Lenguaje Docente

Tune Up Teachers Book
Tune Up Ronda Haverland

Eugenia Contreras
Lisa Huck
IV Medio Students Book
IV
Medio
Eugenia Contreras
Tune Up
Students Book
Ronda Haverland
Edicin Especial para
Lisa Huck
el Ministerio de Educacin
Prohibida su comercializacin
IV
Medio
Students Book
Tune Up
Teachers Book
Eugenia Contreras Mndez

MA English as a Foreign
Language, FUNIBER.
Ronda Haverland
MA TESOL, Institute of
Education University of London.
Lisa Huck
Cambridge Celta 2006,
Calgary, Canada; Academic
Writing certificate, Athabasca
University, Canada.
IV
Medio
Students Book
Tune Up Teachers Book IV Medio, is a collective work created and
designed by Richmond Publishing Department of Education, under the
direction of Rodolfo Hidalgo Caprile.
Publishing Deputy Director-Public Area: Marisol Flores Prado

Publishing Coordinator: Ly-Sen Lam Daz
Editors: Logan Koch-Michael, Patrick May, Sebastan Muoz,
Carmen Neira, Halima Salinas, Andrea Voigt
Proofreading: Regina Lam, Barnaby Wright
Authors: Eugenia Contreras, Ronda Haverland, Lisa Huck
Documentation: Paulina Novoa Venturino
Design: M Vernica Roman Soto

Design and Layout: Romina Yvenes Binzobas, Karina Arancibia
Photography: Richmond Publishing, Latinstock
Illustrations: lvaro de la Vega Arancibia
Cover: Francisca Martin
Original Texts References: In Gear 1. Authors: Adela Fidalgo Benayas, Alberto Fontanillo
Carrascal, Inmaculada Mayorga Malvarez. Printed in Spain 2010; Target B1. Authors:
Michael Downie, David Gray, Juan Manuel Jimnez. Printed in Spain 2011; English In
motion. Authors: Robert Campbell, Gill Holley, Rob Metcalf. Printed in Spain 2009.
Quedan rigurosamente prohibidas, sin la autorizacin escrita de los titulares del

Copyright, bajo las sanciones establecidas en la Ley de Propiedad Intelectual
N 17.336, la reproduccin total o parcial de esta obra por cualquier medio o
procedimiento, comprendidos la reprografa y el tratamiento informtico, y la
distribucin en ejemplares de ella mediante alquiler o prstamo pblico.
2014 por Richmond Publishing, de Santillana del Pacfico S.A. de Ediciones
Dr. Anbal Arizta 1444, Providencia, Santiago (Chile)
Impreso en Chile por Quad/Graphics
ISBN: 978.956.15.2314-2
Inscripcin N 237.062
Se termin de imprimir esta 2a edicin de 3.900 ejemplares, en el mes de
diciembre del ao 2014. www.richmondelt.com
2
INDEX
Scope and Sequence of your book 4-5 Unit 5 130

Get to know your book Transcripts 150-151
Students Book 6-7 Extra Test 152-153
Reinforcement Activities 154-155
Get to know your Book
Teachers Book 8-9
Unit 6 156
Introduction 10-19
Transcripts 176-177
CD Index 20-21
Extra Test 178-179
Functional Language 22 Reinforcement Activities 180-181
Thematic Index 23
Welcome 24-25 Unit 7 182
Transcripts 202-203
Unit 1 26 Extra Test 204-205
Transcripts 46-47
Extra Test 48-49
Reinforcement Activities 50-51 Unit 8 208
Transcripts 228-229
Extra Test 230-231
Unit 2 52
Transcripts 72-73
Extra Test 74-75
Reinforcement Activities 76-77 Songs and Rhymes 234-239
Grammar Reference 240-247
Unit 3 78 Rubrics for Skills Assessment 248-249
Transcripts 98-99 Question Bank 250-251
Extra Test 100-101 Irregular Verbs 254
Bibliography 252-253
Websites 255
Unit 4 104
Transcripts 124-125
Extra Test 126-127
3
SCOPE AND SEQUENCE OF YOUR BOOK
Units Contents Reading Listening Speaking Writing Wrapping Up
Stereotypes An article A description Describing A description Review

UNIT 1 p.12-13 p.14 people p.13 p.25
Vocabulary p.11
People and on clothing An email A narrative A summary of a Worksheets
A debate
our Beliefs and describing p.14 monologue
p.16
popular story
people p.15 p.26
unit
1 People and Our Beliefs
Three stories p.19
p.18-19 A song Retelling a Project
Cultural story An original story
p.17
differences p.24 p.28
Reading and Understanding Speaking p.24
A conversation
Use skimming and scanning reading Integrate listening skills as a basic ability for
techniques. oral interaction.
Locate evidence within the text that allows Signal attention, understanting, agreement
the justification of simple infereces. and disagreement in conversations, and
Integrate written expression to demonstrate initiate, maintain and close a conversation.
Urban legends
understanding of texts that have been read. Self correct and reword statements.
My Progress
Listening and Understanding Writing
Identify relevant details to find out the main Use connectors to sequence sentences in
points of a listening text. a logical, cohesive and coherent way for
Locate expressions and fixed phrases communicational purposes.
associated to communicative functions. Correction of cohesion and coherence
p.20
Integrate oral and written expression to of their writing tasks according to its
demonstrate understanting of listening texts. communicational purpose and audience.
Living in Harmony
Respecting and valuing the ideas and cultures of all people equally.
10 UNIT 1
Myths and A story p.29

p.10-29 folktales p.22
Music genres An article Music genres Discussing A text message Review

UNIT 2 and music p.32-33 p.31 literature p.36 p.45
festivals p.39
The Arts and
An article An interview A paragraph on Worksheets
Their Influence Graffiti and An interview the relationship
street art p.38 p.35 p.46
2 The Arts and Their Influence
p. 34 with social
media
unit
Compound Four summaries A conversation Project

adjectives Preferences p.42
p.41 p.39 p.40 p.48
Reading and Understanding
Discriminate between the main idea/s and
Speaking
Integrate listening skills as a basic for oral
Literature and A paragraph

A report My Progress
irrelevant information to summarize the interaction.
on a cultural
central meaning of the message. Signal attention, understanding agrrement
Distinguish between fact and opinion by and disagreement to initiate, maintain and
identifying explicit and implicit information.
Finding out
close a conversation.
film
Use previous knowledge of different topics, Use connectors to sequence sentences in
non-verbal clues, gestures and intonation to a logical, cohesive and coherent way for
p.43
anticipate the content of the message and to communicational purposes.
movement
whom it is directed. Correction of cohesion and coherence
Identify relevant details to find out the main of their writing tasks according to its
information
points of a listening text. communicational purpose and audience.
Living in Harmony
Valuing and discussing the diversity of cultural expressions and the value of local artists.
p.44 p.49
30 UNIT 2
Social p.44
p.30-49 Networking
Reality Shows An article A conversation Discussing A text message Review
literature p.65
UNIT 3 Formal and
p.51-52 p.54
p.39 p.36
informal A TV episode Worksheets
Whats On? letters
An article An interview A paragraph on
p.55 the relationship p.66
3 Whats On? p.58-59 p. 34
unit
with social
Advertising The history of a media Project
A narrative text product Preferences
p.42
Use skimming and scanning reading
Speaking
Integrate listening skills as a basic ability for
Language p.64 p.60 p.40 p.68
related to
A paragraph
Use context and relevant explicit facts to Signal attention, understanting, agreement
A story
infer information that is clearly suggested. and disagreement in conversations, and
Finding out
driving and on a cultural My Progress

p.62
information
Living in Harmony
Learning to reflect on what we see and read before we decide it is true or false.
safety movement
50 UNIT 3
p.50-69 A conversation p.44 p.44 p.69

Telling stories p.63
Language An article A report Discussing Two text Review
related to about social messages
UNIT 4 technological
p.72-73 p.74
networks p.71
p.85
gadgets and An essay A report p.73 Worksheets
Keeping up with the effects of p.76 p.75 An essay
Technology using Internet Making p.77 p.86
An article A narrative predictions
4 Phrasal verbs monologue A list of rules Project
p.78-79
Keeping up with Technology
unit
p.80 p.83
Modal verbs An informative p.80 p.88
text A TV
techniques.
Speaking
oral interaction.
Linking words programme My Progress

p.81
p.82

Compound An article
Living in Harmony
p.89
Discussing our responsibility in the use of technology and reflecting on our personal role in a
changing society.
70 UNIT 4
nouns on
p.84
p.70-89 technology
and the future
Answers 170 - 179 Grammar Reference 180-186 Rubrics 187 - 188 Pronunciation Guide 189 Learning Objectives 190 - 191
Units Contents Reading Listening Speaking Writing Wrapping Up
Vocabulary An article A description Interviewing Two Review

UNIT 5 on career p.92-93 p.91 your classmate descriptions p.105
Part Time or prospects, p.94 p.97
jobs and job An article An interview Worksheets
Full Time? skills p.98 p.95 Role-playing a
A curriculum
vitae p.106
5 Part Time or Full Time? dialogue
unit
Reported An informative A radio p.104

text p.97 Project
speech and programme
reported p.101 p.100
Speaking
p.108
questions
Integrate written expression to initiate, maintain and close a conversation.
demonstrate understanding of texts that Self correct and reword statements.
have been read.
Writing
An interview
Listening and Understanding Use connectors to sequence sentences in
Identify relevant details to find out the main a logical, cohesive and coherent way for
points of a listening text. communicational purposes.
My Progress
Locate expressions and fixed phrases Correction of cohesion and coherence
associated to communicative functions. of their writing tasks according to its
Integrate oral and written expression to communicational purpose and audience.
demonstrate understanting of listening texts.
Living in Harmony
Practising good work ethics and rigour while being responsible and perseverant.
90 UNIT 5
2nd p.102
p.90-109 conditional p.109
Vocabulary An article Three narrative Discussing A blog entry Review
on free time, p.111 monologues about a text p.117 p.125
UNIT 6 friendship and
travelling
A poem
p.113
p.112 p.111
A paragraph on Worksheets
A song Discussing cultural aspects
Spending Time Three narrative p.114 about p.119 p.126
Connectors
Together texts teenagers
p.115 A conversation p.112 A description Project
6
Question tags
An article
Spending Time Together
unit
p.116 Giving advice p.124 p.128
Uses of play, p.118-119 A narrative text p.113
do, and go My Progress
Discriminate between the main idea/s and
irrelevant information to summarize the
Speaking
interaction.
Two p.121 Interviewing
descriptions
central meaning of the message. Signal attention, understanding agrrement and
Distinguish between fact and opinion by disagreement to initiate, maintain and close a
identifying explicit and implicit information. conversation.
Should/ your classmate p.129

Use previous knowledge of different Use connectors to sequence sentences in
topics, non-verbal clues, gestures and a logical, cohesive and coherent way for
intonation to anticipate the content of the communicational purposes.
message and to whom it is directed. Correction of cohesion and coherence of their
Identify relevant details to find out the writing tasks according to its communicational
p.124 A narrative
main points of a listening text. purpose and audience.
shouldnt p.116
Living in Harmony
Understanding relationships with friends and family while respecting other cultures.
110 UNIT 6
monologue
p.110-129
p.122 Role-playing a
situation
p.120
Language An article A narrative Discussing A paragraph Review
UNIT 7 related to p.132-133 monologue about health giving advice p.145
Moving health and p.135 p.135 p.137
habits An informative Worksheets
Forward text A report Sharing ideas A letter
7 Moving Forward
Used to p.137 about a text p.146
p.140 p.141
unit
Four narrative p.139 Project

3rd texts A radio
techniques.
the justification of simple infereces.

Integrate written expression to demonstrate
Speaking
oral interaction.
and disagreement in conversations, and
initiate, maintain and close a conversation.
conditional p.138 programme Discussing p.148
An article p.142 about staying

I wish/If only
p.141 healthy
My Progress
Living in Harmony
Emphasizing the importance of a healthy diet and good habits to preserve our health.
Knowledge of the self, ones potentials and limitations.
130
p.142
UNIT 7
An article
p.130-149 Prefixes p.144 p.149
Language Two poems A report Discussing An email Review

UNIT 8 related p.151 p.154 about natural p.160 p.165
to natural resources
Four informative A conversation
The Price of resources
texts
p.154 A report Worksheets
and the p.163
Progress environment p.152-153 p.155 Role-playing a
p.166
dialogue
8 The Price of Progress
Suffixes An article A weather p.156

Project
unit
p.157 forecast Discussing

Direct and An article p.160 about climate
indirect p.158 p.168
changes
questions
Reading and Understanding Speaking
A conversation p.160
An article
Locate evidence within the text that allows Signal attention, understanting, agreement and
the justification of simple infereces. disagreement in conversations, and initiate,
My Progress
Integrate written expression to demonstrate maintain and close a conversation.

p.161
p.164 Interviewing
Adverbs
Living in Harmony
Learning about our own natural resources and being conscious of our and other peoples actions.
An article your classmate

150
p.169
UNIT 8
p.150-169 Connectors p.163 p.162
Transcripts 192 - 210 Thematic Index 211 Glossary 212 - 213 Bibliographies 214 Websites 214 Verb List 215
Get to know your STUDENTS book
Get to know your book!

Read about the titles. They will help you follow and enjoy your book.
Reading
reotyp
es
Speaking
In this section you will read a variety of texts
1
an d Ste
S SO N 9 In pairs
LE
ss ions
that will build your vocabulary and reading
, look at 10 Talk abou
following ques the pictures and answ
pre
er the t other activi
First Im
tions. You ties in your
box for help. can use the life.
Speak Out! A project
a Have you started
you ever been doing
comprehension in English.
es?
themselv b What
activities do
to the theat
re or balle The music
s see types? c What you see in t? you enjoy
teenager
dancing to
re stereo art forms the images?
Chilean Are the
do you like? Food you
How do world? like eating
over the
same all A book you
loved readi
s look the ng
Listening
Do teenager help you
. A film you
hated
words to watching
. Use the
wearing A play you
t they are
lary
are thinking
Vocabu
cribe wha trousers
of seeing
pair s, des
In this section you will listen to authentic audio

and, in t-shirt shir t Something
the pictures hoodie tie boots you haven
t finished
1 Look at headba
nd belt doing
ring leggings An activity
earrings you spend
klace time doing
nec
samples that will improve your understanding

A country
you are inter
ested in visitin
g
e.g.,What music
do you enjoy
I love listen listening to?
ing to Chile
of spoken English.
opera. an rock and
I really hate
Writing
edia.org
Speaking
11 Write 6 sente
nces using
commons.wikim
below. the words

Sol in the box
Javier listen | eat
| think | play
| read | work
Camila
g SPEAK OU a
Speakin
stions Pre-writing
the que T!
In this section you will put into practice what you

. Brainstorm
Francisco tes with ideas.
classma n with the Use these b Drafting. Writ
w three sentatio expressions
Intervie n prepare a pre
to talk about e a draft.
r answers. 4 I love listeni your likes and c Revising.
check you h below. The ained.
ng to music dislikes.
Listen and re to eac I really hate . Once you
have finish
2 three mo results
obt wear? watching roman read your ed writing,
adding work and
have learned by speaking with your classmates.

hes by you usually colours I dont enjoy tic comedies. check it.
the clot do ? What walking the d Editing.
3 Classify at clothes urful clothes I cant stand dog. Read your
a Wh colo s making my spelling and work again
list. you like ting jean What do you bed. punctuatio and check
b Do prefer? tight-fit like doing on n.
do you baggy or I like playin Sundays? e Publishing
Tops: r wear g video game . Share your
s: you eve you go
out? What about s very much classmates. work with
Bottom c Do ? Wh en? n . your
ring, ... UNIT 2
or trou
sers
ally wea
r whe you?
Jewellery: : at do you usu
ries d Wh
Accesso 11
ar:
Footwe
37
UNIT 3
Pre-Reading
Post Reading
13 Who and what can
you see in the picture?
Where is the situation taking 15 Work with a partner.
place? What do you Without reading the story
think has just happened? again, put the main events
in order. Only check
once you have finished.
a Bruno escaped and ran
after the other dog.
b Carolina went into the
Writing
supermarket.
c Bruno saw another dog
and started barking.
4
S SO N d Carolina caught Bruno.
LE
s
Myths & Legend
e They went to have a
In this section you will put into practice what

coffee together.
f Carolina tied Bruno to
a lamppost outside
the supermarket.
g She apologized to the
boy.
you have learned by developing written tasks.

h Carolina ran out of the shop
to catch Bruno.
While Reading i She saw Bruno running towards
the park and
crossing the main road.
14 Read the text to check
if you guessed correctly. j The boy saw the dog, turned
and fell off his
scooter.
Pronunciation
Bruno had a really lucky i ____
escape
I had gone into the supermarke yesterday. vi ____
biscuits and had left t to buy some ii ____
him tied to a lamppost vii ____
outside. The next thing iii ____
I knew, I could hear him viii ____
In this section you will practise different sounds

barking furiously. He had iv ____
seen a huge dog and
escaped. v ____ ix ____
As soon as I realized what x ____
had happened, I left
the biscuits in the shop
and ran out to catch him, 16 Now, try to re-tell
but he had already gone. the story in your own words
that are important for understanding and

Then I saw him running together with your partner.
towards the park and Use phrases like
I went after him. All of when, yesterday, and connecting
sudden, he ran straight a
across the main road! words to help
was terrible! As he was It your story flow.
running across the road,
a scooter appeared. When
the rider saw Bruno
communicating in English.
he turned violently to
avoid hitting Bruno, but
unfortunately, he fell off
the scooter. LIVING IN HARMONY
Luckily, I grabbed Bruno
in time and nobody got
hurt. The boy was very You will experience many
nice about the whole changes when this year is
thing. In fact, he invited over and many decisions
me to get coffee next will be made. Sometimes
week! we can make mistakes but
thats okay as long as we
Practice
learn from them. Dont
Pre-Listening
forget to take a moment
before you make an important
to your mind? myths and decision.
ons, what comes the following Chilean
1 Look at the ilustrati legend. Then match
n a myth and a
the difference betwee background knowledge. women.
2 In pairs, discuss
In this section you will practise the main grammar

description using
your who impregnates
legends with their i _____ A dwarf the desert.
ii _____ Flower
s in 64
a Desierto Florido _____ An enchan ted lake. UNIT 3
iii
b La Calchona id.
iv _____ A merma
point using a variety of exercises.

c Portillo
v _____ A witch. brings good luck to miners.
d Alicanto that
vi _____ A bird the same
e Pincoya sisters who loved
vii _____ Three
f El Trauco young man.
as
g Las Tres Pascual
While Listening myth or legend

it refers to.
and identify which
3 Listen to the story
UNIT 1
22
Language in Use
This section helps you review and remember
the most important points in the lesson.
4
S SO N
LE s
Es ca pe
Lucky
Learning Tip
NG TIP in a stor
y
LEARNI tify the
order of
events
en, yest
erday, soo
n
d to iden or phrases (wh ntion to the verb
If you nee
onunciati o
ds
Pr
atte forms.
time wor special
listen for and pay r different
re, next) re) in thei
This section offers tips and advice to develop

ning after, befo t, present or futu
Pre-Liste
ng? Tell
n
somethi 6
d by tenses (pas Listen to each
r bee n shocke word. Put each BRITISH / AM
you eve ERICAN
1 Have ut it. main tening word unde
Post Lis
tner abo r the
your par at are the ns. pitch
and improve your learning skills. Read

ions. Wh the definitio correct gh
sound. field
illustrat ords to football
k at the ch the w stops
2 Loo of the stor y? 5 Mat vehicle practise (verb soccer
events when a ly and slides g sound (go) ) practice (verb
sudden f sound (stuff) )
silent (high)
crash in a car Speaking
carefully, they are very useful!

device
a safety
lad t Add two more 8 Look at the
d an acciden words in each
column.
pictures.
in the roa What are they
a bend about these
famous for?
Make sente
ke
not awa information
people using
questions to
nces
gives
American/British
. Practice your check
licence nt that
a documeright to driv
e LANGUAG sentences
you the
E IN USE in groups.
We add a
question at b
skid man information. the end of
a young Can you see a statement
to check
are made? a pattern in
This box shows you the differences between

cious Explain. how the phras
uncons es
a curve e.g., You are
coming
You arent comin to the party, arent you?
seatbelt
un ciati on He can drive,
g to the party,
are you?
on
cant he?
American and British English.

