· communicating · completely · consonant · different
· difficult · expect · express · human · information
· language · lecture · linguist · million · minority · native
· personal · plural · present · pronounce · question
· respectively · sign · similar · singular · symbol
· system · traditional · verb · version
Considering the title of the lesson and the exercises you have done, what
do you think the listening text will be about?
a. How all languages change with time.
b. What the changes in English will be like.
c. Why languages change with time.
GO AHEAD
Listen to the recording and check your predictions in Exercises 3 and 4.
Copy this chart into your notebook. Listen again and complete it with
the changes linguists think will take place in English.
Now
“th” in this
“th” in think
Information
Furniture
He runs
She walks
Friend
Send
In the future
Danger
False cognates are pairs of
words in different languages
that are similar in form but
have a different meaning,
that is to say they appear to
be or are sometimes
considered cognates when in
fact they are not. One
example is the word lecture
which looks similar to the
word lectura in Spanish;
however, a lecture is a
presentation on a given
subject delivered before an
audience or a class, as for
the purpose of instruction.
TRADITIONS, TRADITIONS
189

190
UNIT 6
7
Listen to the lecture again and answer these questions.
a. What are the two answers the audience give when the lecturer asks
“What is language”?
b. What will the name of the new language be?
c. What does the word pan mean in Greek?
d. Why will the changes in English take place?
e. Can the lecturer say when the changes will take place?
f. Can native speakers of English prevent the changes?
8
Listen once more and fill in each blank in these sentences with one
word only.
a. Is language _________ or not?
b. We think that the language once used by great _________ such as
Shakespeare, Dickens and, more recently, J.K. Rowling will look
completely different.
c. By 2012 around two billion people will speak English as a _________
language.
d. Linguists say the new language will lose some of the English sounds
which non-native speakers find difficult to _________.
MAKE CONNECTIONS
TAKE A CLOSER LOOK
The Simple Future
1. Read these sentences from the listening text.
a. The language will look completely different in a very short time.
b. Will it happen fast?
c. The change will not happen because of Britons.
2. In the sentences above the Simple Future is expressing predictions.
3. The Simple Future can also express that a speaker will do something
voluntarily.
I will bring some strawberry ice-cream.
4. The Simple Future can also express a promise.
I will help you when I finish my work.
5. Notice the structure of the Simple Future and the examples.
Affirmative/ Subject + will (not) + infinitive
Negative: I + will (not) + speak.
Interrogative: Will + subject + infinitive?
Will + the change + happen soon?
6. Very often in spoken English the subject and the word will are contracted.
I'll talk to her tomorrow. We'll send them some flowers.
That'll be all for now. Henry'll be here soon.

9
You are asked to make predictions for the changes in Spanish in the future.
Develop them using the Simple Future tense. Use these and your own ideas.
a. favour short forms like in text messages
b. incorporate more jargon
c. incorporate words from English
d. invent new words related to science and technology
e. simplify orthography
f. simplify verb tenses
10 Write five sentences about what you think will be true about yourself in
10 years' time. The photos can give you some ideas.
Example: In 10 years' time I will be married.
11 Can you decipher this electronic message? Write it in your notebook and
check in your group.
Sorry 4 not
answering b4. Yes, I’d
love to CU
face2face. IC that U
like chatting, too. B
back tonite.
CU soon
TRADITIONS, TRADITIONS
191

192
a.
The human
race will
establish a
first space
colony.
UNIT 6
12 Read the statements (a. - d.) and match them with the pictures (1 - 4).
b.
Many animals
will become
extinct.
c.
In five years'
time we will find
a cure for
cancer.
1 2 3 4
HAVE A CHAT
d.
We will
make our first
contact with
other
civilisations.
13 You are a fortune teller and a new client is asking you to make
predictions about her / his future. Answer the questions using your
imagination.
Client: What will I study after I finish school?
You: _____________________________________________________
Client: Will I travel a lot in the future?
You: _____________________________________________________
Client: Will I meet some important people there?
You: _____________________________________________________
Client: Will I meet someone who will love me very much?
You: _____________________________________________________
Client: And how about my future job?
You: _____________________________________________________
Client: Do you think I will be rich?
You: _____________________________________________________
Client: Just one more question, will people in the future be immortal?
You: _____________________________________________________
14
Listen to the recording and check your answers. Then listen and
practice the conversation with a partner. Role play it in front of your
classmates.