She doesnt
own a car, does
Pr
They will campi she?

ng, wont they?
g
followin d
6 Read the . With Practice
g
Liste nin
h ions a
ure in eac express
W hile
Check This Out!

e
rect pict , practic 7
the cor a par tner with and Match each
choose express
statement with
Listen and saying them usiasm. ssed to a You want the correct c
3 enth are stre question.
pair. e sentenc
es without ds that to go skate
boarding,
plete thes the wor b Carlos
Identify loves surfin
n and com g,
This box gives you some extra information

sm. c Jogging
Listen agai ideas. enthusia le! is boring,
4 Bradys w, that s incredib d Teresa
with Mrs because
... a Wo she do? didnt play
football last
oclock what did e Everybody year,
a It was 7 b So should do
e... and... f Hes a exercise regul
a car cam g too fast
about the topics you are reading or listening

famous tenni arly,
b and was goin s player,
young lad ____ dont
c the . UNIT 6 you?
kily, he.. ____ isnt it? ____ doesn
d Luc t he?
____ isnt he? ____ shoul
UNIT 3
dnt they?
to. This information helps you complement

a __________
____ did she? _________
c __________
b __________ _________
_________
d __________
62 _________
123
your knowledge. Read!
6
WELCOM
Speak Out!
Speaking
E This section provides useful language to
2
S SO N
LE
ange s
8 9 Work in pairs. Ask and answer the questions.
help you improve your conversational

a Read the poem. What is it about?
M ak ing Ch
1 Which stude
a Whats more important in your life: the nts do you
identify with?
I have too many things happening this year. internet, TV, music, literature or phone Im bad at
Too much homework and a lot of conversations? Why? learning
skills.
languages
problems with my peers. b How much time do you spend on each . Ill neve
r
improve. I dont want
When I surf on the net my problems disappear. every week? to speak
because Im
I can get lost, time flies, my mind becomes clear. scared of
c Do you keep a diary? Why or why not? making mista
ing uss
Pre-Listen
I can listen to many songs and
ramme? Disc kes.
e of the prog read a lot of books. d Do you tell your online friends all of your
t is the nam
image. Wha I can even learn many recipes problems? Why or why not?
1 Look at the below as a class.
Step it Up!
because I love to cook. e How can living your life online become Daniel
the questions
of Canal 13
a satire? ue? My parents say I spend too much time unhealthy?

the family show critiq es to Chile
, too?
How is s does the the US appli chatting with my friend Brook Cris
s of value I need to
Courtesy
type of
Wha t
think the
social critic
ism
But I told them to try it and theyll get hooked. Writing study more
Do you
This section presents an extra activity

why.
In what ways
? es? Explain otypes wou
ld you
10 Write a paragraph about a cultural movement
grammar. I need to
s stereotyp , what stere
character translate
Are the similar show b In pairs, discuss the poem. Do you identify you have learned about on the Internet. Use
writing a
If you were socie ty? with the speaker? Explain why or why not. the diagram below as a model and complete the every word
.
Chilean
critique in in cooking text in your notebook.
to challenge your English skills.

meanings. smell to use c Notice the quantifier words that go before
s with their g taste or
the word
2 Match with a stron each word in bold. Why do we use many in
Some ideasstyle
are:of music | A fashion trend Eva
powders t something en A new
opinion abou in the kitch some cases and much in others? Go to the
t to change spice s that are used t see you Grammar Reference on page 181 to check.
A genre of film | An artistic movement
Spe aking
malle keep they don A social practice Manu
a place to quietly so Explain the rule to a partner.
spice rack to someone
to go close 2
to sneak up hammer mad
e of wood Talk to your
zine,etc.)
Living in Harmony
a big aelan gelo maga partner and
David by Mich pape r, Speak Out! answer the
sculpture ia (tv, news box for help. following quest
a famous in the med ions using
the press who work a Where the
spices
the people LIVING IN HARMONY b Where
do we find
written Englis SPEAK OU
to change
mind c Where
do you see
the English
h language? T!
Social media makes everything easier, including have you heard language in I often chat
This section asks you to reflect on

nt. your daily life? with...
ie being viole misinterpretation. We should always be careful of d Do you
listen to music
English? I see...
hter Magg
ening for her daug how much we share on the Internet as well as aware e Do you or watch video
While List
ever chat with I usually listen
es a TV show of who exactly can see our specific posts. Always Subject people in other
clips in Englis to...
de wher e Marge blam nt against
it?
consider your audience online so you can avoid countries online
h? I have heard
...
an episo a moveme 3 a Look ?
Listen to e started how easy it I always watch
fundamental values that help us live

3 after Marg misunderstandings and, most importantly, remember is to learn videos in...
ss: ramm e d? English!
In pairs, discu cartoon prog sculpture
Davi that behind every post and like is a living, breathing Simple alpha
bet: The girl
t happ ened to the es opin ion of the person the
with feelings and opinions just like you, and Where Where did Why is it Easy plurals: and the dog.
a Wha about Marg n to One car
can you infer order. Listethey deserve to be valued and respected. did it you hear two cars. There
b What were correct? in chronological innovative? Short word
s: Most basic are very few
actio ns res start? about it
think her . Put the pictu exceptions.
harmoniously within society and the

Longer word words are
c Do you to the script again s are often short, for exam
ple:
listen Call everybody short ened: fridge run, work, big,
pictures and you: You can : refrigerato go, man.
Look at the ers. r, PC: perso
dia.org
4 check your
answ F
or to a group
of people.
say Do you
speak Englis nal computer.
phrases to h? to your
s.wikime
E b Write friend or to
down two
world around us.

D more easy your teach
your ideas er
common
C with your partn aspects of learning

B er. English. Then
think abou
A t what you
find difficult.
8 Share
55
44 UNIT 2
WELCOME
Review Pr
oject
3
o r k s h ee
ro
y P gr
es
M
4 3
W
In this section you will find activities to
ts
s
un it Listening
unit un it
ldre n? 1
ising to Chi
Complete
inst Advert
the sentences
help you review what you learned in each

5 Circle TVtheorcorrect option with the phras
For or Aga
a At 10pm
children on the to complete the sentence. last es you hear.
aimed at
Are You started chatt night, Susana _______
an adverts ? Wha t are I really
Juan: You will hear
want to learn English. But its too
of any Chile are adequate late now. You (a) have to / dont b her sister
ing. ________
_______ her
the recording
twice.
Can you think ? Do you think they a language. have to start young to learn TV when
Who is it aimed at? /hear d them ul? Doris: Thats c Then
insisted that
the blogs can her sister
came over
unit. By totaling your score, you can see

advert. seen usef not true! You (b) have to / dont , they spok
Look at the es have you k they are have to be young. I started learning e about realit _______ and they
1
what programm them ? Do you thin speak it fluently now. English when I was 16 and they ment
ioned y shows that
________
_______ by
radio? On n the y see Man vs. Wild sometimes anyone with
tions whe Juan: So what do I (c) have d Later, they . _______ a computer.
to / must do?
childrens reac Doris: To start, buy a book and e She had
______ ____
_______ dinne
________
_______ in
study it at home. You also (d) tried to call r when their exotic place
teacher in class. have to / dont have to pay attention s and
where totalling you need more practice.

to your him before dad showed
Juan: I dont like my teacher
at school. Rea ding dinner to invite
him, but his
up.
mobile phon
Doris: You (e) have to / dont e _______
have to like your teacher necessarily. ____________
Juan: I dont know. I mean, I You have to pay attention! 2 Billbo ___.
want to learn English. I (f) have ards, as you
Doris: Well, I think you (g) have to / dont have to learn it for my motorway know, are points
Just follow the suggestions for review in

to / dont have to work hard. But future job. s, and cove large poste /5
its fun, too! ring rs used to
terms of sloga buildings or advertise
ns and imag construction products. They
6 Complete the following The pictures es. Slogans sites. This type can be
or sentences using verbs 7 Match the following words
have to be
distinctive
have to be
shor t and of advertisem seen near main road
can agreea possibility or things
that express with the correct Answer the , so that peop humorous, ent differ s s and
debate, you ever, that you are questions le notice and so that peop from othe
end of the ments. How meaning. rs in
the box at the bottom of the page.

or arent in your own le can read
6 At the some of the state ableents to do.
to a What words: remember
them them quick
on with gum are billboards? . ly.
going to take disagree ounter-ar a adapt
ion you are ust find c a Children b Where
what posit it? you have to m t. b gadget can billboards
2 Decide or against prove your
poin b Technology c What be found? d Why is
Are you for c criticism are slogans billboard adve
the issue. too much. like on billbo rtising differ
g on TV is . c The football team d interact Writing ards? e What
are the imag ent?
adverstisin informative
e.g., I think g on TV is es like on
AK OUT!
e warning billboards?
on, advertisin d It
Worksheets
In my opini
storm argu ments to SPE y are speaking: 3 Writ e a story abou
team, brain notes. pt a person
when the
e In the future ___ to communicate with points
3 With your and make To interru
t a past even /5
poin t of view for help. te ___ something that makes you understand t. (70 word
support your Out! box minu s). Use the
Hold on a f Nowadays
can use the Speak a minu te there is a possible danger story on page
64 as
You ing TV Wait a model.
These pages provide a number of

from enjoy ___ to change something to suit
g stops you One sec... different
e.g., Advertisin or so! Excuse me...
conditions
programm
es.
d every few minutes Wait ... ___ a small device with a particular
purpose
interrupte
Films are Be confid
ent the class. ___ giving your opinion about
something or
opinions. the rest of
debate to
exercises and word games to continue

someone
s to give your play your
4 Take turn 7 Role - 8 Using allthe rtisin g board
and direc
t. l to theadvewords from exercise
rtisin g to 7, create a dialogue that talks
a formal emai opic: adve about technology.
I think 8 Write ition on t words.
g your pos 80 100
inion confirmin
In my op e between
building your English skills.

child ren. Writ
w
In my vie
concerned
As far as Im or disagree
say, agree
r people rguments.
what othe
5 Discuss are counter-a
, and prep UNIT 3 Keep prac
with them tising
k so?
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Project
9 3
ure ( /10
Im not s 0-5 Good job!
ee.
dont agr
Sorry, but I 6-10 Brilliant!
12-16
UNIT 3 17-20
This is a hands-on project that allows you

87
68 69
to put all of your skillsReading, Writing,

Speaking, and Listeninginto practice.
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skim suggesti iii study archi nd the world year. for decision
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You will take a test at the end of each unit,

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thinks its a
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tic.
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95
UNIT 5 Keep pract
ising

Lets revie
w points
0-5 Good job! /5
6-10 Brilliant!
11-15
16-20
109
7
UNIT 5
Get to know your Teachers book
CD Index CD INDEX THEMATIC INDEX
In this section you will find all the audio tracks you need for the lessons Track 1 Classroom Language
Welcome Unit
Track 2 page: 9 Activity 4.
A
Art L
Legends
organised by page and unit and with their corresponding number.

C
Unit 1 Career prospects M
Track 3 page: 11 Activity 2 Clothing Music
Track 4 page: 14 Activity 13 Cultural differences Myths
Track 5 page: 15 Activity 2
Track 6 page: 17 Activity 6 E N
Track 7 page: 20 Activities 8 and 9 Environment Natural Resources
Classroom Language
Track 8 page: 22 Activities 3 and 4
Track 9 page: 24 Pronunciation Activity 9 F P
Track 10 page: 29 My Progress Unit 1 Activity 2 Food Personality
Track 11 Extra Test Unit 1 Urban Trends Folktales
Free time R
Unit 2 Friendship Reality Shows
Track 12 page: 31 Activity 1b
In this section you will find useful expressions for proper classroom
Track 13 page: 31 Activity 3 CLASSROOM LANGUAGE H S
Track 14 page: 33 Pronunciation Activity 10 Health and Habits Social Networks
Track 15 page: 35 Activity 3 Stereotypes
Track 16 page: 36 Pronunciation Activity 8 I
Track 17 page: 39 Activity 8 Welcoming students Checking for understanding
Internet T
management.
Track 18 page: 43 Activities 5 and 6 Good morning everyone! Do you understand?
Technological gadgets
Track 19 page: 49 My Progress Unit 2 Activity 1 afternoon everyone!
Good Do you need help?
J Travel
Track 20 Extra Test Unit 2 YouTube How are you today? Can I help you with this?
Jobs
OK, lets start todays class. Is that clear?
Unit 3
Are you sure?
Track 21 page 54 Activity 11 Taking attendance Are there any questions?
Track 22 page: 55 Activities 3 and 4 OK everyone, your attention please. Can we continue?
Track 23 page: 60 Activity 11 Im going to call the roll. Are you done?
Track 24 page: 61 Pronunciation Activity 14
Thematic Index
Have you finished yet?

Track 25 page: 62 Activities 3 and 4 Giving instructions
Track 26 page: 63 Activities 8 and 9 Silence, please. Encouragement
Track 27 page: 69 My Progress Unit 3 Activity 1
Everyone, listen up. Super!
Track 28 Extra Test Unit 3 Marketing in the USA
Now, listen. Well done!
Listen carefully. Excellent!
Unit 4 Keep your voices down. Brilliant!
This is a glossary of the topics and themes you will find as you go through
Track 29 page: 74 Activities 16 and 17 Lets calm down. Wonderful!
Track 30 page: 75 Activities 3 and 4 Come to the board. Congratulations!
Track 31 page: 80 Activity 8 Come to the front. Good job!
Track 32 page: 82 Activities 2 and 3 Please, go back to your seats.
Please, open your books to page Going to recess
Track 34 Extra Test Unit 4 Social Networks Close your books, please.
the text. This section helps you to be prepared for each lesson.
Lets go to recess.
Lets go back to page Time for a break.
Pay attention, please.
20 You cannot eat in the classroom. Saying goodbye 23
Everybody, lets tidy up! OK everyone, times up.
Students Book pages 8 and 9

Lets clean up, please.
Please repeat after me.
Repeat, please.
Alright, thats it for today.
Class is over.
See you next class.
Raise your hand. Have a nice day.
Hands up!/Hands down! Have a nice weekend.
Thumbs up/Thumbs down. Goodbye, everybody.
Check your answers.
Wait for your turn.
Work in pairs, please.
Work in groups, please.
WELCOME
Lets sing a song!
Lets sing! Everybody, join in!
Look at the picture.
Mark with a check.
WELCOME
Write your name.
Lets read. What does it say?
22 Lesson Summary
1 Which students do you identify with?
Aims: Motivate students to learn
I dont want to speak
English. Im bad at learning
languages. Ill never because Im scared of
Suggested Time improve. making mistakes.
45 minutes
Vocabulary
Learning English in different ways Daniel Cris
Transcripts Communicative Aims

Use context and relevant
information when asking simple
I need to
study more
grammar.
a Tes
I need to
translate
every word.
In this section you will find the transcripts for each track, which you may xtr
PHOTOCOPIABLE
questions. 1
t
E
I fell in love again
unit
(Review
There is a young woman in this picture. Shes in the
Simple Questions)
use to correct activities and to prepare follow-ups or other related tasks.
middle of the photograph. She looks older, maybe all things go, all things go Eva Manu
in her fifties. Shes slim, with red hair. I dont think drove to Chicago
Materials
shes very tall because of her shoesthey have very all things know, all things know
Listening

Vocabulary

Speaking
high heels. Perhaps shes quite short and wears shoes we sold our clothes to the state
like this to seem taller. Shes wearing quite unusual 1 Listen to the reporter talking about urban groups 2 Match the adjectives in column A with their opposite
I dont mind, I dont mind
2
clothes: a dress that seems to be taken from the 19th and decide if the following questions are True (T) or in column B.
Century, ripped tights and those shoes. She looks as I made a lot of mistakes
2 Talk to your partner for one minute then share with the class. B
SPEAK OUT!
Extra Test:
False (F). You will hear the recording twice. A
in my mind, in my mind
Dictionary
if shes reading a book. In the background you can
see a park with children playing. I think it might be in Chorus a Where do we find English words in our
a Punk rockers were an urban group in the eighties. everyday lives new
second-hand I think
a big city like London or Tokyo. She could be waiting What do you think?
you came to take us here
b Young people inidentifying
enjoy Chile? and sharing with introvert awful
for a friend.
all things go, all things go
b Where have you seen English?
others who have the same tastes and lifestyle. baggy short
In my opinion
to recreate us c Hippies loved Bob Dylan, flower power, and free And your opinion?
c Where have you heard English?
This is a photocopiable page for you to use as further evaluation, and see
straight tight-fitting
all things grow, all things grow love. Because
we had our mindset d Do you listen to music or watch video clips in English? tall extrovert
d There is only one type of Goth. But
all things know, all things know e Do you ever chat with people in other countries online?
Warm Up
thin curly
e Emos have an identifiable type of hairstyle.
Track 5 page: 15 Activity 2 you had to find it
wonderful fat
3 a Look how easy it is to learn English!
the progress of students throughout the unit. It has a step-by-step guide

Speaker: Im really interested in the culture of other I drove to New York points /5 points /5
Simple alphabet: The girl and the dog.
1. Have students
countries. I dont know why but I always
think other cultures are more interesting look at the
in a van, with my friend
we slept in parking lots
Reading
Easy plurals: One car two cars. There are very few exceptions.
3 Answer the questions according to the information in the text. Use your own words.
than my own culture. Every time I travel
illustrations onII was page 8 and read
dont mind, I dont mind Short words: Most basic words are short, for example: run, work, big, go, man.
provided with answers.

I learn wonderful and interesting things Two teenage boys were recently imprisoned for life As the girlfriend tried to stop the attack, holding
about other cultures. in love with the place Longer
for murdering words
a woman becauseare
sheoften shortened:
was dressed fridge:
his head on her refrigerator, PC:
lap and calling for help, personal computer.
some of the
what
One of the biggest each
surprises I had was when person says. Ask
I made a lot of mistakes
as a goth. The woman, twenty, and her twenty-one-
Call everybody
year-old boyfriend (both of whom you:
gang began kicking her. She was left lying by her
wereYou can say Do you speak English?
wearing to your friend or to your teacher
boyfriends side, unconscious. Police took them to
I went to the USA as a child. Im English so I black clothes and had piercings) were walking home the nearest hospital and the woman was in a comma
or to a group of people.
questions
thought Americans had the same culture asin general. Use the
me. When I went to America I understood
Chorus
through a park when they met a group of teenagers.
At first, there was a good-natured and friendly
for two weeks before she died. The boyfriend has
been out of his comma for a while now and claims
he finds the world a terrifying place to live in.
b Write down two more easy aspects of learning English. Then think about what you find difficult. Share
SPEAK the culture ofOUT!
Americans and Brits are very different if I
box to help you.
was crying atmosphere between the young people, but this
Suggested Questions
conversation quickly became cruel as a group of The judge, who sentenced the attackers, said that
people. Understanding other in the van, with my friend your ideas with your partner. their
five youths attacked the twenty-one-year-old man. behaviour seemed to be based solely on the
people is very important. It helps us all to it was for freedom He was suddenly knocked to the ground and kicked way the pair were dressed.
get along. If everyone really tried to learn about until he was unconscious.
about other cultures, the world would be
from myself and from the land
I made a lot of mistakes
8 WELCOME
a more peaceful place. And as the world is
a What did the young people walking in the park look like? d Who rescued the young people?
becoming smaller, I think this is happening. Chorus
In each lesson you will find direct questions that will help you to guide
b Who did the teenagers attack first? e What does solely mean in the last sentence?
c What made the gang attack the woman?
points /5
47
SPEAK OUT! Speaking Keep practising Lets review Good job! Brilliant!
students through activities that need particular attention. Get students to talk about their
experience learning English in the
1.Students identify themselves with pictures and the information.
50
2. Students read the questions and answer in pairs. Then they share.
0-3 4-7
TEACHERS BOOK
8-11 12-15
past and what are their expectations Write answers on the board in columns a, b, c, d, and e.
for this year. 3. Ask students to complete the activity in their groups and to use the
Teacher: What experience have you SPEAK OUT! box to help them express opinions.
had learning English? Has it been
dififcult? Easy? Interesting?
Lesson Summary
3
ES S O N L
Aims: Develop reading
comprehension skills Travel Broadens Your Horizons
Suggested Time
90 minutes Pre- Reading
24 TEACHERS BOOK
Vocabulary
Travel and culture
1 Complete the questionnaire.
They Do Things Differently Here
Travel broadens the mind, but as experienced

a Have you ever been on a blind date?
travellers know, you need to adjust your mindset
b Have you ever done an extreme sport?
Communicative Aims c Have you ever sung in public? to enjoy your travels. Different destinations have
different cultures and it is easy to make cross-
Sequence sentences in a logical way d Have you ever been lost?
e Have you ever started a conversation with a cultural mistakes which lead to misunderstandings.
A quick look at eating customs around the
(Connectors) stranger?
f Have you ever eaten strange food? world highlights some typical problems. Anyone
Materials 2 Count your points according to your answers to
expecting to have dinner at 10 p.m. in the UK
will find many restaurants closing for the night.
question 1 and find out how adventurous you are. In fact, eating in someones house can be just as
45
No, I havent and I dont want to = 1 point problematic. Chinese hosts can press guests to eat
Dictionary No, I havent but I would like to = 2 points and drink more than they wish, and it is difficult
to say no without causing offence. Refusing coffee
Yes, I have = 3 points
in a Muslim house is also considered impolite. To
Reinforcement Activities
avoid being rude, accept the coffee and a couple
15+ You are very adventurous! You like to take
of the refills: drinking an odd number of cups is
Warm Up points risks and try new things. You enjoy being
with people who are similar to you and you
get bored easily. Be careful though dont
politer than drinking an even number.
Be careful how you show your enjoyment of a
do anything too dangerous! meal: even simple gestures can lead to problems.
Form groups of 10 students to sit 7 - 14 You are quite adventurous but you are
Joining the thumb and forefinger in a circle
This is a photocopiable set of remedial exercises which objective is to

might mean OK in the USA, but in France it can
in circles with 9 chairs. The person points cautious, too. You are interested in new
things, but at the same time you always actually mean zero and in Japan, money. Belching
after dinner is a sign of appreciation and thanks
without a chair says a sentence think before you act. You are a fun travel
companion. in some Arabic cultures, although in the UK this
would not be taken as a compliment to the chef.
using If you have. For example, If 0-6 You like to stay with what you know. And
Likewise, resting your elbows on the dining table
you like your home comforts. Dont worry
help and support either weaker students or to provide further practice

points
you have been to the beach, change theres nothing wrong with that. is considered bad manners in Dutch and Russian
PHOTOCOPIABLE
homes although it is more acceptable in some

chairs. The person without a chair Mediterranean countries.
3 also finds a chair and sits down.

While Reading
unit Reinforcement Activities 3 Quickly look through the text, find the
and revision on core contents.

The person left without a chair information and finish these sentences
a Restaurants in the UK close ________________.
1 Choose a word from each column, if it corresponds and write five sentences. Complete them with yourcontinues
ideas. with a new sentence. b Chinese hosts __________________________.
You may use a word several times.
c Resting your elbows on the dining table is
advertised considered ____________________________.
campaigns consumed d In the USA, thirteen is ___________________.
a contestant is chosen Background Information e The colour red has ______________________.
Background Information
an advert was sold
118 UNIT 6
the members are shown

Cultural differences around the
products were produced world:
food eliminated Shaking the head in a horizontal Pre-Reading While Reading
Section provided to help you with deeper information; tips or extra data
planned
direction in most countries
means no, while in India it 1. Students answer 3. Elicit what students know about how some
2 Look at the picture. Daro was angry because Malik
arrived late. Why had he arrived late? Write three means yes. the questions cultures may do things differently from Chileans.
sentences explaining what had happened to him.
about the topics you will cover in each unit.This will help you for activities
Laughing is connoted in most individually. Students read the text and check their answers
countries with happiness - 2. Students calculate for activity 3. Clarify any unknown vocabulary.
3 Read this text about advertising and answer the
questions. in Japan it is often a sign of their score and share Answers:
confusion, insecureness and with their partner. a before 10pm.
that require further research.

Advertising has been used since Roman times. a What is the best title for this article?
Adverts were found in the ruins of Pompeii and the i How to Make a Commercial
ii Advertising Then and Now
embarrassment. Encourage them b can pressure guests to eat and drink.
Egyptians used to make wall posters.The first printed
adverts arrived with the invention of the printing
iii Advertising Has Changed TV
Source: http://www.cicb.net/en/home/ to ask follow up c bad manners in Dutch and Russian homes.
press in the 16th century. Classified ads became b What is the meaning of the word goods?
i types of advertisements
examples questions. d the unlucky number.
popular during the 19th century when all kinds of
goods were advertised in newspapers. Today there ii the process of advertising e blood and anger connotations.
iii products
are numerous methods used: billboards, posters on
taxis and buses, printed press, and the cinema and TV
ads. TV commercials are considered to be the most
c
174
Name two advertising methods mentioned in
the text.
TEACHERS BOOK
effective. This is reflected in the prices TV networks i ____________________________________
charge for commercial airtime during popular TV ii ____________________________________
events. The Super Bowl football game in the USA
d Which method is thought to be the most effective?
is known as much for its ads as for the game itself. i TV commercials
The cost of a thirty-second TV spot can reach $2.7 ii billboards
million during the final. iii radio commercials
108 TEACHERS BOOK
8
a Tes
xtr
7
t
E
unit
Warm Up
Ask students what do they remember having worked on unit 7 and write the topics on the board. Have students
say out loud what they remember having read or listened about these topics and make some notes on the board
too.
Reading
1. Go through the instructions and check students have understood by asking some questions such as Do you
Common Mistakes
need to write anything? and Do you need to match?. You can also help them by explaining how to work in this type
of activities, in which they should first read quickly for a general idea of what the text I about and then scan for
specific information that links each paragraph to a heading. Students read and match individually so they can later
Grammar Reference
Section provided to help you with the effective use of the language check with a partner. Answers: a ii; b iv; c iii; d i; e v
FUTURE SIMPLE: WILL
Use:
a spontaneous decision
REPORTED QUESTIONS
When we report questions we make the same changes to
tenses, pronouns and references to time and place as we do
Listening an opinion, hope, uncertainty or assumption regarding

with statements:
through grammatical information concerning students usual errors. This

the future
Direct Speech: Do you often go to the cinema?
a promise
Reported Speech: He asked us if we often went to the
an action in the future that cannot be influenced
cinema.
2. Students listen to the recording for the first time and answer individually.
56 Before having them listen
Affirmative: I/you/we/they/he/she/it + will + verb
Direct Speech: Why are you so serious?
Reported Speech:He wanted to know why I was so serious.
again, get them to check in pairs. After the second time they listen, have whole class feedback to check the
infinitive
Negative: correct + will + not
I/you/we/they/he/she/it
We dont use auxiliaries like do, does or did in reported
will help clarify problems with word and sentence order, punctuation and
questions:
(wont) + verb infinitive
answers. Answers: a T; b F; c T; d F; e T Interrogative: will+ I/you/we/they/he/she/it + verb
infinitive+?
Direct Speech:What time did you go to bed?
Reported Speech: He asked what time I had gone to
bed
When we report yes/no questions, we use if or whether
Signal Words: in a year, next , tomorrow in the reported question:
Expressions: I think, probably, perhaps Direct Speech: Do you like eating crisps?
tenses, as well as provide useful tips to make the practice of receptive

Writing Reported Speech: He wanted to know if we liked
Unit 5 eating crisps.
Remember:
We use affirmative and NOT interrogative, word order
3. Encourage students to plan their writing in order to save time and organise their ideas better. AfterUse:
REPORTED SPEECH
writing, direct in reported questions:
to repeat what a person has said Direct Speech: Why are you wearing red clothes
students to the General Writing Rubric with Descriptors on page 188 of the Students book so they can assess
and productive skills more efficient.
today?
Direct Speech: I am not going to school today, but I will Reported Speech: She asked me why I was wearing
their own written piece before handing it in and to follow the three stages of writing (planning-producing-revising).
tomorrow.
Reported Speech: She said that she wasnt going to
red clothes that day ( NOT why was I wearing..?)
school that day, but she would go the next day. CONDITIONAL: 2nd
We often omit that in reported speech, especially in Use:
informal situations: To talk about imaginary or improbable situations in
Direct Speech: Toms been to London many times the present or the future
Wrap Up To give advice
Grammar Reference
Reported Speech: She said (that) Tom had been to
London many times.
IF CLAUSE (CONDITION) MAIN CLAUSE (RESULT)
We dont use quotation marks () in reported speech. Only
to indicate direct speech: If + past simple would + infinitive verb
This stage can be used for correction. Have students switch their tests with partners sitting close to them. Go Direct Speech:I love travelling and meeting new people
Reported Speech: She said (that) she loved travelling
If you saved money, you would be able to
buy a house.
and meeting new people.
through the answers with the whole class and clarify any doubts.
In this section you will find useful and simple grammatical explanations
Remember: We can replace would with other modal verbs in
We often use the verbs say and tell to introduce reported second conditional sentences:
speech. Tell is always followed by an object, but say is not: We could go to the theatre tonight if you wanted to.
She told me she was eighteen years old. If we phoned Julie, she might come with us.
She said she was eighteen years old.
NOTE:
Background Information Common Mistakes We often use were and not was in second
for you to use in the classroom when students require quick and specific
conditional sentences with the pronouns I/he/she/ it:
If Sally were here, she would know what to do.
Obesity is one of the most common illnesses

When students write, they tend to produce based
260 TEACHERS BOOK
nowadays, and it is mainly caused by overeating
on spoken English, which leads to errors. Before
details of use and formation of some structures. habits and lack of exercise. If youre overeating often,
there are some things that might help you avoid
they go to the stage of writing revision, remind
them to focus on:
doing so. For example, instead of eating when youre
not hungry, find other ways to keep yourself busy Punctuation and Spelling
and dont eat meals or snack while doing something Gammar accuracy and vocabulary in context
else, like watching TV or doing homework. Target audience and register
Source: http://kidshealth.org/teen/food_fitness/food_ Organisation of ideas
fit_qa/expert_overeating.html
219
Rubrics For Skills Assessment

Scales with criteria provided for the assessment of all four skills in
Question Bank
Question Bank for the Construction of Value Scales or Check Lists

(Alternative evaluation activities)
activities related to projects and individual or group presentations. Listening Comprehension

Does the student recognize sounds specific to the English language?
Does the student understand the general meaning of a simple message within a specific linguistic context?
Does the student follow simple oral instructions within a particular linguistic context?
Does the student identify specific information associated to people, objects, and animals?
Does the student use simple social expressions that he or she has learned throughout the year?
Question Bank
Does the student make linguistic connections based on his or her previous knowledge?
Does the student react to the texts he or she has heard by performing a related action or expressing
a preference?
Does the student make personal connections through speech or using illustrations?
Pronunciation Guide
Oral Expression
This is a set of questions provided to help you in the construction of Rubrics for Skills Assessment
Writing
7 / Outstanding
Does the student repeat chants, rhymes, and songs while recognizing the specific English sounds?
Does the student reproduce short phrases while recognizing all of their soundsConsonants
topics they know?

Does the student
5.5 / Appropriate use and understand2 simple
4 / Borderline / Insufficient
specific to English?
Does the student express him or herself in brief dialogues with the help of a teacher and images about
social expressions learned throughoutSyMBOL

the year? Examples
Vowels
SyMBOL Examples
guidelines needed for activities and projects.

Can the student produce short phrases developed by the teacher?
The content is completely Minor irrelevances are Misinterpretation of Content is irrelevant, which p teachers?pen, happy /i:/ see, eat
Content relevant for the task. Target isAt theinstructions
presented. Target reader end of the year,
leads can the student
to limited participate
impedes target in short dialogues with their peers and
reader from
reader is informed in detail successfully informed. information delivered to target being informed. b back, but // did, city
reader.
Reading Comprehension t two, talk /e/ day, eight
Language Usage Organisation Communication
Attention of target reader Straightforward ideas are The written piece Simple ideas are not properly
is held through the use of communicated through the communicates simple ideas in transmitted, as there is lack of d dog, do
engagement devices and proper use of writing Can the
strategies. student
simple ways. understand written words and simple sentences?
devices and use of strategies. /e/ bed, dress
straightforward ideas, which Can the student understand the general message of brief and simple texts with the helpkof visual aids? came, key
// cat, bad
Pronunciation Guide
also makes the written piece Can the student identify explicit information linked to basic subjects (personal information,gschool, family,
easy to understand.
game, girl
clothing, animals, toys, the weather) in brief and simple texts with the help of visual aids? // box, father
The text is well-organised and The text is connected andCan the Thestudent
text is connected using The text is not properly t watch, chair
identify and understand commonly used expressions and vocabulary that has been
coherent, thanks to linkers and
cohesive devices.
coherent, using simple linkers common linkers, which does
and only some cohesive studiednotthroughout year?
always assure coherence.
connected, as lack of linkers
and useful expressions lead to
d July, bridge // bought, dog
devices. Does the student react to the text at hand by expressing a preference and/or connectingfit to personal
incoherence. photograph, for /o/ go, no
experiences either orally or through illustrations? v have
There is usage of a wide Everyday vocabulary Does the
is used Onlystudent use theis used
basic vocabulary strategies
Thereof pre-reading
is poor control (by using their previous knowledge and visual elements),
of simple // book, good
drawing)?thing
This section provides a phonological explanation that you may use in the
range of everyday vocabulary appropriately in general, readingappropriately,
(by usingthere some aid), grammatical
the isvisual forms and basic
and post-reading (by re-reading or reading to others and
with little inappropriate use with occasional repetition of control of simple grammatical vocabulary is used in excessive /u/ food, student
of less common lexis and common lexis. There Can the
is a good student
forms. Meaninginterpret
may be individual words
repetition. or groups
Meaning cannot beof words in a simple text? the, this
good control of complex control of simple grammatical impeded to be conveyed conveyed because of constant s see, city // but, mother
grammatical forms. Errors do forms, and even though errors because of language errors. language errors.
not impede communication. are identifiable, meaning can z please, goes // banana, computer
still be conveyed.
shirt, station // shirt, hurt, her
classroom for more specific or detailed practice of pronunciation in all

Speaking pleasure /a/ buy, eye, my
7 / Outstanding 5.5 / Appropriate 4 / Borderline 2 / Insufficient h hat, who /a/ how, now
Good control of simple Good control of 266simple Sufficient control of simple TEACHERS BOOK
Poor control of simple m man, some
grammatical forms and some grammatical forms. Desired grammatical forms. Limited grammatical forms. Poor range // boy
Language
successful attempts to use range of vocabulary to express range of vocabulary to express of vocabulary, which makes n sun, know
Usage
complex structures. Wide ideas about every day topics. ideas about every day topics. difficult to express ideas about /r/ near, here
three levels: isolated sounds, stress and intonation.

range of vocabulary to express every day topics. sing
different views of every day
l like /r/ hair, there
topics.
Discourse is extended beyond Discourse is extended beyond Discourse is characterised by Excessive hesitation makes w white, we /r/ bar
Management
short utterances. Hesitation is short utterances despite short phrases and constant short phrases almost
hard to detect. Contributions hesitation. Contributions are hesitation. Repetition of ideas impossible to understand. r run, very /r/ door
Discourse
are relevant, with almost no relevant, but repetition of ideas and digression from the topic Digression from topic impedes
repetition of ideas. A wide is detected. Basic cohesive make contributions irrelevant contributions to be expressed.
j yes, you /r/ tour
range of cohesive devices are devices are used. sometimes.
used.
Comprehensible, thanks to the Mostly comprehensible. Comprehension is sometimes Comprehension is obscured by
Pronunciation
use of appropriate intonation, Correct control of phonological obscured by the lack of control the constant lack of control of
accurate stress of syllables and features in simple utterances. of phonological features in phonological features in short
clear articulation of individual longer utterances. utterances.
sounds.
Appropriate initiation of Construction of questions and Simple exchange of information Exchange of information is
conversations and response answers to keep a conversation despite some difficulty. almost impossible, as prompting
Interaction
to ideas from partners. going. Attention to partners Prompting and support is and support are necessary for
Maintenance and development
of a conversation is shown
discourse is shown. needed. the student to establish aids for
communication.
268 TEACHERS BOOK
through negotiation and

discussion of ideas.
264 TEACHERS BOOK
Irregular verbs
List of verb formation provided for corrections, assessment or as
guidance in what verbs are being used throughout the book. Bibliography
For the Teacher Pineda, A. (1999). Helping Learners to Develop

Reading
Alderson, J. C., and Urquhart, A. H. (1984).
and Listening Skills in English. Santiago: Ministerio de
Reading in a
Bibliography
Educacion, Programa MECE/Educacion.
Foreign Language. London: Longman.
Richards, J. (2006). Communicative Language
Alderson, J. C. Testing Reading Comprehension
Teaching
Skills.
Today. New York: Cambridge University Press.
http://nflrc.hawaii.edu/RFL/PastIssues/rfl62anderson.pdf
Rost, M. (1991). Listening in Action: Activities for
Alexander, L. (1995). Longman English Grammar
Developing Listening in Language Teaching. New
Practice
York:
for Intermediate Students. New York: Longman.
This section offers a variety of titles used in the text as well as