FAST CHECK
15 Look at the pictures and make five predictions for the future.(10 points)
1 2 3 4 5
16 Write five predictions for Chile in 20 years' time.
Example: Lots of people will move to the country.
CHECK IT OVER! ✔
Tick one box in each row according to your performance in this lesson.
Listening
Speaking
Writing
Your
result:
WRITE IT DOWN
PLAY IT
0 - 5
Review the lesson
6 - 8
Quite good
9 - 10
Excellent
Play the What will be will be game in your group.
a. Work in groups of six students.
b. Prepare five cards each with possible future events in your lives.
Example: have 10 children
be a famous rock star
work abroad
c. Take turns to agree or disagree with what the card predicts.
Example: Mm, yes, I think I will have 10 children.
Mm, no, I won't be a famous rock star.
d. Keep your YES cards on your right and your NO cards on your left.
e. At the end of the game, write complete sentences with your
predictions.
I need more work I did OK I did really well!
TRADITIONS, TRADITIONS
193

1
2
194
Look at the official results of an international sports competition that is taking place this week. Ask and
answer the questions in your notebook.
COUNTRY
a. Which country has won the most gold medals?
b. How many medals has Great Britain won in total?
c. Which country has won more silver medals, than China?
d. How many gold medals has Russia won?
e. Has Chile won more or fewer bronze medals than Great Britain?
f. Which country / countries have / has won 21 silver medals?
Gregory and Peter, two office workers, have been stuck in a lift for the
last 3 hours. Complete the conversation using the Simple Future tense.
Gregory: _____________________________________?
Peter: No, I don't think we will stay here the whole day.
Gregory: _____________________________________?
Peter: Yes, I think they will rescue us soon.
Gregory: _____________________________________?
Peter: I'm not sure they will call the fire brigade.
Gregory: _____________________________________?
Peter: No, I don't think our families will be waiting for us outside.
Gregory: _____________________________________?
Peter: Of course we will not be in the 9 o'clock news!
UNIT 6
USA
GOLD
36
SILVER
38
BRONZE
36
TOTAL
110
China 51 21 28 100
Russia 23 21 28 72
Great
Britain
18 13 15 47
Chile 15 10 20 45

3
Look at the Fashion Museum program for the year 2010. What events will take place and when?
4 Read the quotations below and report what some famous people said.
Example:
“I often think that the night is more alive and more richly coloured than the
day”.
Vincent van Gogh
Vincent van Gogh said that he often thought that the night was more richly
coloured than the day.
The real question is not
whether machines think
but whether men do.
B. F. Skinner
THE FASHION MUSEUM
PROGRAM 2010
March Fashion in Ancient Egypt.
April - May What our grandmothers wore.
June Dresses from our history
August - December Fashion in the early 20's
September Not just a question of fashion
November Accessories in Ancient Greece
December Christmas Extravaganza
Dance is the hidden
language of the soul.
Martha Graham
If help and salvation are to
come, they can only come
from the children, for the
children are the makers of
men.
Maria Montessori
A man who is not afraid of
the sea will soon be drowned.
J. M. Synge
TRADITIONS, TRADITIONS
195

READING - ON THE FIRST DAY OF CHRISTMAS
1
196
On the first day of Christmas,
My true love sent to me
A partridge in a pear tree.
On the second day of Christmas,
My true love sent to me
Two turtle doves,
And a partridge in a pear tree.
On the third day of Christmas,
My true love sent to me
Three French hens,
Two turtle doves,
And a partridge in a pear tree.
On the fourth day of Christmas,
My true love sent to me
Four calling birds,
Three French hens,
Two turtle doves,
And a partridge in a pear tree.
On the fifth day of Christmas,
My true love sent to me
Five golden rings,
Four calling birds,
Three French hens,
Two turtle doves,
And a partridge in a pear tree.
Find the items in the pictures in the poem and write the correct number.
a. ___ lords a-leaping b. ___ ladies dancing c. ___ calling birds d. ___ geese a-laying
UNIT 6
On the sixth day of Christmas,
my true love sent to me
Six geese a-laying,
Five golden rings,
Four calling birds,
Three French hens,
Two turtle doves,
And a partridge in a pear tree.
On the seventh day of Christmas,
My true love sent to me
Seven swans a-swimming,
Six geese a-laying,
Five golden rings,
Four calling birds,
Three French hens,
Two turtle doves,
And a partridge in a pear tree.
On the eighth day of Christmas,
my true love sent to me
Eight maids a-milking,
Seven swans a-swimming,
Six geese a-laying,
Five golden rings,
Four calling birds,
Three French hens,
Two turtle doves,
And a partridge in a pear tree.
On the ninth day of Christmas,
my true love sent to me
Nine ladies dancing,
Eight maids a-milking,
Seven swans a-swimming,
Six geese a-laying,
Five golden rings,
Four calling birds,
Three French hens,
Two turtle doves,
And a partridge in a pear tree.
On the tenth day of Christmas,
my true love sent to me
Ten lords a-leaping,
Nine ladies dancing,
Eight maids a-milking,
Seven swans a-swimming,
Six geese a-laying,
Five golden rings,
Four calling birds,
Three French hens,
Two turtle doves,
And a partridge in a pear tree.
4 pt.