Prentice Hall.
Campbell, C., and Kryszewska, H. (1992). Learner-
Ur, P. (1984). Teaching Listening Comprehension.
based
Cambridge: Cambridge University Press.
teaching. Oxford: Oxford University Press.
Capel, A. (2008). Objective First Certificate
Willis, J. (1996). A Framework for Task-based Websites
Learning.
Students Book
Harlow, Essex: Longman.
publications you may use for further research, methodology tips and
with answers + 100 Tips Writing Booklet. Cambridge:
Cambridge University Press. http://www.scientificamerican.com/article.cfm?id=fact-orfiction-runaway-greenhouse
Finch, D. F., and Ortiz Lira, H (1982). A Course
From Students Text http://www.festivals.com/
in English Unit 1.P. 12: Adapted from Lewin, K. (1999). The Complete http://www.nutrition.gov./
Phonetics for Spanish Speakers. London: Heinemann Social Scientist: A Kurt Lewis Reader. Washington, D.C.: http://www.kidshealth.org/teen/flu_center/about_flu/immune.html
Irregular Verbs Educational Books Ltd. American Psychological Association Press http://www.famouspeople.com/sports-person.php
lesson preparation.
Grellet, F. (1995). Developing Reading Skills (15th Unit 1. P. 19: Adapted from Corrales, S. (1997). Chupacabras www.foodnetwork.com/healthy-eating/index.html
ed.). and Other Mysteries. Sheffield: Greenleaf Publishing. www.nationalgeographic.com
Cambridge. Cambridge University Press. Unit 2. P. 23: Adapted from Prez, F. (2012). Mitos y
Past
Linda, S. (1996). Vocabulary www.unesco.org
Infinitive Past simple participle Infinitive GamesPast
for Intermediate
simple Past participle
leyendas de Chile.
English Language Learners. New York: www.unicef.org
be was/were been lay laidMcGraw-Hill laid
Unit 2. P. 32-33: Taken from Fidalgo, A., Fantinillo, A.
Contemporary. www.lonelyplanet.com
beat beat beaten learn learnt/learned learnt/learned
& Mayorga, I. (2010). In Gear 1. Oxford: Richmond
Lowes, R. (1998). Helping Students to Learn: a www.traveltochile.net/chile-cities.htm
become became become leave left left
Publishing. Pp. 6-7.
Guide to
Websites
begin began begun let London: Richmond.
let let
www.artcyclopedia.com
Learner Autonomy. Unit 2. P. 35: Adapted from Roberts, L. (2013). Interview:
bite bit loseEnglish Grammarlost in Use: a lost www.britishmuseum.org
bitten
Murphy, R. (1996). Inti Castros graffiti legacy in Chiles port city. The
break broke broken make made made
Santiago Times. Retrieved October 25, 2013, from http:// www.moma.org/
self-study
bring brought brought
Reference and Practicemean meant Students:
Book for Intermediate meant
santiagotimes.cl/interview-inti-castros-graffiti-legacy-in- www.bbc.co.uk/science/humanbody/mind/surveys/careers/
build built with answers (2.meet
built ed.). Cambridge: metCambridge met
chiles-port-city/ www.nationsencyclopedia.com
buy bought University
bought pay paid paid
Unit 2. P. 38: Taken from Carrol, L. (1948). Alices www.sofofa.cl
In this section you will find a variety of websites which may help you in
catch caught Press.
caught put put put
Adventures in Wonderland. www.englishclub.com
choose chose chosen
Murphy, R. (2006). readEssential Grammar
read in Use read
Unit 2. P. 38: Taken from Downie, M., Gray, D., Jimnez, www.englishlistening.com
come came Spanish
come ride rode J.M. (2011). Target B1.
ridden www.english-test.net
cost cost Edition. http://www.scribd.com/doc/29015505/
cost ring rang Unit 2. P. 41: Adapted from Rosemary Jackson (1981).
rung www.funbrain.com
cut cut cut
Essential- run ran Fantasy: The Literature of Subversion.
run
Grammar-in-Use-Spanish-Edition www.teachingenglish.org.uk
the preparation specific topics for some lessons, further research or to

do did done say said Unit 3. P. 52: Adapted from Devolld, T. (2011). Reality
said www.tolearnenglish.com
Nam, J. TESL Canada Journal/Revue TESL du
draw drew drawn see saw TV: An Insiders Guide to TVs Hottest Market. Los Angeles:
seen
www.usingenglish.com
Canada,
dream dreamt/dreamed dreamt/dreamed sell sold Michael Wiese Productions.
sold
www.dictionary.cambridge.org
drink drank drunk send sent sent
270driven TEACHERS BOOK www.dictionary.com
drive drove shoot shot shot
www.vocabulary.com
eat ate eaten show showed shown
clarify information concerning functional language and everyday topics.

shut shut shut
www.guardian.co.uk
fall fell fallen
feed fed fed sing sang sung www.stumbleupon.com
feel felt felt sink sank sunk http://rubistar.4teachers.org/
fight fought fought sit sat sat
find found found sleep slept slept
fly flew flown smell smelt/smelled smelt/smelled
forget forgot forgotten speak spoke spoken
freeze froze frozen spend spent spent
get got got stand stood stood
give gave given steal stole stolen
go went gone swim swam swum
grow grew grown take took taken
have had had teach taught taught
hear heard heard tell told told 272 TEACHERS BOOK
hide hid hidden think thought thought

hit hit hit understand understood understood
hold held held wear wore worn
keep kept kept win won won
know knew known write wrote written
269
9
INTRODUCTION
1 Greetings
Tune Up IV Medio has been developed and written taking account the patterns and activities most relevant to the
effective learning process adequate for IV Medio students in Chile.
The book was created with the intention of giving the teacher a set of resources and guidelines that will facilitate
interactive, fun and interesting classes and achieve visible results. By giving students access to a variety of authentic
materials and orienting the lessons to encourage communication about real teenagers issues in Chile, the book
provides a wide range of possibilities for both teacher and student.
Language textbooks often prioritise grammar and closed-response activities, but the goal of Tune Up IV Medio
was to trust students ability to not only follow instructions, but also to expand and develop their own ideas and
opinions in English. By focusing on themes while giving functional examples of grammar, the book encourages
students to express themselves individually and recognise their own unique path towards mastering the English
language.
Language, at its most basic, is needed for communication and verbal exchange of ideas. Concepts, vocabulary and
grammar are irrelevant if they arent used to effectively express oneself.
10
2 The learning process and understand their feelings and experience of the
world. They help develop a positive sense of self-
2.1 Diversity in learning styles and multiple identity and aspects of emotional intelligence such
intelligences as empathy and understanding the predicaments of
others.
Tune Up IV Medio considers that teenagers learning
is not linear and that there is a complex relationship In projects and class discussions students should be
between input and output as students engage in a encouraged to use their emotional abilities to fulfil the
process of independent construction of meaning requirements of each activity in an integral way.
through personal and collective analysis of what is new
to what is previously known. 3 The teaching process
By exposing students to language in a variety of 3.1 Skill-based lessons

contexts, they will gain the opportunity to internalise,
acquire and use language in an organic way. In Tune Up IV Medio the learning focus is on effective
communication in a wide range of situations and
2.2 Learning autonomy contexts. In a practical sense, language is only useful
when it used in a functional way. Students need to
As every student is different and has different needs, practise receptive and productive skills in order to
it is important that they have the opportunity to not be able to communicate in several contexts that are
only identify their own learning styles, but exceed their relevant for them as teenagers.
potential when applying critical thinking.
Through the receptive activities, students receive
Critical thinking involves analysing and questioning the information through reading and listening that can
topics as well as the language itself instead of merely then be used functionally in the productive activities of
digesting and repeating it. speaking and writing. Both types of activities prepare
students not only for class evaluations, but also to
2.3 Fantasy and imagination hold their own in the types of real world situations on
which the activities are based.
These aspects are essential in the world of every
person. Imagination will enable students to process
11
3.2 Teaching programme i Concrete experience
Something happened to me in the classroom which
In order to maximise the English class experience, involves intuitive feeling.
the teacher should be aware of the context in
which he/she is immersed. The location, age group, ii Reflective observation
socioeconomic status and individual characteristics of Let me step back and look at what took place which
students can all drastically affect the teaching process. involves watching and perception.
As each student is unique, each lesson should foster
the development of the different learning styles, taking iii Abstract conceptualisation
account that multiple intelligences are present in What principle or concept can I formulate which
each group. The teacher should always teach his/her will account for this event? which involves intellectual
students and not just a lesson plan. thought.
iv Active experimentation
Let me try to implement this idea in practice which
Theory
Beliefs about language involves real-time action that will entail further
teaching and learning
concrete experience.
Pre-lesson:
Concrete
Post-lessons: experience
Plan
Absorb and adapt new Draw on experience of

information teaching and learners
responses and behaviour
Evaluation Match
Active
experimentation Reflective
observation
Decisions
Tactics: Task:
Response to particular Choose appropriate
learners behaviour in learning experiences for
specific teaching situations specific and general goals
Abstract
Strategy conceptualisation
(Adapted from Anning, 1988)
(based on D. A. Kolb, Experiential

Learning: Experience as the Source of
Learning and Development, Prentice
Hall, 1984, p. 42)
3.3 Lesson Organisation and experiential learning
As the educational theorist David A. Kolb says, In order 3.4 Aim of evaluation
for optimal learning to take place, the knowledge The evaluations serve to measure the progress of each
acquired in every stage of a lesson needs to be student in both a quantitative and qualitative manner.
followed by further processing in the next stage, in a The idea is not to evaluate the results, but to look
recursive cycle. back at the process which led to those results so the
contents can be revised and recycled in future lessons.
12
4 The book day communicating with their thumbs rather than
their mouths. The lessons focus on text language,
4.1 Organisation of units social media, and future developments in technology.
The goal of the unit is both practical and critical, as it
Tune Up consists of eight units, designed to address gives students the language to discuss the topics they
different themes that are topical and in line with would be discussing outside of class while also pushing
Chilean teenagers interests. them to consider the potential problems with such a
plugged-in society.
Unit 1: People and Our Beliefs
The first unit focuses on diversity and belief systems. Unit 5: Part Time or Full Time?
The book begins by encouraging students to identify The second half of the book focuses on topics that
stereotypes and to question their own biases while are relevant to students who are about to leave
also learning about traditional stories from many high school and become more independent. This
cultures, including their own. With this as the starting unit includes topics related to employment and
point, Tune Up encourages students to face the undergraduate programmes of study. Students will
material with sincerity and openness. practice language that will be valuable in the near
future while also considering how they would like to
Unit 2: The Arts and Their Influence shape that future.
The second unit focuses on art movements and
literature. It presents transversal topics such as music, Unit 6: Spending Time Together
graffiti and classic literature. In Chile, the street art This unit focuses on relationships between teenagers
scene is very developed and growing every day and it and societal problems that affect them. It addresses
is important that students see not just the value of art, romantic relationships, friendship, and giving advice
but also the importance of art that is flourishing in their about common teenage problems. Teenagers are
culture. Along with giving students the tools to discuss exceedingly preoccupied thinking about these aspects
different types of art, the unit pushes students to consider of their lives and it is important to give students the
the societal discourse behind the creation of this art and opportunity to discuss them.
what it says about opportunity and tradition.
Unit 7: Moving Forward
Unit 3: Whats On? As students are growing up and moving to the next
This unit focuses on the media and its pervasive role step of their lives, it is crucial that they begin to see the
in our postmodern societies. Students discuss the long term effects of their behaviour and the habits of
reality behind reality television as well as the role that their culture. This unit pushes students to talk about
advertising plays in directing public attention. As well the health problems in Chile and the negative aspects
as encouraging students to evaluate the truths that are of the Chilean lifestyle that could prevent them from
sold by the media, the unit gives students the tools to being healthy in the future. The activities encourage
tell their own stories. students to evaluate their routines and actively seek a
healthier, more balanced lifestyle.
Unit 4: Keeping up with Technology
The fourth unit is closely related to the life of present
day teenagers, most of whom spend much of their
13
Unit 8: The Price of Progress While Reading / Listening
This unit was designed to encourage students to These tasks in Tune Up are designed to test students
evaluate the changes that are happening to our planet ability to comprehend English in a real world context.
and the role that they play in the economy of Chile. They range from a text message to a literary excerpt
In a country with many valuable natural resources, to an interview. The variety of material forces
it is important that Chileans evaluate the practices students to pay attention to the purpose behind the
happening all over the world that could have severe activity. Some of the reading texts require skimming
consequences related to the environment. Global while other activities ask students to find key details
warming has become a global topic of discussion and within longer texts. Similarly, the listening tasks require
students will learn how to discuss its effects in their students to identify both specific details and greater
own country and in the others that will be negatively themes or narratives.
affected by extreme weather and depletion of
resources. Post Reading / Listening
These sections push students to personalise or give
4.2 Sections and their role projection to the content of the reading or listening.
These tasks will generally ask students to speak or
i Lesson components write about the concepts of the text or audio, using
their production skills to affirm their comprehension.
Pre-Reading / Listening These activities are more specific when they deal
These sections encourage students to predict and with vocabulary and more open when dealing with
anticipate the information in the task before reading concepts. Students will find that they remember the
or listening to it. This is a necessary step to practice ideas more when they go back to the text to look for
to increase comprehension, as proficient readers often specific words or examples to support their points.
read ahead of their own pace as a way to predict what
might unfold in the story and native speakers often Speaking
talk over each other without missing any key points. Tune Up offers students a variety of exercises to
These activities are also designed to boost students express themselves through the productive skill of
confidence. Most are open-ended activities that speaking. The activities are based on both background
push students to predict content or vocabulary, knowledge and production of sounds that lead to
activating their prior knowledge. When the students pronunciation as native speakers. The activities
feel comfortable guessing and assuming based on are focused on developing and expanding the
their own knowledge and creativity, their guards are context in which students feel comfortable speaking.
down and they are more receptive and more likely to Throughout the book, students practise debates, casual
comprehend the task at hand. conversations, reports, and storytelling, among other
skills. As most of the activities are open-ended, the
burden falls on the student to fully express him or
herself by going back to the text to develop ideas and
to clarify any doubts.
14
Writing a slightly different spelling and many common words
The writing sections in Tune Up are designed to are completely different in both countries. In their
maximise students ability to write in real life situations. lives, students will encounter both types of English
By IV Medio, students are moving past basic functional and it is important for them to get a full picture of the
language in their writing and must begin to diversify language while also being able to identify the subtle
the written style they feel comfortable with or the differences between American and British English.
one that is required for different purposes according
to a variety of contexts. Throughout the book, Review and Worksheets
students will write letters, text messages, persuasive These pages are at the end of each unit and serve
essays, stories, and descriptions, along other types of as a summary of the important themes and language
writing. The variety of the exercises pushes students points of the lesson. It is important to have a
to trust their instincts and to not rely on standard summary of the material before the evaluation so that
language that they have repeated in the past. They are students can identify which sections of the unit are still
proficient enough to take on from casual to formal not clear.
register when writing.
Project
Check This Out! Each unit contains a project for the students to
These boxes offer facts and background information complete in groups. The collaborative effort allows
on the topics presented in the lesson. They allow students to learn from each other and use their
students to look deeper into the topics and can serve individual skills to support their group members.
as a jumping off point for projects or discussions. Before each project, the students and teacher decide
together on a rubric that will be used to evaluate
Step It Up! them. By including students in this process, the teacher
These boxes offer a challenge or project for students assures that they are fully informed on what the goals
that allows them to further research certain topics of the project are, feel a greater sense of connection
in the lesson. The activities can be used for extra to the work they are doing and see these goals as
practice, homework assignments, or to carry with fast something that they can achieve. The projects are
finishers. presented to the class and every student evaluates
each group. The evaluation should include different
Learning Tip categories depending on the type of project so that
These boxes offer support based on the language more than one group is recognised for a job well
points from each lesson. They highlight common done.
mistakes that students make and offer suggestions to
avoid errors in the activities that follow. My Progress
Tune Up contains 8 evaluations, one for each unit. This
British / American part of the book allows the teacher to evaluate the
These boxes draw attention to the words or phrases students learning processes. The evaluations include
from the lesson that are pronounced or written closed-answer questions as well as more open-ended
differently in the USA and the UK. Many words have activities that allow each student to express his or
15
her opinion or personal experience. In addition, the biographical details of famous people discussed in the
teachers guide presents a set of extra tests to be used book or greater exploration of the themes of each
for further evaluation of each unit. lesson.
ii Reference information Common Mistakes

These boxes draw attention to the typical mistakes
Grammar Reference made by students learning English as a second
You can expand on unit content with the help of language. There are many similarities between
the grammar reference section, which provides with Spanish and English and just as many instances where
complementary explanations for the content covered language that appears to be similar in both languages
throughout the Students Book. is actually quite different. By drawing the teachers
attention to the common mistakes related to meaning,
Rubrics pronunciation and form, Tune Up attempts to minimise
This section offers different rubrics that can be used long-term confusion and allow for students to
to evaluate the projects and skills practice revised in progress with steady foundation.
each unit as well as other, more interactive activities
that the class participates in. Extra Activity
iii The Teachers Book These activities are included to be used when there
is extra time in the class or as alternatives to the
The Teachers Book has its own set of boxes designed activities in the Students Book. They give the teacher
to orient the teacher during class and to direct his or options on how to approach the material and
her attention to potential mistakes the students will opportunities to keep fast finishers occupied if they
make or to activities and information that complement finish early.
the content of the units.
Extra Tests
Warm Up / Wrap Up Each unit has a photocopiable extra test as teachers
These boxes offer ideas to open and close the class in resource for further evaluation of the contents.
a cohesive way. They are generally a set of questions
or a short activity that are meant to be completed Reinforcement Activities
without the Students Book. The Warm Up boxes These pages are designed to complement the material
are to open the class and get the students thinking by giving the teacher a different style of exercise to
about the themes of the lesson before working with further explore the same content. They are generally
the contents in the book. The Wrap Up boxes contain more visual exercises, games, and rhymes that allow
activities and questions to close the class and to assist students to practise the content of each unit from a
the difficulties students still have with the material different angle, serving as remedial practice for the
through on the spot and delayed correction moments. teacher to carry.
Background Information In offering a great variety of approaches and ideas to

These boxes give the teacher extra information both teacher and student, Tune Up seeks to develop
related to the topic at hand. They can offer and maximise the skills of IV Medio and send them off
16
into the world with a greater knowledge of practical The space in the classroom is not merely a location
and personal English. By developing their skills with to seat the students, but must be used proactively
content that is based in their own reality, students will during the class to activate students bodies as well
have the foundation to express themselves and discuss as their minds. By having students move around the
important topics with confidence and certainty. classroom, switch partners and seating, and use the
infrastructure available to expose their learning, the
Songs and Rhymes lesson will be infinitely more successful.
This section is included at the end of the teachers
guide to give students a greater understanding of
lyrical English and the way poetry and rhyme can
elevate the meaning of simple ideas. When students
practise rhyming and singing in another language,
the subtlety of intonation and metaphor can open
their eyes to other types of communication that are
different, but just as effective, as the academic reports
and articles they are used to reading in school.
5 Classroom management
One of the essential jobs of the teacher is to

determine the conditions in which learning can take
place. This could define the complete success or failure
of a course, so it is important to consider the teachers
attitude and personality, his/her intentions and the
relationship with the learners. Simple organisational
techniques can effectively lead every lesson to the
expected results.
5.1 Time and active space
Lessons should be previously planned in terms of

timing of activities and the pace of the class. It is
paramount to establish certain amount of time for
each stage of the lesson so the teacher can make sure
the core contents are properly addressed and that the
lesson keeps a consistent, active pace.
17
5.2 Seating arrangement 5.4 Monitoring
As students work, the teacher should move around
The way students and the teacher sit in the classroom the classroom to assess students performance without
will determine how they will be able to interact. That interfering with their independent process.
is why this point will vary depending on the space
available and the amount of students. Monitoring is also useful for identifying instructions
or content that are not clear. It gives the teacher the
opportunity to clarify either during the activity or
afterward.
5.5 Eliciting and error correction
The best way for students to learn is by trusting

separate tables circle themselves and their previous knowledge. It is not
necessary to explain every aspect of the content, as
much of it will come from students analysis. Any piece
of information the teacher wishes to add to the class
should be elicited from the students before he/she
intervenes.
horseshoe orderly rows
Error correction can be done in two ways:
= teacher i On the spot correction

= board (Adapted from How to teach English, by Jeremy Harmer)
In these instances, the correction is necessary for the

activity to advance as planned. The teacher interjects
5.3 Giving instructions in the moment of the error to keep students on track
and aware of potential inaccuracies in the rest of the
Even though the level of the students is proficient activity.
enough to comprehend more complex language,
instructions should always be straightforward by using ii Delayed correction
simple words and direct commands. It is also useful to
get students total attention by chesting the book to In these instances, the teacher monitors and notes
visually convey the necessary information to complete the relevant mistakes that students are making. These
each activity. mistakes are more general and not as crucial for
To make sure students are able to work on their own, completing the activities. When the activity is finished,
the teacher should first ask some instruction checking these errors are corrected as a class without attributing
questions (ICQs) and then model the first part of the them to specific students. This allows students to realise
activity so students can continue on their own. their capacity to correct their own errors, which will
give them confidence in future activities.
18
5.6 The teacher as a model
The teacher should demonstrate the importance of

learning English outside of the classroom. Through his/
her enthusiasm, the students should see the positive
effects that a second language can have on their
lives. The teacher is meant to be a cultural and social
ambassador to the language, not merely an instructor.
5.7 Use of English in the classroom
The classroom may be one of the only contexts in

which students come into contact with English. Clear
guidance on instructional and classroom language is
included in the Teachers Book so that the teacher
can create standardised language that teenagers
will quickly recognise without needing to translate
anymore.
As the dynamic of the class will have students in pure

contact with the second language, they will also be
able to respond using English organically.
5.8 Behavioral management
The interaction between students and between

them and the teacher should establish horizontal
communication. Seeing each other as equals will give
students confidence as learners as well as force them
to take responsibility for their actions.
As the activities in the book require a mature level

of thought and production from the students, it is
important that they see the teacher as an asset to
them and not a figure who merely gives instructions
and corrects.
The teacher must also establish clear rules that lead to

a better understanding of the topics at hand and the
use of English in general.
19
CD INDEX
Track 1 Classroom Language

Welcome Unit
Track 2 page: 9 Activity 4.
Unit 1
Track 6 page: 17 Activity 6 Song Chicago
Track 11 Extra Test Unit 1 Urban Trends
Unit 2
Track 12 page: 31 Activity 1b
Track 20 Extra Test Unit 2 YouTube
Unit 3
Track 21 page 54 Activity 11
Track 28 Extra Test Unit 3 Marketing in the USA
Unit 4
Track 34 Extra Test Unit 4 Social Networks
20
Unit 5
Track 41 Extra Test Unit 5 An English Course
Unit 6
Track 43 page: 114 Activities 18 and 19 Song Boys dont cry
Track 49 Extra Test Unit 6 Yoga
Unit 7
Track 56 Extra Test Unit 7 Junk Food
Unit 8
Track 60 page: 160 Pronunciation Activities 13 and 14
Track 63 Extra Test Unit 8 The City or The Country
Rhyme and Songs

Track 64 Rhyme Consumer Blues by Patrick May
Track 65 Song Aint no mountain high enough
Track 66 Rhyme Digital Confusion by Patrick May
Track 67 Song Rome wasnt built in a day
Track 68 Song What youll do when Im gone
Track 69 A Poem The Spring Flower by Burt Ryan
21
Classroom Language
Welcoming students Encouragement

Good morning everyone! Excellent!
Good afternoon everyone! Congratulations!
How are you today? Good job!
Taking attendance Going to recess

OK everyone, your attention please. Lets go to recess.
Im going to call the roll. Time for a break.
Giving instructions Saying goodbye

Silence, please. Everyone, times up.
Listen carefully. Thats it for today.
Lets calm down. The class is over.
Come to the board. See you next class.
Go back to your seats. Goodbye.
Open your books to page
Close your books, please.
Go back to page
Pay attention, please.
Clean up, please.
Repeat, please.
Raise your hand.
Check your answers.
Wait for your turn.
Work in pairs.
Work in groups.
Lets sing a song!
Look at the picture.
Mark with a check.
Write your name.
Lets read.
Checking for understanding

Do you understand?
Do you need help?
Are there any questions?
Have you finished yet?
22
Thematic Index
A
Art p. 30-49 L
Legends p. 10-29
C
Career prospects p. 90-109 M
Clothing p.10-29 Music p.30-49
Cultural differences p. 159-169 Myths p.10-29
p. 130-149
E p. 10-29 N
Environment p. 110-129 Natural Resources 150-169
p. 110-129
F P
Food p. 130-149 Personality p.10-29
Folktales p. 10-29
Free time p. 110-129 R
Friendship p. 110-129 Reality Shows p.50-69
H S
Health and Habits p. 130-149 Social Networks p.30-49
Stereotypes p.10-29
I
Internet p. 70-89 T
Technological gadgets p.70-89
J Travel p.110-129
Jobs p. 90-109
23
Welcome
WELCOME
Lesson Summary
1 Which students do you identify with?
Aims: Motivate students to learn
I dont want to speak
English. Im bad at learning
languages. Ill never because Im scared of
Suggested Time improve. making mistakes.
45 minutes
Vocabulary
Learning English in different ways Daniel Cris
Communicative Aims I need to I need to

study more translate
Use context and relevant grammar. every word.
information when asking simple

questions.
(Review Simple Questions) Eva Manu
Materials Speaking
2 2 Talk to your partner and answer the following questions using the
SPEAK OUT!
Speak Out! box for help.
Dictionary a Where do we find written English language?
I often chat with...
I see...
b Where do you see the English language in your daily life?
I usually listen to...
c Where have you heard English?
I have heard...
d Do you listen to music or watch video clips in English?
I always watch videos in...
Warm Up e Do you ever chat with people in other countries online?
3 a Look how easy it is to learn English!

1. Have students look at the Simple alphabet: The girl and the dog.
Easy plurals: One car two cars. There are very few exceptions.
illustrations on page 8 and read Short words: Most basic words are short, for example: run, work, big, go, man.
what each person says. Ask Longer words are often shortened: fridge: refrigerator, PC: personal computer.
Call everybody you: You can say Do you speak English? to your friend or to your teacher
questions in general. Use the or to a group of people.
SPEAK OUT! box to help you. b Write down two more easy aspects of learning English. Then think about what you find difficult. Share
your ideas with your partner.
8 WELCOME
SPEAK OUT!
The SPEAK OUT! box helps
students answer a few question
Speaking
related to English. In fact, the main 1.Students identify themselves with pictures and the information.
idea of both activity 2 and the 2. Students read the questions and answer in pairs. Then they share.
SPEAK OUT! box is that students Write answers on the board in columns a, b, c, d, and e.
talk about their experience learning 3. Ask students to complete the activity in their groups and to use the
English in the past and what are SPEAK OUT! box to help them express opinions.
their expectations for this year.
Teacher: What experience have you
had learning English? Has it been
dififcult? Easy? Interesting?
24 TEACHERS BOOK
Listening
4. 2 a Read the instructions as
a class and ask students to predict
what the conversation will be about.
Listening Play the recording once and ask
4 Its the second day of school. Carla and Patricia them what they understood.
are friends but are in different classes. They
havent seen each other since December. They Teacher: What did the girls talk about?
meet in the middle of the hall.
Write the correct ideas on the board.
a Listen to the main ideas of the
conversation. Share with the class. 2 b Tell students they will listen
b Listen again and complete the ideas. to the conversation again. While they
i Carla is afraid of .
are listening, students should complete
ii Carla feels of other students.
iii Patricia has started . the ideas.
iv Patricia does this .
v Patricia says it helps her .
Answers
c Share your answer with your partner
i speaking in English / making mistakes
then listen again to check. ii jealous
iii talking to herself
b Add some new ideas to the table iv at home
Speaking English In Our Lives
v feel more comfortable using the
5 a Work in groups to put the questions in order. We find English: English can help us:
language
i you / do / speaking / in / Why / important / ex: internet ex: understand c Once theyve finished.
and / think / writing / English / is / ?
ii help / does / learning / How / access /
Teacher: What did you find easy or
English / us / information / ?
difficult in the listening activity? Ask if
iii communicate / Does / in / it / other / help /
us / people / with / countries / ? they usually do any of the activities
iv get / Does / help / it / us / jobs / better / ? English is important What we would like
v careers / What / people / or / require / jobs

because: to do to improve our mentioned in the conversation or if
English:
/ speak / who / English / ?
ex: improves our CV
ex: learn how to they think they could be useful.
vi kind / would / information / of / What / listen to
read / you / like / listen / to / or / to / ?
5. a Students put the questions in

order. Write the correct answers
9 on board.
Answers:
i Why do you think speaking and
Wrap Up writing in English is important?
Close the class by playing a game. ii How does learning English help
Categories: Have the game charts prepared (divide the sheet in 6 us access information?
columns: verb/city or country/famous person/anything/ food/ Score) iii Does it help us communicate
Tell students they will play a game they know as Bachillerato. Have a with people in other countries?
student hand out the charts. Explain the rules; one student says the iv Does it help us get better jobs?
alphabet, another says stop. The letter they stop at is the letter they v What careers or jobs require
use to start writing words under each category. The first student who people who speak English?
completes the line yells stop! vi What kind of information would
Points: 50 points for a repeated word / 100 points for a word no one you like to read or listen to?
else wrote. At the end students count their points. b Students add their own ideas to
the chart.
25
UNIT 1
People and Our Beliefs 1 People and Our Beliefs
unit
Getting Started
Write the word beliefs, stereotypes,
urban tribes, myths, and legends on
the board.
Teacher:
What do these words mean?
How are they related?
What do you think the unit is
going to be about?
Direct students attention to the

photo. Teacher: Where is the girl?
What is she reading? Why? Reading and Understanding Speaking
Background Information the justification of simple infereces.
Integrate written expression to demonstrate
Stereotype: a widely held but
oversimplified perception of a Identify relevant details to find out the main Use connectors to sequence sentences in
person or group of people. points of a listening text.
Locate expressions and fixed phrases
a logical, cohesive and coherent way for
communicational purposes.
Legend: A traditional story, Integrate oral and written expression to
demonstrate understanting of listening texts.
of their writing tasks according to its
communicational purpose and audience.
sometimes historical but Living in Harmony
unauthenticated. Respecting and valuing the ideas and cultures of all people equally.
Myth: A traditional story about 10 UNIT 1
the early history of a people or

that explains some natural or
social phenomenon.
Urban tribe: groups of people in Read the Living in Harmony section, keeping in mind that this is an OFT.
an urban area closely associated Draw students attention to valuing and respecting different ideas and
by similar lifestyles or activities. cultures. Then ask them how they can relate their own experiences to
these concepts.
26 TEACHERS BOOK
Lesson Summary
1
O
L ES S N Aim: Develop skimming techniques
to understand main idea. Distinguish
First Impressions and Stereotypes between fact and opinion in a text.
Suggested Time
90 minutes
How do Chilean teenagers see themselves?
Vocabulary
Do teenagers look the same all over the world? Are there stereotypes?
Clothes and physical appearance
Communicative Aims
Vocabulary
Integrate oral and written
1 Look at the pictures and, in pairs, describe what they are wearing. Use the words to help you.
expressions when refering to
ring headband hoodie t-shirt trousers
necklace earrings leggings belt tie boots shirt routines. (Present Simple)
Materials
3-4
Dictionary
Warm Up
Write Facebook, smart phones, iPod
on the board. Then, elicit names of
Francisco Camila Javier Sol current urban tribes from Chile.
Draw students attention to the
2 Listen and check your answers. Speaking
first questions in the unit.
3 Classify the clothes by adding three more to each 4 Interview three classmates with the questions
list. below. Then prepare a presentation with the Teacher:
Tops:
results obtained.
How has technology influenced
Bottoms:
Jewellery: ring, ...
a
b
What clothes do you usually wear?
Do you like colourful clothes? What colours
your identity?
Accessories: do you prefer? How are teenagers around the
Footwear: c Do you ever wear baggy or tight-fitting jeans
or trousers? When?
world similar?
d What do you usually wear when you go out? How are they different?
Try to make mind maps on the
11 board with their ideas.
Vocabulary
Clarify any unfamiliar vocabulary.
Speaking 1. In pairs, students use the
words in the box to describe the
Write the following words on the 3. Check students understand the people in the pictures.
board and check if students know meaning of the categories. Then Answers:
the meaning:baggy, tight-fitting, and have them classify the clothes. Francisco is wearing trousers, a
second-hand. Answers: shirt, and a tie; Camila, a hoodie;
4. In pairs, students ask and answer Tops: hoodie, shirt, t-shirt. Javier, a belt, a t-shirt, a necklace;
the questions. Monitor and write Bottoms: trousers, leggings. and Sol is wearing a headband,
down correct and incorrect phrases Jewellery: necklace, earrings. hoodie and leggings.
to adress at the end of the class. Accessories: belt, tie. 2. 3 Students listen to track
Footwear: boots. and check their answers.
27
Pre-Reading
5. Write Identity = Appearance on
the board.
Whats in our
Pre-Reading
Teacher: Is your identity reflected in 5 Look at the title of the article. In pairs, discuss the key
your appearance? Why or why not? aspects we notice in other peoples appearance. Are
you concerned with maintaining your appearance?
Students read the title and discuss 6
What does the word stereotype mean? ften when we try to define our identity we
get trapped in stereotypes. First impressions
the topic. While Reading can be dangerous because you can be
categorized as a particular type of person
6 Read the article quickly. Is the article about... which has nothing to do with you. Stereotypes
are beliefs about people based on their membership
While Reading a
b
fashion?
stereotypes?
in a particular group. They can be positive, negative,
or neutral. Stereotypes based on gender, ethnicity, or
c discrimination?
6. Students skim the article quickly occupation are common in many societies.
7 Read the text again. Are the statements True (T) or The tendency is to believe that if you come from a
to get a general idea of the text and False (F)? Justify your answer with information from tropical climate then you wear multi-coloured clothes,
answer the question. the text. With a partner, explain your answers and
your reasoning.
and you are often extroverted and love singing and
dancing in the street. It is also said that people from the
The article is about stereotypes. F a Forming first impressions is not common.
cold countries are very reserved and dont show their
emotions easily. These people usually wear extra warm
T b People assume that weather affects personality.
Fashion can influence stereotypes F c People with different clothes usually have very
coats, scarves, gloves, ear-muffs and all kinds of hats to
keep the cold out, especially in winter. So, can we say
and discrimination can result from F d
different interests.
Our brains cant classify and simplify information for us.
they are old-fashioned and boring because they are not
wearing shorts which are the latest fashion?
stereotyping.
Post-Reading
7. Students read the text again
8 Answer the questions using your own words.
more carefully. Then they decide
a What is a stereotype? What examples can you
if each question is true or false. give?
b Are first impressions dangerous? Why/Why not?
Remind them to underline or c What do you think your clothes say about you? Is
highlight the information that d
it the message you want to project to society?
Do you think the media has a positive or negative
commons.wikimedia.org
justifies their answers. effect on common stereotypes? Why?
BRITISH / AMERICAN
Post Reading colour color
behaviour behavior In some countries, people wear traditional dress in a
8. Students answer based on fibres
fringe
fibers
bangs
stylish modern way, like the women in India who wear
saris with sunglasses and the many new styles of turban
trousers pants
their understanding of the text. jewellery jewelry that men and women are wearing in countries where
Encourage them to make reference

to the text in supporting their own
ideas. Answers will vary. 12 UNIT 1
British / American Background Information

Ask students what differences they can observe Skimming is reading very quickly only to find the general
between British and American English. Explain that idea, usually focusing on the title, keywords, and the first
there may be spelling or pronunciation differences lines of each paragraph.
as well as different words for the same idea. Scanning is searching an article for specific facts, dates,
Ask students to find out any other words which statics, etc. Remind students they will scan to answer
are spelt differently but have the same meaning. specific questions.
28 TEACHERS BOOK
Vocabulary
9. Students look through the text
for description words. When
Speaking
appearance?
they are finished, elicit possible
10 In pairs, answer the question Have you ever
formed an opinion about somebody that was answers and make a list on the
completely wrong? Tell each other about it.
board for each of the categories.
people wrap their heads. Some people prefer natural
bres and others prefer more industrial fabrics. Does
SPEAK OUT! Answers:
this mean they have a dened personality type?
We use these expressions to describe people. Hair: spiked, dyed, shaggy;
What about young people? In this age of communication, He / She is / was thin / tall, etc.
youngsters all around the world follow their own trends Hes / was wearing jeans. Clothes: multi-coloured, warm,
and you will nd a teenager with spiked dyed hair as Theyre / were dressed in
well as piercings, chatting on the Internet with a friend He / She has / had long hair
He / She could be
baggy, vintage;
on the other side of the globe who is wearing baggy
clothes and has a shaggy haircut. However, both are He / She looks / looked an extrovert because. People: extroverted, reserved,
probably wearing trainers on their feet and share the
same musical preferences. Whatever their appearance, old-fashioned, boring, tall, short,
tall or short, slim or broad or wearing vintage clothes, Writing
will this image tell us about someones behaviour? slim, broad.
11 Considering stereotypes as constructions of
We tend to form stereotypes simply because our society and not as truths, write a description of
brains like to put information in order. It is easier
to remember things or people if we put them into
the topic. Follow the steps below.
a Pre-writing. Choose a topic from the
Speak Out!
categories. This developmental theory however should
not make us label people just because they remind following list and brainstorm ideas.
Then, organize them.
Put up a picture of a famous
us of something or
someone. We need - A person who works in the entertainment area person/a teenager/a journalist/
to get to know the
other person before
- A person from a different continent other. Ask students to look at the
we form an opinion - A person from an ethnic group
of them. Have - A person from a big or small city pictures. Teacher: What comes
you ever formed
an opinion about b Drafting. Write a draft of your description and to your mind when you look at
check the main, second and closing ideas.
somebody that was
completely wrong? commons.wikimedia.org these pictures? Students describe
c Revising. Once you have nished writing, read
Adapted from Lewin, K. (1999). The Complete Social Scientist: A Kurt Lewis Reader.
Washington, D.C.: American Psychological Association Press
your work and check it. each person. Model some of the
d Editing. Read your work again and edit it
looking for any mistakes or aspects you want to
phrases for students before asking
improve. them to describe famous people.
Vocabulary e Publishing. Share your work with your
classmates and debate about your different
After practising as a class, have
9 Find words in the text that describe hair, clothes, and
people. Use a dictionary if you dont understand
ideas using the Speak Out! box for help. students work on activity 10 in pairs.
some of the words. Complete the box.
hair clothes people Speaking