2 Read the poem again and answer these questions.
a. What did the singer receive on the first day of Christmas?
b. How many French hens did she get?
c. How many turtle doves did her true love send her?
d. Did he send her five or six golden rings?
e. Were the swans swimming or dancing?
f. What were the maids doing?
LISTENING - THE RIGHT CLOTHES
3 Listen to the conversation and identify which clothes you would take to the south of
Chile and which clothes you ought to take if you go to Easter Island.
4
Tick the corresponding column.
LANGUAGE
5
· boots · shorts · sneakers · sweater
· swimming suit · trousers · T-shirt · umbrella
Which ethnic group wears
a type of belt called tralihue?
beautiful headgear?
clothes made of colourful and vibrant feathers?
lots of silver jewellery?
nice white and flowery blouses?
Mapuche Rapa Nui
Write questions and answers in the Present Perfect tense using the clues provided and the
words in the box.
· ever · for · just · never · recently · since
a. know Greta? Seven years.
b. have this car? Brand new!
c. see such a beautiful thing in your life? First time
d. Work with Peter?2008
TRADITIONS, TRADITIONS
6 pts.
8 pts.
5 pts.
8 pts.
197

198
6 Make predictions for the future using the Simple Future.
a. people / travel by spaceship
b. people / work fewer hours
c. people / live on other planets
d. cars / use solar energy
4 pts.
7 Choose the best option
a. What will you do next year?
i. i. I think I will work ii. Nothing, I finished already.
b. Where will you go on holiday?
i. I will not have any days off. ii. I have been to Berlin.
c. Will you call the police or shall I?
i. I have already called them. ii. I am speaking to him.
d. Will you go to the party tomorrow?
i. No, I won’t. ii. Yes, she will.
9 Rewrite these sentences using Reported Speech.
a. Pearl: “I can speak French and German”.
b. Jenny: “Do you want to go to the cinema with me?”
c. Susan: “What is she saying?”
d. The boys: “We will play in the park.”
SPEAKING
10 Express surprise, interest, sympathy or joy. Use one of the expressions in the bubbles.
a.
How wonderful!
i. I am feeling really bad. I think I’m getting a bad cold.
ii. Mum, I have passed my final exam!
iii. Did you know that the Pacific is the biggest ocean in the world?
iv. It says here that there are two million words in the English language.
UNIT 6
b.
How interesting!
c.
What a pity!
d.
Wow, it’s really
surprising.
4 pts.
4 pts.
8 pts.

WRITING
11 Look at the pictures and describe the clothes the people are wearing.
8 pts.
Your
result:
0 - 22
Not too good
FINAL CHECK ✔ ✔
Choose one alternative according to your performance.
Speaking
· I use English structures correctly.
· I use varied and correct vocabulary.
· Others can understand me.
Writing
· My writing is coherent and follows the central idea.
· I use the correct sentence formation and sentence structure
· I use the correct spelling, punctuation, capitalisation and format.
Reading
· I am aware of the differences in tenses, gender and number.
· I identify the main idea and understand the text as a whole.
· I can locate details and look for specific information.
Listening
· I can get the general idea.
· I can understand the details and identify speakers.
· I can identify the source of a listening text and recognise the format
Group work
· I share my ideas with the group
· I listen to and respect my partners’ points of view
· I help solve problems and contribute with relevant information
23 - 44
Acceptable
Always
Most of the time
Sometimes
Never
45 - 59
Great!
Total
59 pts.
Use this clue to work out your score
Never = 0
Sometimes = 1
Most of the time = 2
Always = 3
If you get:
0 - 10 = Watch out! You must look back
and review the whole unit. Ask your
teacher and / or a classmate for
additional help and remedial work.
11 - 22 = Not too bad, but there are
areas you still have problems with.
Identify those areas and ask your
teacher and / or a classmate for
additional help and remedial work.
23 - 34 = You are doing fine, but you
can certainly do better. Get together
with a classmate and review your weak
points.
35 - 45 = Congratulations! Great
progress - you may look ahead to the
new unit and help your classmates who
need to review.
TRADITIONS, TRADITIONS
199