10. Students discuss the question
13 in pairs. Monitor and write down
correct and incorrect phrases the
4 medio U1.indd 13 16-12-14 13:12 students say. Look at the
SPEAK OUT! box as a class to
give students ideas.
Writing
11. a Tell your students to read carefully and write their ideas in their notebooks.
b Ask students to write a description of societal constructions. You can elicit examples of typical stereotypes that
society perpetuates that can be easily invalidated, e.g., All girls like pink, all boys want to play with guns.
c Ask students to read their work and then make any chages they think are necessary.
d Tell students to exchange work with a partner and correct their partners work.
e Ask groups to share their ideas. Focus on the ideas which could lead to a more profound discussion of
stereotypes and their origins.
29
Pre-Listening
12. 4 Students look at the
pictures and try to identify where
the people are from. Have them
focus on clothes, hair, and physical
While Reading
appearance in general.
16 a Quickly read this email from Pablo to his friend
Mark. He has just arrived in London to study
English in Cambridge.
While Listening
b Answer the following questions.
What idea did Pablo have of British people?
13. Students listen to the audio Why did he have that idea? Was he right?
To:
and note the differences between From:
the picture and the audio. Pre-Listening

To: Mark
Answers: the girl does not look 12 Look at the 2 photographs. Where do you think From: Pablo
they come from? Why?
older; she has black hair, not red; Hi Mark,
What a wonderful city London is. I had a totally
she is on the phone, not reading; While Listening different idea of what I would find. Everybody
says that British people are very reserved, (that
13
there is no park behind her. Listen. List the differences between the
description and the photo.
they love their pets more than people!), that they
dress traditionally and eat fish and chips. To tell
you the truth I find them quite outgoing, polite
i iv
and helpful. I never imagined I would find such a
Post Listening ii
iii
large multi-cultural city, people from all over the
world wearing incredible clothes; soft materials
and very bright colours in trousers and dresses,
all shapes and sizes; wonderful headdresses
14. In pairs, students describe the Post Listening like the turbans and scarves worn in so many
different ways. Im really living a cultural shock
other picture. Suggest using the 14 Work in pairs. Describe the other photo in detail. but very pleased to be here. Hope to see you
Try to use at least 4 new words. Use the Speak soon in Cambridge.
transcript of the listening activity Out on page 13 to help you. Cheers, Pablo
and the phrases in the SPEAK e.g., He has short black hair.
OUT on page 13 as a model. Pre-Reading Post Reading

15 What do you know about England? Whats the 17 Work with your partner and discuss the following
Pre-Reading
capital city? Have you met an English person? questions.
What is a national dish? Do you think theyre
In what ways was Pablo wrong about the British
extroverted people? What is Cambridge?
people? With a partner, discuss why his trip to
15. Discuss the students ideas London changed his perception of British people
and culture. How will that experience affect the
about England. Before starting, ask. way he thinks about other foreign cultures?
Teacher: Are these ideas facts or

14 UNIT 1
stereotypes?
While Reading Post Reading Wrap Up

16. a Students read email 17. In pairs, students Ask students how do they get the main
b In pairs, students discuss the discuss the questions. Then, idea of a text. Take notes on the strategies
two questions. students draw a sequence students give you and choose one. Ask
Answers: map or diagram organising students to use this strategy when reading
He thought they were very reserved, and summarising the the text on Lesson 3.
information about Pablos Ask students how can they distinguish the
that they dressed traditionally and ate
experience. Circulate difference between fact and fiction. Clarify
fish and chips. He heard that from
doubts of students.
other people. He discovered he was and monitor for language
Highlight common mistakes and reinforce
wrong, because Great Britain is a points to note at the end
the main points of the class.
multicultural country. of the lesson.
30 TEACHERS BOOK
Lesson Summary
Aim: Develop listening skills to
2
O
L ES S N find specific information. Develop
comprehension by using previous
Are We Different? knowledge.
Suggested Time
90 minutes
Vocabulary
Cultural differences and nationalities
g
commons.wikimedia.or
Communicative Aims
Distinguish between moments in a
sequence of events. (Past Simple)
Pre-Listening Materials

1 Read the proverb. How do you think culture affects peoples lives? In groups of 4, discuss the meaning of 5-6
the proverb. Make a list of ideas and share them with the other groups.
Dictionary
A man is but the product of his thoughts.
What he thinks, he becomes
Warm Up
-Mahatma Gandhi
While Listening Write hair style, clothes, jewellery,

2 a Listen to a person talking about the importance of knowing other cultures. As you listen, underline
the phrases you hear from the list below.
glasses, short, tall, fair skinned, dark
skinned on the board. Then, ask
We may think there are differences between others and us.
the culture of other countries. students to describe the pictures

other cultures are more interesting than my own culture.
core values, beliefs and social attitudes that are typical to each particular race or ethnicity.
using the words written on the board.

Every time I travel
things about other cultures.
For example, in the first picture the
I went to the USA as a child. boy has got short hair, is fair skinned
we could begin to notice these similarities.
Brits are very different people. and is not wearing any jewellery.
tried to learn about other cultures.
I think this is happening. Draw students attention to the
question in the title of the lesson and
b Compare your answers with your partner. Are they the same?
c Now listen again and check your answers. others related.
Teacher: Are we different?
15
Pre-Listening
1. Write the proverb on the board,
While Listening show a picture of Mahatma Gandhi.
Elicit information they might know
2. 5 Underline the phrases they hear from the list given. of this person. Discuss as a class.
a Encourage students to compare their answers with their partners. Elicit the difference between think
b Listen again and check their answers. and thoughts from students.
Answers: the culture of other countries; other cultures are more interesting Teacher: How does culture shape
than my own; every time I travel; things about other cultures; I went to the peoples lives? How do people shape
USA as a child; Brits are very different people; tried to learn about other their own cultures?
cultures; I think this is happening. Create a diagram with students
answers so they are able to see the
chain of positive or negative effects
culture has on people.
31
Post Listening
3. In groups of 4 or 6, ask students
to discuss the pictures, guess peoples Post Listening
nationality, and talk about what they 3 Work in groups of 4 to 6. Discuss the pictures
and decide what nationality you think the people
know or think about them. Students might belong to. Discuss as a group what you
fill out the chart. Discuss as a class know about these countries or cultures. How
do you know these facts? Ask your group if they
afterward. Make sure students know any other interesting information to share.
Then complete the chart and research the last
are able to identify the difference column.
between a stereotype and a fact. People from

We know about the We want to know about
country the country
Speaking
4. a Elicit students first impression.
If they do not answer the question
correctly, tell them that even though
America is a continent, we refer to Speaking
people from the USA as Americans. 4 a What is your immediate reaction to the Against
What is the origin of the people being called
In fact, the dictionary states the information?
Americans?
following: b Divide your group into two sides:
For = Americans should be called Americans
Why shouldnt people from the USA be
called Americans?
Against = Americans shouldnt be called Who might be offended?
american (adjective) to the Americans What could the adjective and noun be
United States or its inhabitants. c Brainstorm ideas with your partners.Think about changed to?
these questions:
d Create your argument. Write a few sentences
american (noun) someone born you want to start with and then think of an
in or living in the United States, For
Why should people from the USA be called
example to support your ideas.
e.g., We think people from the USA should(nt) be
especially a citizen of that country. Americans?
called Americans because...
Why shouldnt people be offended by the
Richmond Compact Dictionary English word Americans? e Take turns to discuss your argument. Make sure
that everyone in your group has a chance to
b Divide the class in 2 groups speak.
efficiently and not based on their f Conclude by deciding which side was more
convincing.
own opinions.
c/d Students brainstorm ideas and 16 UNIT 1
form one central argument. Monitor

and ask students how they plan to
argue. Suggest if needed.
e Both sides take turns explaining
Common Mistakes
their arguments. Make sure as many
Make sure students are aware of the
students speak as possible. Give
different and specific ways to give
them a talking stick that they can
pass back and forth to maintain their opinions in English. Draw this
order and not talk over each other. chart on the board, if necessary.
f Students objectively vote on Incorrect Correct
which side had stronger arguments. In my point of From my point
Ask students to comment on the view of view or
experience of arguing an assigned For me, ... In my view
opinion that might not be their own. To me, ...
32 TEACHERS BOOK
Pre-Listening
5. Discuss the questions as a class.
Pre-Listening What do singer-songwriters do?
5 Can you answer the questions? Read and check. When did they first become
a What do singer-songwriters do? popular?
b When did they first become popular?
c What are their songs often about? What are their songs often about?
d What instruments do they typically play?
What instruments do they typically
play?
Singer-songwriter Sufjan Stevens
A singer-songwriter composes the melodies, writes the lyrics and Write students answers on the
performs their own songs. The first popular singer-songwriters I fell in love again
appeared in the 1960s and 1970s. They included Bob Dylan, Paul Simon,
drove to Chicago
board and then ask them to read
Joni Mitchell and Leonard Cohen. all things know, all things know
we sold our clothes to the state
the text. Students contrast their
Singer-songwriters usually write about their own experiences and
often tell stories through their songs. Many singer-songwriters use
I dont mind, I dont mind
I made a lot of mistakes answers with the information in
either a guitar or piano to perform. Sufjan Stevens, however, is a
Chorus the text.
multi-instrumentalist. This song is from the album Illinois. Sufjan originally you came to take us
hoped to make a CD for each of the American states. He hasnt all things go, all things go Answers: a They compose
finished yet! You can hear parts of the song Chicago in the film Little to recreate us
Miss Sunshine.
all things grow, all things grow
we had our mindset
melodies, write the lyrics and
all things know, all things know
you had to find it perform their own songs. b They
While Listening all things go, all things go
first became popular in the 1960s
I drove to New York
6 Listen to the song and answer the questions. in a van, with my friend
we slept in parking lots and 1970s. c Theyre often about
a What two places did the singer go to? I dont mind, I dont mind
e.g., Chicago I was in love with the place their own experiences. d They
b How did he travel? I made a lot of mistakes
typically play either a guitar or a
c Who did he travel with?
d Where did they sleep? piano.
Post Listening
7 Which adjectives would you use to describe the song? Use the
remaining adjectives to describe other songs you know.
While Listening
e.g., I think its a very...................................................song.
Its got a.................................................................... feel. 6. 6 Students listen and
original different laid-back commercial rebellious conventional
read the song lyrics once. Then
they listen again and answer the
questions.
17
Answers: b He travelled in a van.
c He travelled with his friend.
Wrap Up d They slept in parking lots.
Ask students what strategies do they use to find specific information in

listening activities. Post Listening
Ask students to share their answers with the class. Highlight the strategy 7. Write the adjectives on board
that is most repeated and ask them to use this strategy in the text. and elicit meaning from students in
After answering the questions, students talk about a personal order to check that they recognise
experience on first impressions and stereotypes. Write answers on the the words.Then , they complete the
board. sentences using them. Check as a
Students compare their answers in pairs. class.
Teacher: what other adjectives would
Reinforce the main points of the class such as culture being
you use to describe the song?
everywhere.
33
Lesson Summary
3
O
Aims: Integrate writing to L ES S N
demonstrate reading comprehension.
Urban Legends
Develop self-correction for speaking.
Suggested Time The Ghost Who
Title _________________ Hitchhikes
90 minutes This urban legend caused goose bumps and terror in the
Pre-Reading habitants of Las Condes, in Santiago, as it has been said
Vocabulary that a beautiful young blonde girl appears at night along
Kennedy Avenue between AmericoVespucio and Gernimo
1 In pairs, discuss the following questions using
Storytelling vocabulary your previous knowledge.
Alderete, dressed in a long, white leather coat. It is alleged that
she would try to hitch a ride with married couples to the
Communicative Aims a What can myths and legends tell us nearest supermarket. Once in the car, when the conductor
about culture? accelerated, she would become distressed and ask him to
Use of oral and written expressions b What is the difference between a myth please slow down and then slowly disappear from sight.
to infer information. c
and a legend?
What does urban legend mean?
There are many witnesses who have sworn to have seen
her hitchhiking and two taxi drivers who have alleged to
(First and Zero Conditional) have actually picked her up. They both confirm that she sat
While Reading in the back seat and became upset when the car started
Materials moving faster. Many witnesses have also filled out reports at
the police station in Las Tranqueras certifying that they have
2 Read the three stories quickly and match
7 them with the titles. You dont need to use
seen her.
Dictionary one of the titles.

Check your answer with a partner.
Warm Up A Hungry Beast / Keep Your Promise,

Receive Your Wish / Vampire Slayer /
The Ghost Who Hitchhikes
Tell students to look at the pictures 3 Look up the words in bold in the dictionary.
on page 18 and 19. Using the title Write sentences with each word.
They can
Urban Legends and the pictures
relate to the text or to your own life.
ask the students to predict what But where does this legend come from? An investigation
Post Reading
the stories are going to be about. was carried out and it was discovered that in August 1978 a
woman by the name of Marta Infante had died on the corner
4 Answer the following questions. of Kennedy Avenue and Gernimo Alderete in a car accident.
Pre-Reading a
b
How did Marta Infante die?
What are the two versions of
This woman is believed to be La Rubia de Kennedy.
Keep Your Promises, Receive Your Wish
Title _________________
Romualditos origin? Which do you San Francisco Borja Street, in Santiago, has existed since the
1. a. Write the words Myths and believe? beginning of this century. It has experienced many changes
c Why do you think the chupacabra drinks
Legends on the board. the blood of farm animals?
but there is one wall that has remained untouched, a wall
full of animitas. These animitas are common in the Chilean
culture but what is special about this wall is that there is one
Teacher: What can they tell us about plaque for a male called Romualdito which is full of flowers
and thank you notes.
culture? Elicit answers from students
and write them on board. 18 UNIT 1
b. Make a list of differences while

students give answers. Have a
student do this.
Post Reading Background Information
c. Answers will vary. If they say any
common ideas write them on board. 4. Students answer questions in Both La Rubia de Kennedy and
their notebooks. Have them check in Animita de Romualdito are famous
While Reading pairs and then discuss as a class after. legends from Santiago. The
2. Students skim through the text Answers: a In a car accident Chupacabra legend is famous all
to pick titles. There is one extra b He was an 11 year-old boy who over America.
title. was robbed and killed or he was an
3. Students work with a partner older man who was run over while
to look up the definitions of the leaving the hospital
words in bold. Elicit synonyms from c Answers will vary.
the class.
34 TEACHERS BOOK
LEARNING TIP
Illustrate how to learn new
vocabulary. Show students
examples of what you personally
There are two versions LEARNING TIP
of who Romualdito was. How do you learn new vocabulary words? do and give suggestions:
Some say that he was an Try to think of synonyms and put them together.
11 year-old boy who was Write new words in my
robbed and killed and
others say that he was a Vocabulary notebook and review them.
40 year-old man who had just been released from the
hospital across the road and had been run over. However,
5 Find synonyms in the text for the following Make flashcards with words and
words:
it doesnt matter what is believed as people started visiting
him and asking him favours and, by miracle, these favours claimed conductor not changed definitions/translations and then
would be granted. descriptions come from seen
use them to test myself.
A lady who cleans the plaques on the wall is a firm believer
in Romualdito and says that he will grant your wishes Writing Make lists of words that are
as long as you keep the promise you made to him. Juan
Gonzalez, another devotee of Romualdito usually visits him 6 Read the following summary of La Rubia de related, for example food,
every Monday for six months when a wish is granted. Kennedy. Fill in the blanks with so, and, when,
A Hungry Beast
Title _________________
or but. clothes, environment, etc.
The name Chupacabra comes from the beasts reported The legend is that a mysterious blonde
woman in a white leather coat would
Create sentences or stories in
habit of attacking and drinking the blood of farm animals,
especially goats, similar to what a vampire does. appear on Kennedy Avenue in Las Condes
neighborhood. She tried to get cars to pick
my head with new vocabulary
Physical descriptions of the creature vary. The first person to
see it said it had a reptilian body, oval head, bulging red eyes,
her up. One night, a driver picked her up words.
but when
____ she got distressed ____ the driver
fanged teeth and a long, darting tongue. In other reports,
its height was approximately 1 to 1.2m high, and it stood
so
accelerated ____ she asked him to go slower. Put words that I want to
and
____ then, very slowly, she would disappear.
and hopped like a kangaroo. It also made hissing sounds and
had a terrible odour. Another description mentioned a heavy The legend originates from the story of a girl remember on a post-it note and
who died in the area.
creature, like a small bear, with spikes from the neck to the tail. then put them on the wall in my
Where did the myth originate? The world first heard of this 7 Write a summary for the other two urban
new vampire beast from a lady in Puerto Rico in 1995. She legends. Include: room at home.
reported that eight of her sheep died with bite marks and
no blood left in their bodies. Other events in the country
The main points Other ideas
followed and finally, a comedian spoke about the chupacabras. A short description of the main character
From Maine, in the north of the USA right down to Chile Appropriate transitions to link the ideas Ask students to look for two
in South America, including Argentina, Bolivia, Colombia,
Honduras, El Salvador, Nicaragua, Panama, Peru, Brazil and
(so, and, but)
words in the text and find two
Mexico, this modern myth is spreading. In Chile it was first synonyms for each,
seen in Calama, where 500 sheep were killed. It has also
been sighted in cities such as Concepcin and Puerto Montt. e.g. distressed - anxious, nervous,
g
commons.wikimedia.or
worried. Then have them discuss

Adapted from:
Corrales, S. (1997). Chupacabras and Other Mysteries. Sheffield: Greenleaf Publishing.
Emmerich, F. (2004). Leyendas chilenas. Santiago: Pehun Editores
the subtle differences between the

words and the situations where
19
each would be used.
Writing Vocabulary
6. Students complete the story of La Rubia de Kennedy 5. Ask students to scan the text
Answers: One night, a driver picked her up and she got distressed and find synonyms for the words
when the driver accelerated, so she asked him to go slower. But then, in the box. Expand this activity by
very slowly, she would disappear. using the techniques and strategies
from the Learning Tip box.
7 This activity can be done individually or in pairs. Students can either
write summaries or summarise the legend by making a comic strip of Answers: a alleged; b driver;
a legend from the text or one that they know. Ask them to brainstorm c untouched; d report; e originate;
vocabulary for each point before they start creating sentences. Monitor f sighted.
and help them with vocabulary and sentence structure.
35
Language in Use
Use of oral and written
expressions to infer information.
(First conditional and zero conditional) While Listening
Write these prompts on the board: LANGUAGE IN USE 10 Listen to a conversation where Sonia and
Richard are talking about a school project on
If you heat water to 100C We use If... sentences to describe situations we think are
possible in the present or future, as well as to describe
spooky stories.
If I watch a horror film tonight, I general truths.

If you see a horror film, you will be scared.
While you listen, complete these sentences.
a
Ask students to finish the sentences. If you drive slowly, you wont arrive on time.
If you want it, I can lend it to you. b
I will finish the project if you ____________.
If you have a story about the Yeti, can I
Ask the meaning of each sentence. If you cook food with peanuts, I will have an allergic reaction.
c
________________?
I have the film. If you want it, I can
without writing the title of each ______________ to you.
d If you watch it, you _________________
grammar structure, elicit the form Practice time to write your summary by tomorrow.
e If you want to see it, I ______________ and
onto the board. 8 Complete the sentence using the correct form get it.
of the verbs from the box and your own words.
Zero Conditional Include will or wont where necessary. 11 Listen to the track again and identify the
missing information in the activity 10 and check
If + present simple + present simple drink see have get be able to
your answers.
First Conditional Post Listening

If + present simple + will + infinitive a If I watch a scary movie, ________________.
12 Integarate oral and written expressions to
b __________________, I cant sleep at night.
Check the Grammar Reference at complete the sentences so they are true for you.
c If I read a suspense book, _______________.
f If I have a project due next week, _________
the back of the book d If I dont go to bed early, _______________. g If my friend needs help on an assignment,
e ____________, I will run as fast as I can.
Practice h Ill only be late for class if _______________
Pre-Listening Writing
8. Students use the verbs to create
9 In pairs, discuss the following questions using 13 Describe a very strange creature.
their own sentences based on the your previous knowledge.
Work in groups of three. Write a description
prompts given. Answers will vary. a What kind of stories do you prefer? of a creature using a minimum of 5 new words
e.g., romantic, horror, science fiction, drama from the vocabulary in the text above. Include if...
b Why do you like them? sentences in your description. Use the description
Pre-Listening c What are spooky stories? on page 19 as a guide. Consider:
i physical aspects.
9. Students discuss questions with j
k
where it lives.
what it eats.
their partners. Circulate and monitor l
rg
what it does.
commons.wikimedia.o
for feedback later in the class. Check
if students comprehend meaning
and use of the word spooky. Elicit 20 UNIT 1
some synonyms to make sure.
While Listening Post Listening Writing

10. 7 Before listening, have students read the sentences 12. Students fill in 13. Elicit the names of
and try to predict what goes in the gaps. Students listen and the blanks to make strange creatures and
correct what they had predicted. sentences that are true write them on the board.
11. Allow students to check their answers with their partner for them. At random, Ask students to brainstorm
before they listen again. Use the transcripts at the back of ask students to share ideas and make an outline
the book. answers. before they start writing
Answers: a you help me a little; b can I borrow it, please?; sentences. Monitor to help
c lend it to you; d ll/will be able to write my summary for them with vocabulary and
tomorrow; e ll/will go. sentence structure.
36 TEACHERS BOOK
SPEAK OUT!
Elicit the language from the box
to describe the character.
Speaking Ask Students
14 In pairs, look at the pictures and take turns
SPEAK OUT! Teacher: How would you describe
describing what you know about each To talk about facts use neutral language.
characters. You can use the Speak Out! box for It has Dracula/Yeti?
You can see
help.
Include the following information:
There is / are
It is enormous and hairy, too.
As students are speaking,
What the character looks like.
It is similar to Dracula. monitor and note language for
How and where you think the character
originated.
correction. Answers will vary.
If they come from a film or TV show and what
it is based on.
15 Make a survey of your classmates answers. Find out how many students like horror films, how many films
do they watch in a month, which genres are the most popular, etc. Organize the results in graphs and
present it to the class.
Speaking
14. Use one of the pictures as
an example with the whole class.
Elicit ideas, descriptions, and
opinions about the character.
15. This activity could be done

in groups of 4 or 5 students.
Students should take notes on
their groups answers and report
the information to the class by
creating a bar chart. Introduce
vocabulary used to read charts
related to surveys.
edia.org
commons.wikim
21 The monsters in the pictures are
examples of imaginary creatures
recognisable to most people.
Abominable Snowman, or Yeti: an ape-
like monster that is said to inhabit
the Himalayan region of Nepal
and Tibet. Stories of the Yeti first
emerged in the 19th century.
Wrap Up Dracula: title character of Bram
Stokers 1897 Gothic horror novel
Ask students for the strategies they use to write summaries of texts. Dracula. Described as the archetypal
Take notes on the board. Discuss these with the class and ask them vampire, inspired by Vlad III the
to hand in a summary of a text using the most common strategy. Impaler. He appears frequently in
Highlight common mistakes and reinforce the main points of the class. popular culture.
37
Lesson Summary
4
O
Aims: Develop speaking and writing L ES S N
skills based on a heard text.
Myths & Legends
Suggested Time
90 minutes
Vocabulary
Narrative linkers
Communicative Aims
Recognise relevant details when
identifying who is performing the
action. (Defining Relative Clauses)
Materials
8-9
Dictionary
Warm Up
Clarify any unfamiliar vocabulary
from activity 2, e.g. troll. Direct
Pre-Listening
students attention to the images.
1 Look at the ilustrations, what comes to your mind?
Teacher: Do you know any of these 2 In pairs, discuss the difference between a myth and a legend. Then match the following Chilean myths and
characters? To what myth or legend legends with their description using your background knowledge.
could you relate them to? a Desierto Florido i f

_____ A dwarf who impregnates women.
b La Calchona ii a
_____ Flowers in the desert.
Elicit the titles or stories from c Portillo iii c
_____ An enchanted lake.
d Alicanto iv e
_____ A mermaid.
b
students, giving them what is e Pincoya
f El Trauco
v
vi
_____
d
_____
A witch.
A bird that brings good luck to miners.
g
necessary. g Las Tres Pascualas vii _____ Three sisters who loved the same
young man.
Pre-Listening While Listening

3
1. Direct students attention to Listen to the story and identify which myth or legend it refers to.
the names of the myths in the

next exercise. Do they recognise 22 UNIT 1
any of them? Have them work in

pairs to match the stories to their
descriptions. Work together as a
Elicit any others (e.g. City of the While Listening
class on the stories students dont
recognise. Caesars, Alicanto, etc.). Draw their 3. 8 Tell students to
El Trauco: a forest troll; La attention towards Desierto Florido take notes of any important
Calchona: the story of the woman and explain that its a phenomenon phrases or ideas they hear.
who turned into animals at night that occurs in the Atacama desert and Answer: The Origin of the
(sheep), Las Tres Pascualas: three that there is a special story behind it. Is Flowering Desert
sisters who loved the same man; the story a myth or legend? Leave this
Pincoya: mermaid with golden question written on the board.
hair from Chilo who dances for 2. Tell students to match the legend or
the fish harvest. myth to the definition.
38 TEACHERS BOOK
4. 8 Direct students attention
to the vocabulary box. Elicit

infinitive forms of the verbs and
students can look up words they
4 Listen again while you read the text. Complete the gaps with the correct words or phrases from the box. dont know. Read the words aloud.
return were able remain searching for appeared grief
Students listen and repeat.
wept bloom revealed to spread spot seeking Students listen and read the text
The Far North: The Origin of the Flowering Desert.
to complete the gaps.
Answers: i were able;
During Spanish rule, there was a beautiful, young woman who lived in a small
village near the Limar River. All the young men were in love with the lovely ii searching for; iii revealed to;
were able to win her love. One day, a
Aauca, but none of them (a) ___________
searching forgold. When
handsome, young miner came through town, (b)__________ iv seeking; v return; vi appeared; vii
ikimedia.org
he saw Aauca, he fell in love with her too, and this time she loved him
back. One night, the miner had a disturbing dream, in which a mountain grief; viii wept; ix remain; x spread;
commons.w
revealed to
spirit (c)__________him the precise location of the gold that he was
seeking He revived his search for the gold, promising Aauca that he
(d)__________.
xi bloom
return
would (e) ___________ appeared
soon. Aauca waited for him day after day, but her miner never again (f) ___________.
grief
Aaucas heart was broken and, inconsolable, she eventually died from (g) ____________. Her funeral was on
wept
a rainy day and all the villagers (h) ______________ for her.
spot
The next day, the sun warmed the valley and beautiful, red flowers grew from the (i) _____________where the
Post Listening
young woman had died. The legend says that Aauca became a flower as a gesture of love, so that she could
remain spread
always (j)_____________close to him and (k)___________ her love everywhere. 5. Ask some concept checking
bloom
Today, you can still see the Aauca flowers (l)___________ in the area that is now known as the Atacama
Desert, creating spectacular fields of wildflowers. This amazing phenomenon is known as desierto florido, or
questions to review and
desert in bloom.
Adapted from Prez, F. (2012). Mitos y leyendas de Chile. Santiago: Zig-Zag summarise the story.
Answers: a He was looking for
gold. b No. c She died from grief,
Post Listening LANGUAGE IN USE extreme sadness. d So Aauca
5 Answer the following questions. To further describe a person, place or thing, we can add
a small phrase, or clause, to the noun. can always be close to the miner
a Why did the young miner come to Aaucas
village?
The young woman who lived in a village.
who lived in a village is a defining relative clause. It tells us
and spread her love.
b Did the miner find the gold he was looking for? which woman we are talking about.
The clause is often introduced by words such as, who, Teacher:
which, that, but also when, where, and whose.
c How did Aauca die?
We can use who or that to talk about people. What happened to the miner?
d Why do the flowers bloom in the desert We can use which or that to talk about things.
now, according to the story? Do the flowers still bloom in the
desert?
Does grief mean that she had a
23 disease?
Clarify any vocabulary doubts
students may have.
Extra Activity Language in Use

Write example(s) on board of Recognise relevant details when identifying who is performing the action.
how to record new vocabulary. (Relative Clauses)
You can also get a student or two Write Aauca on the board. Ask students who Aauca is.
to do the same, e.g. Wept (verb) / Write the prompt, Aauca is the woman who.... Ask students to finish the
past form of weep (inf) / cry a lot / sentence. Point out answer from book. Give other examples in the same
llorar mucho manner.
A flower is a plant which smells nice and has leaves of different colours.
The desert is the place where it hardly ever rains.
Check the Grammar Reference at the back of the book.
39
Speaking
6. In pairs, students make notes.
Model an example on the board so
students do not write full sentences. Speaking Practice
8
With either the same partner or in 6 In pairs create a summary using the vocabulary
from the box in activity 4. Use the Wh questions
Complete the following sentences using who, that,
which, or where.
a group with new partners, students in the box below. e.g., A miner is a person who looks for gold and other
The Flowering Desert minerals.
take turns telling their version of
Who | What | When | Where | Why a The Atacama Desert is a place
the story. .
b A funeral is an activity
SPEAK OUT!
SPEAK OUT! We use these words and expressions to help tell a story
.
First After that Next As soon as Suddenly
Teacher: What linking words do you In the end During While
c Grief is a feeling
.
use to tell a story?
Writing nciati o
Ask students to underline the o nu n
7 Write a story about a myth or legend with 60
The combination
Pr
Linking words they find in the text. words. You can use the descriptions on the pages
of vowels e and a can
be pronounced in
Make sure students understand 19 and 21 as a model.
a Pre- writing. Choose a topic and brainstorm
many different ways.
use and meaning by writing some ideas. Include the words below.
9 Listen to some of
examples on the board. one day / night | during | the next day | when | the sounds: like bird,
ear, bed, tree.
soon | today | later | finally | in the end
a Put the following words, spelled with ea,
under the correct column: please, search,
Writing
b Drafting. Write a draft of your description
and check the main, second and closing ideas. spread, appear.
Introduction: Who? Where? When?

7. Students create their own myth. Development: What happened?
bird
were
ear
near
bed
wept
tree
seek
During... The next day/week learn clear red me
Go through the bullet points so When... but soon...

b Identify the same sounds in the following
that the students have an idea After that...
Conclusion: Finally...
words and place them under the correct
sound:
about the structure of their stories.
c Revising. Once you have finished writing, were seek wept near learn me red clear
They can finish at home and hand read your work and check it.
c Work with a partner and add 3 more
it in for homework. d Editing. Read your work again and edit it
looking for any mistakes or aspects you want
words to each column. Use a dictionary to
help you.
to improve.
Practice e Publishing. Share your work with your
classmates and debate about your different
8. Students complete the ideas using the Speak Out! box for help.
sentences using relative clauses. 24 UNIT 1
Answers: i. where (wild flowers

grow; ii. which/that (grows in the Wrap Up
desert); iii. which/that (people
attend to pay respects to a dead a Write the words please,- Ask students for the strategies they use
person); iv. which/that (you have search - spread - appear on to organize their ideas when writing a
when something sad happens the board, students put them story or event. Share students strategies
to you). under the correct sound. to organize information. Ask them to
b. Ask students to do the same summarize the information of this unit.
Pronunciation with the words in the box. For reinforcement, paste 5 pictures of
Answers: a storyboard on the board. Divide the
9. 9 Identify the ea spelling.
Be sure students recognise the bird ear bed tree class in 4 groups. Each has 2 minutes to
were near wept seek tell a story based only on the pictures.
different sounds. Play audio several
learn clear red me
times.
40 TEACHERS BOOK
vie
Warm Up
Re w
These exercises can be done
1 in pairs or individually checking
unit
answers in pairs before looking up
1 4
Work with your partner and complete the
sentences with information that makes sense.
Work with your partner and write a phrase with
if... to complete the sentence.
the answers.
All sentences are related to the unit.
a ,
a have dyed their hair of we will have a wonderful time.
different colour all over
b ,
their body.
I wear uniform.
1. Students complete sentences.
b
its always full of
appears at night and
.
c , The sentences are all about topics
we can accept all styles.
c The is a mysterious
d ,
from the unit. Answers will vary.
that .
I will try to visit Desierto Florido.
d often tell stories in 2. Students complete the
their . 5 Using the words in the box below, identify the
part of speech and create original sentences.
conversation using structures they
2 Complete the conversation between Sonia and
Richard using the structures learnt in this unit. have learnt in this unit. Answers
mysterious dyed appears baggy different
Sonia: Hi Richard. Have you your will vary.
project work for school?
Richard: Hey Sonia, Ive nearly finished it but I 3. Students complete if sentences.
could do it sooner if you help me.
Sonia: OK, How can I help you? Your
Correct as a group. Clarify
is about spooky stories, isnt it? doubts that students may have
Richard: Yep, and I know you love them...Have
you any story or film about
about grammar structure.
the Yeti that I can borrow please? Possible answers: a studies; b it
Sonia: In fact I do... I have the latest zombie 6 Write a story in your notebook about a topic
film. If you want it, I can it to that you have learnt in this unit. You must include will become/be liquid/water; c
you. the words in the box.
will put on weight/will have health
Richard: Thanks you. I really appreciate it!
Sonia: Your welcome!
goose bumps run over culture legends
problems/will be overweight; d it is
placed in water (in its frozen state
3 Complete the following situations in your
notebook. its less dense than water)
a Ana will pass the test if she
b If ice melts, it 4. Students write the first section of
c If you always eat too much, you
d Ice will float if the conditional sentences. Answers
will vary.
REVIEW 25
5. Students write sentences using
the words given and their ideas.
Wrap Up Extra Activity Answers will vary.
Results will allow you to Students need to use the vocabulary 6. Students make sentences using
direct students to more in context to remember it. To create the vocabulary. Answers will vary.
useful exercises on the a puzzle or word search with specific
Worksheets. words, visit http://en.puzzlemaker.
For more examples and com/ or any other of the websites
explanations go to Grammar that offer free resources and you can
Reference at the back of the create your own material according
book. to students need.
41
Warm Up
s h ee
Decide if students need the extra or k
W
practice, if so, which exercises they
1
ts
need. These exercises can be done unit
in pairs or individually checking
1 Choose 2 words from the list and complete the 3 Write about three things that you did or happened
answers in pairs before looking up information below. to you in the last week and you consider important.
the answers. stereotype - trend - dressing style - culture

During this last week ....
different - creature - legend - Chupacabras
Pincoya
a Word 1:
1. Students choose 2 words b Write a definition: .
from the box and complete the c Brainstorm ideas or words related:
.
exercise with information they d Write a sentence including the word:
.
have learned. Answers will vary. e Draw a picture to help you remember it: 4 Answer the following questions with your own
. information.
2. Students look through the unit
a Word 2: . a What kind of clothes did you wear when you
to find ideas or vocabulary words b Write a definition:
were a child?
related to the different concepts. . b What hair style did you have last year?
c Brainstorm ideas or words related:
Answers will vary. .
d Write a sentence including the word: c What people did you see that were different
3. Students write a paragraph . while you were on vacation?
e Draw a picture to help you remember it:
using the past tense. .
d What creature were you most afraid of
4. Students answer questions 2 Work with your partner and find ideas or words when you were a child? Why?
related to the words given along the unit.
about their lives in the past. a Appearance:
5
Circulate to make sure students .
Finish the sentences with your own ideas.
are using the past simple. b Fashion:

a A classmate who .
b A noise that .
.
5. Students complete the phrases c A place where .
c Married couple:
d The jacket that .
using their own ideas. Make sure . e The year when .
students know that their answers d Animal:
should be relative clauses and not .
necessarily full sentences. e Wild flowers:

.
Answers will vary.
26 UNIT 1
Common Mistakes
Often, when students punctuate Extra Activity
sentences with relative clauses, If Clause 1 Show your students a picture. For example, a dog on the
they repeat the subject two times. side of a road. Ask them to write a story in groups using if clauses. Do
Incorrect 2/3 sentences on the board, If the dog sees a cat on the other side of
My sister, who lives in Talca, she is the street, it will cross the road. If it crosses the road, it will get run over. If it
a nurse. gets run over, it will get hurt. Set the time (suggested, 10 minutes). The
Correct group with the longest story wins. Give feedback on the board with
My sister, who lives in Talca, is a the correct sentences. Try to give examples using the if clause at the
nurse. end, so they notice the use of the comma (,).
42 TEACHERS BOOK
s h ee
or k 6. Students complete questions
based on personal knowledge. They
W
1
ts
unit can work in pairs or on their own.
7. Students complete the sentences
6 Work with your partner and answer the following 8 Work with your partner. Ask and answer the
questions. questions using If... using first conditional.
a What food do you know that makes people
sleepy?
a What will you do if you get a bad grade in
the following English test?
8. Students answer questions using
b What friends do you have who like talking a
the zero conditional. Answers will
b If I like the movie will you lend it to me?
lot? vary.
c What person do you know who dresses
differently?
c Where do you go if you want to be alone? Check activities 7 and 8 on the
d If you meet a person from another country, board. Ask students to share their
d What place do you know where you can go
and have unusual experiences?
what will you talk about?
answers, write them and correct
e Who do you talk to if you have a problem? mistakes if necessary.
7 Use the following words to create If... sentences.
9 Complete these sentences with: who, that, which,

a First impression / wrong:
where and your own ideas. using relative pronoun.
b Clothes / unique style: a A teacher is someone
10. Students complete the
b A pet is an animal
c Culture / different:
c It often rains in the spring,
paragraph using the correct verb
d Going to the cinema is an activity tense.
d San Borja street / animitas:
e My family are going to Miami,
Answers: 2 like; 3 listened; 4 plan;
10 Complete Davids email using the correct form of the verbs in brackets. 5 havent got; 6 do you think; 7 go;
8 are; 9 closes; 10 takes
Dear Peter,
I got your email about the concert yesterday. Of course I awant (want) to go! I really b (like) that band. In
fact, I c (listen) to their latest CD last night Lots of my mates from school d (plan) to go to the concert
too. I e (not/have got) a ticket yet! I hope I can get one.
What f (you/think) of this idea? Lets meet outside your school and g (go) to buy the tickets together if
Extra Activity
there h (be) any tickets left! We need to meet at 2.30 p.m. because the ticket office i (close) at 3.00 p.m.
Dont be late: it j (take) fifteen minutes to walk there. Relative pronouns. In two columns
I must get back to my homework. and finish my Maths before we go.
See you, on the board write the following,
David
person I want to visit