BIBLIOGRAPHY
BOOKS
• ESCOTT. J.H.; 2008. HANNAH AND THE
HURRICANE. Penguin Readers, BK/CD. England,
Pearson Education Limited.
• RABLEY, S.T.; 2008. BETWEEN TWO WORLDS.
Penguin Readers, BK/CD. England, Pearson
Education Limited.
• RABLEY, S.T.; 2008. BILLY AND THE QUEEN.
Penguin Readers, BK/CD. England, Pearson
Education Limited.
• RABLEY, S.T.; 2008. DINO’S DAY IN LONDON.
Penguin Readers, BK/CD. England, Pearson
Education Limited.
• RABLEY, S.T.; 2008. THE FIRE BOY. Penguin Readers,
BK/CD. England, Pearson Education Limited.
• RABLEY, S.T.; 2008. FLYING HOME. Penguin
Readers, BK/CD. England, Pearson Education
Limited.
• RABLEY. S.T.; 2008. THE PEARL GIRL. Penguin
Readers, Bk/CD. England, Pearson Education
Limited.
• SMITH, R.D.; 2008. TOM CRUISE. Penguin Readers,
Bk/CD. England, Pearson Education Limited.
• SMITH. B.D.; 2008. THE LAST PHOTO. Penguin
Readers, BK/CD. England, Pearson Education
Limited.
• SMITH. B.D.; 2003. DAVID BECKHAM. Penguin
Readers, BK/CD. England, Pearson Education
Limited.
• SMITH, R.D.; 2008. TOM CRUISE. Penguin Readers,
Bk/CD. England, Pearson Education Limited.
DICTIONARIES
• HAMEL, B.D.; 1998. DICTIONARY OF ENGLISH
SPANISH COGNATE WORDS; 1st Edition. USA,
Bilingual Book Press.
• MASCULL, B.L.; 1997. COLLINS COBUILD KEY
WORDS IN SCIENCE AND TECHNOLOGY; 1st
Edition. England, Heinemann Publishers.
• MURPHY, R.M.; 1997. ESSENTIAL GRAMMAR IN
USE; 2nd Ed. Great Britain, Cambridge University
Press.
200
READING
• ATWELL. N.C;. et al.; 1998. IN THE MIDDLE: NEW
UNDERSTANDING ABOUT WRITING, READING,
AND LEARNING (WORKSHOP SERIES) s.e. s.l.,
Heinemann.
• BURKE. J.M;. et al.; 2003. READING REMINDERS:
TOOLS, TIPS, AND TECHNIQUES, s.e.s.l.
• PEREGOY. S.F;. et al.; 2005. READING, WRITING AND
LEARNING IN ESL 3rd Ed. England, Allyn & Bacon,
Pearson.
LISTENING
• PENNY, U.R. et al; 1991. TEACHING LISTENING
COMPREHENSION, Cambridge Handbooks for
Language Teachers; s.e. s.l,
• PORTER, G.L. et al; 1991. ROLE PLAY- Resource
Books for Teachers; s.e ,s.l.
• RICHARDS, J.K. et al; 1997. DEVELOPING TACTICS
FOR LISTENING; 1st Edition. England, Oxford
University Press.
SPEAKING
• HADFIELD, J.L.; 1992. CLASSROOM DYNAMICS; 4th
Ed. England, Oxford University Press.
• PALIM, J.V. et al; 1992 TOMBOLA, Communication
Activities for Teenagers; 3rd Ed. England, Addison
Wesley Longman.
GRAMMAR AND VOCABULARY
• REDMAN, S. et al; 1996 A WAY WITH WORDS; 1st
Edition. Great Britain, Cambridge University Press.
• RINVOLUCRI, M. et al; 1995 MORE GRAMMAR
GAMES; 1st Edition. Great Britain, Cambridge
University Press.
WRITING
• MILLÁN, N. et al; 1996 ON THE JOB; 1st Edition.
España, Mcgraw-Hill Interamericana.
• PENNY, U.R; 1996. A COURSE IN LANGUAGE
TEACHING; 1st Edition. Great Britain, Cambridge
University Press.
• RICHARDS, J.K et al; 1998. ESTRATEGIAS DE
REFLEXION SOBRE LA ENSEÑANZA DE IDIOMAS;
1st Edition. España, Cambridge University Press.

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