27 place is my favourite
film I feel happiest
animal I feel closest to
sport I love the most
Wrap Up
Divide students into pairs or small
In pairs or groups ask them to talk about these topics (topics related groups and ask them to match the
to the unit, myths, legends, stereotypes, appearances) giving reasons for
first with the second columns (the
their choices. Give between five and ten minutes for this. Feedback by
place > where I feel happiest);
asking individual students to share with the class one or two interesting
each half sentence should be used
pieces of information about another person in their group.
only once.
Write down the common mistakes for recycling and extra practice
Give a few minutes for this, then
during the next units.
feedback with the class and draw
lines connecting the possible
sentence halves.
43
Lesson Summary jec

Pro t
Aims: Recycle descriptive
vocabulary from the Unit by
1
unit
personalising context.
Describe a Character
Suggested Time
45 minutes 1 Look at the pictures. Do you recognize any of 3 Make sure you include at least one of the following
them? Discuss the following in pairs or small items in your presentation. Put a check beside
Materials groups. the item.
Pictures of contemporary myths, What are some myths or legends that are not
mentioned in the unit? A PERSON FROM B CREATURE FROM A
MODERN URBAN TRIBE MYTH FROM ANOTHER
Rubrics and Dictionary. Do you know of any myths or legends from
different cultures? Research famous myths or
-adjectives and CULTURE
vocabulary from the unit -adjectives from the unit
legends from Africa and Asia. related to appearance to describe appearance
Warm Up and personality

-their likes and dislikes,
ex. hobbies, clothes, etc.
and personality
-what the creature does,
where and when it is
-typical behaviours or active, ex. routines,
Introduce the topic by tendencies -the origin answer
-ideals or aims of the why, how, etc.
brainstorming different characters members
-phrases using who,
-phrases using who,
which, where, whose, and
from contemporary myths and which, where, whose,
and that
that
*Refer to lesson 1 for

legends as a class. *Refer to lesson 1 for
descriptive adjectives
descriptive adjectives
Your character has a logical origin. ____

Your character is believable. ____
1. Students look at the pictures Your presentation includes a description of your
and answer the questions. Answers character. ____
There is a moral or important message. ____
You and your group are going to create and
will vary. present one of the following descriptions: 4 Select a speaker or speaker(s) from your group
and prepare a presentation using the Speak Out!
2. Go through the steps of the a a fictional modern-day urban tribe or
b a creature of a myth from another culture
boxes from this unit.
project according to instructions in 5 Now that everybody has presented, its your
2 Work in groups of 4 or 5. Use your imagination chance to vote.
the Students Book. Students can and discuss your ideas about a character with
your group. Together decide which box you want Who told
either choose a known character your original character to come from. Choose A the most creative story?
or B from activity 3. the nicest story?
or create a new one. Set the the scariest story?
a Prepare the description based on the the saddest?
timing for the different stages and requirements in box 3 according to which
you select. Refer to the text on page 19 for a
make sure they keep to them. The sample of a descriptive text.
presentation should be a maximum b Draw a picture of your character. 9 3

of 5 minutes. Recommend they 28 UNIT 1
recycle vocabulary from other
lessons.
3. Ask students to read the boxes. Wrap Up
Check they have understood they 5. Define how they are going to Write down common mistakes
need to choose at least one of the vote for the best presentation. Use for recycling and extra practice.
points from the box and include different categories so that more Ask students to share comments
it in their presentation. Define than one story gets recognised. on the other presentations.
criteria with students of what
and how the presentation will be
evaluated. Use Rubrics at the back
of the book.
4. Organise the presentations so
there is time for everyone.
44 TEACHERS BOOK
og Lesson Summary
y Pr re
M
Aims: Evaluate themes and
1
ss
unit concepts of the unit
Reading Suggested Time
1 Read the text about British culture and answer the questions. 45 minutes
The British culture is very diverse.The UK is a multicultural society in which people from different ethnic, religious
and cultural backgrounds live together. In parks all over the United Kingdom you can see people, young and
Materials
old, wearing different clothes, listening to different music and enjoying themselves in different ways: from playing
cricket to skateboarding. If you ask many people who live outside the UK what they associate with Britain, they
Dictionary
normally mention the same things: music (The Beatles), pubs (a pint of beer), food (fish and chips), London taxis,
the red buses and telephone booths, the Royal Family and, of course, the BBC, with its multicultural programmes. 10
a How does the writer describe British society?

b In what ways do the people show they are different?
c What do people who dont live in the UK think of when you mention it?
d What kind of programmes does the BBC make? points /4
Warm Up
Listening
Review reading and listening
2 Listen and check the correct sentence.
a Ive known Paula for ten years. ___
comprehension strategies with
b
I know Paula for ten years. ___
I dont think that hes been to Argentina yet. ____
the class before doing the test.
I dont think that his being to Argentina yet. ___ Check that students understand
c I started playing computer games at 10 oclock. ___
I start playing computer games at 10 oclock. ___ the instructions of each question.
d Were you studying at home last night? ___
points /4
Where you studying at home last night? ___
Writing
3 Finish the sentences with your own words. 1. Students read article about Britain
a If it rains tomorrow, ________________________________________. and answer questions.
b Reggaeton is _______________________________.
c I often _______________________________________. Possible Answers: : a As diverse;
d A story that is incredible can also be described as _____________________.
e Last night I ______________________because____________________. points /5 b In the way they dress, music they
4 In your notebook, describe in 50/60 words the best character (real or fictional) you heard or read about in listen to, and the way they enjoy
this unit.
- Refer to the text on page 19 for a sample of a descriptive text.
themselves; c Music (The Beatles),
points /7
- Remember to consider: physical aspect, where it lives, what it eats, what it does. pubs (a pint of beer), food (fish and
Keep practising Lets review Good job! Brilliant!
chips), London taxis, the red buses
0-5 6-10 11-15 16-20
and telephone booths, the Royal
29
Family and, of course, the BBC;
d BBC; e multicultural programmes
2. 10 Students check the
Wrap Up sentence they hear. Play the audio
4. Students describe a character twice.
Correcting errors. This can be
done with self-correction, peer or creature from the unit. 3. Students finish the sentences.
correction or reviewed by Make sure you remind them to Possible answers: a I wont go
the teacher. Exercises 3 and 4 consider: physical aspect of the skating; b a type of music that is
require checking by the teacher character, place where it lives, popular in Chile; c watch TV in
to give feedback. For evaluation what it eats and does. If necessary, the evening; d a legend; e studied
criteria check Rubrics at the write these points on board as a History because today I have a test.
back of the book. reminder.
45
Transcripts
Welcome Speaker 3: Francisco is wearing part of his uniform: black

trousers, a white shirt, and dark tie. He looks a bit
Track 2 page: 9 Activity 4 untidy and informal.
Carla: Hi Patricia, how are you? Speaker 4: Sol is very much in fashion. Shes wearing light grey
Patricia: Hi Carla,What do you think about your English class this year? leggings with a blue hoodie and a wide headband
Carla: Im not sure, this year were doing a lot more speaking in in matching colours.
class. Im a bit shy when I have to speak in English because
I worry too much about making mistakes.There are other Track 4 page: 14 Activity 13
people in my class who speak much better than I do.
Patricia: I know, I have people like that in my class too. They dont There is a young woman in this picture. Shes in the middle
care about making mistakes.They just talk. of the photograph. She looks older, maybe in her fifties. Shes
Carla: Yeah, and they are able to get their message across even slim, with red hair. I dont think shes very tall because of her
using bad grammar! Im so jealous! I think they practise out shoesthey have very high heels. Perhaps shes quite short
of the classroom too. and wears shoes like this to seem taller. Shes wearing quite
Patricia: I listen to music but I dont read books or magazines. My unusual clothes: a dress that seems to be taken from the 19th
teacher says that its best to learn by doing.You know what Century, ripped tights and those shoes. She looks as if shes
I mean? reading a book. In the background you can see a park with
Carla: Absolutely, if I dont start practising speaking now I wont be children playing. I think it might be a big city like London or
able to use it when I need it in the future. All I do is watch Tokyo. She could be waiting for a friend.
television in English.
Patricia: Good for you. Im afraid I dont, but I usually surf the Internet Track 5 page: 15 Activity 2
at the weekends.You know what I have started doing?
Carla: What? Speaker: Im really interested in the culture of other countries.
Patricia: Youre not going to believe this but I started talking to I dont know why but I always think other cultures are
myself... like having short conversations with myself. more interesting than my own culture. Every time I
Carla: Really, have you lost your mind? travel I learn wonderful and interesting things about
Patricia: No! I think it works. I make up stories about people and say other cultures.
them out loud. I sometimes record them and then I listen
to them One of the biggest surprises I had was when I went to
Carla: Youre joking! the USA as a child. Im English so I thought Americans
Patricia: Of course,I do this at home in my room,so nobody can hear me. had the same culture as me. When I went to America
I think it helps me feel more comfortable using the language. I understood Americans and Brits are very different
Carla: Really? Hmmmm maybe Ill try it. people. Understanding the culture of other people is
Patricia: You should. very important. It helps us all to get along. If everyone
Carla: Thanks for the advice, see you after school. really tried to learn about other cultures, the world
Patricia: See you. would be a more peaceful place. And as the world is
becoming smaller, I think this is happening.
Unit 1 Track 6 page: 17 Activity 6
Track 3 page: 11 Activity 2 I fell in love again

Speaker 1: Javier is wearing a ring on his thumb, a belt that drove to Chicago
holds up his jeans because theyre not tight-fitted. all things know, all things know
He is also wearing a black sweatshirt and has a we sold our clothes to the state
chain around his neck, like a necklace. I dont mind, I dont mind
Speaker 2: Camila is wearing a black hoodie, a long, frilly skirt I made a lot of mistakes
though she doesnt seem to be wearing earrings in my mind, in my mind
and I cant see if she has boots on her feet. Chorus
you came to take us
46 TEACHERS BOOK
Aauca that he would return soon. Aauca waited for him
to recreate us day after day, but her miner never appeared again.
all things grow, all things grow Aaucas heart was broken, and, inconsolable, she eventually
we had our mindset died from grief. Her funeral was on a rainy day and all the
all things know, all things know villagers wept for her.
you had to find it The next day, the sun warmed the valley and beautiful, red
all things go, all things go flowers grew from the spot where the young woman had died.
I drove to New York The legend says that Aauca became a flower as a gesture of
in a van, with my friend love, so that she could always remain close to him and spread
we slept in parking lots her love everywhere.
I dont mind, I dont mind Today, you can still see the Aauca flowers bloom in the area
I was in love with the place that is now known as the Elqui Valley, creating spectacular fields
in my mind, in my mind of wildflowers.This amazing phenomenon is known as desierto
I made a lot of mistakes florido, or desert in bloom.
Track 7 page: 20 Activity 10 and 11
bird ear bed tree please search spread appear
Sonia: Hi Richard. Have you finished your project work for
school? Track 10 page: 29 My Progress Unit 1 Activity 2
Richard: Hey Sonia, Ive nearly finished it but Ill finish sooner
if you help me. a. Ive known Paula for ten years.
Sonia: OK, How can I help you? Your project is about b. I dont think that hes been to Argentina yet.
spooky stories, isnt it? c. I started playing computer games at 10 oclock.
Richard: Yep, and I know you love them...Have you got any d. Were you studying at home last night?
story or film about the Yeti that I can borrow please?
Sonia: In fact I do... I have the latest zombie film. If you want Track 11 Extra Test Unit 1 Urban Trends
it, I can lend it to you.
Richard: Oh, that would be great Sonia. I have an idea. Why We had rockers in the fifties, hippies in the sixties, punk
dont we watch it this evening? rockers in the seventies, and New Romantics in the eighties.
Sonia: Thanks Richard but I have to go to the dentist this The nineties was a time for hip hop. More recently, weve seen
evening. You can watch it alone a bit earlier so youll the emergence of goths and emos. Urban trends have always
have time to write the summary by tomorrow. existed. Young people enjoy belonging to a group. They feel it
If youre decided, then Ill go and get it, its in my is important to identify with like-minded people who share
bedroom. the same tastes. So, if hippies worshipped Bob Dylan, flower
Richard: Oh... OK then. power, and free love, and punks were interested in rebellion
Sonia: Just wait a minute till I finish this and Ill go upstairs and adornment, what are goths into? And where do emos fit
to get it. in?
Richard: Thanks Sonia, Ill let you know how it turns out in the end.
The key look for both goths and emos is a chalky white face,
black eye and lip make-up. Their favourite items of clothing
Track 8 page: 22 Activities 3 and 4 are corsets and capes extravagant in design and very dark.
The goth look is not new, of course, and there is a difference
The Far North:The Origin of the Flowering Desert. between the first-time older goths and under-thirty baby bats.
During Spanish rule, there was a beautiful, young woman who
lived in a small village near the Limar River. All the young men Emos are one of the youngest teenage cults. These are a
were in love with the lovely Aauca, but none of them were younger subset of goths. The look is much the same although
able to win her love. One day, a handsome, young miner came emos have more distinctive hairstyles and they listen to bands
through town, searching for gold. When he saw Aauca, he like My Chemical Romance. Being emo is about the music and
fell in love with her too, and this time she loved him back. One fashion that connect them.
night, the miner had a disturbing dream, in which a mountain
spirit revealed to him the precise location of the gold that
he was seeking. He revived his search for the gold, promising
47
PHOTOCOPIABLE
tra Tes
x
1
t
E
unit
Listening Vocabulary

1 Listen to the reporter talking about urban groups 2 Match the adjectives in column A with their opposite
and decide if the following questions are True (T) or in column B.
False (F). You will hear the recording twice. A B
a Punk rockers were an urban group in the eighties. second-hand new
b Young people enjoy identifying and sharing with introvert awful

others who have the same tastes and lifestyle. baggy short
c Hippies loved Bob Dylan, flower power, and free
straight tight-fitting
love.
tall extrovert
d There is only one type of Goth.
thin curly
e Emos have an identifiable type of hairstyle.
wonderful fat
points /5 points /5
Reading
3 Answer the questions according to the information in the text. Use your own words.
Two teenage boys were recently imprisoned for life As the girlfriend tried to stop the attack, holding
for murdering a woman because she was dressed his head on her lap and calling for help, some of the
as a goth. The woman, twenty, and her twenty-one- gang began kicking her. She was left lying by her
year-old boyfriend (both of whom were wearing boyfriends side, unconscious. Police took them to
black clothes and had piercings) were walking home the nearest hospital and the woman was in a comma
through a park when they met a group of teenagers. for two weeks before she died. The boyfriend has
been out of his comma for a while now and claims
At first, there was a good-natured and friendly
he finds the world a terrifying place to live in.
atmosphere between the young people, but this
conversation quickly became cruel as a group of The judge, who sentenced the attackers, said that
five youths attacked the twenty-one-year-old man. their behaviour seemed to be based solely on the
He was suddenly knocked to the ground and kicked way the pair were dressed.
about until he was unconscious.
a What did the young people walking in the park look like? d Who rescued the young people?
b Who did the teenagers attack first? e What does solely mean in the last sentence?
c What made the gang attack the woman?
points /5
0-3 4-7 8-11 12-15
48 TEACHERS book
tra Tes
x
1
t
E
unit
Warm Up
Before the test, clarify doubts students might have. Review material related to grammar and vocabulary. Focus
on the activities the test is based on (sequencing events, antonyms).
1. 11 Students listen to the audio about youth culture trends. Have students read the statements and decide
if they are True or False (T or F). Play audio twice so that students do not feel they have to hear everything
in one take. Tell them in advance that they will have two opportunities to listen.
Answers:
a F; b T; c T; d F; e T
2. Students match words from column A with their opposite from column B
Answers:
second hand/new; introvert/extrovert; baggy/tight-fitting; tall/short; wonderful/awful ; straight/curly; thin/fat
3. Students read a news report about a murder caused by stereotypes.They answer the questions based on the
information in the text. Answers will vary.
Possible answers:
a They both wore black clothes and had piercings. b They attacked the young man first. c She stayed with her
boyfriend and called for help. d The police. e It means only or just.
Wrap Up
Have students switch their tests with their classmates in the same row. Go over the answers as a class. Play
the listening again and pause it where necessary if students dont understand. When reviewing exercise 2, have
students give other examples of opposite words.
Background Information Common Mistakes

Teenagers have been labeled jocks, nerds, preps and punks for decades,
Students make mistakes when
but stereotyping isnt usually productive or beneficial to a teens
choosing between an adjective
mental or emotional development. Stereotyping is about judging an
and an adverb.
individual based on real or imagined characteristics of a particular group,
For example:
according to some experts. It can be done by parents, teachers, coaches
I surf good on big waves.
and peers. When a teenager is stereotyped, he or she might assume he
The correct sentence is:
or she has to measure up to certain standards. Stereotyping puts a teen
I surf well on big waves.
in a box, making little room for growth beyond societys limited labels
and often unjustified expectations.
49
PHOTOCOPIABLE
1
unit Reinforcement Activities
1 Complete the puzzle. Use vocabulary from the unit to complete the clues.
1
Across
2. I always wear the same ___________ when I work out. Now
2 3 4
theyre full of holes!
5. When I go to fancy dinners, I always put on a pair of
_______________.
6. My sister ____________ her hair pink! It looks amazing!
5
Down
1. I always wear __________ pants because I like to carry a lot of
stuff in my pockets
3. He is very _____________ to his friends, but he is very shy with
strangers.
4. When I hear noises at night, it gives me _____________. 6
2 Complete both versions of each sentence using relative pronouns.
where
a Im looking for a place
that
that
b She needs a friend whose
when
c We need an appointment at a time
that
who
d La Rubia de Kennedy is a legend about a woman
whose
3 a In pairs, write your own urban legend. Use the words and phrases below to help you develop your story.
mysterious | goosebumps | odour | boots | a creature who
b Illustrate a cover for your story.
50 TEACHERS book
1
Warm Up
Write, When I wear a suit, I always put on a nice ___________ and ___________ on the board. Have students
guess which words could go in the blanks. Make a list of their suggestions. Direct their attention to the puzzle in
question 1 and show that the questions are similar.
1. Students fill in the blanks and complete the puzzle. When finished, have them check with a partner and then
check as a whole class.
B
1
2. Write a woman who___________ and a woman whose
A ___________ on the board. Elicit answers to fill in the
2
L 3E G 4 G I N G S blanks. Ask students to explain their answers. Have
X O G students complete the exercise as a review of relative
T O Y pronouns. Check in pairs and then as a whole class.
R S
O 5
E A R R I N G S
V B 3. Ask students which of the urban legends they know the
E U best. Elicit main ideas (who, what, where, when) about
1. BAGGY one of the legends from students. Direct their attention
R M 2. LEGGINGS
T P
to exercise 3. Working in pairs, have them write their
3. EXTROVERT
S 4. GOOSEBUMPS own urban legends using the words in the box. Once
D Y E D 5. EARRINGS finished, have students design a cover for their story.
6. DYED Ask for student volunteers to share their stories with
the class. Note errors for correction later.
Wrap Up
Write 4 phrases on the board from students stories. 3 should have errors and 1 should be correct. Have students
identify which phrases are correct and which are incorrect. Elicit various ideas to improve the sentences. Fix the 3
incorrect sentences as a class, drawing attention to the errors.

Fact or Fiction?: We Can Push the Planet into a
Students tend to get confused about whether
Runaway Greenhouse Apocalypse
using its or its in a sentence.
A new study suggests human activity could, in theory,
Its is a possessive pronoun and Its is the
bring about the end of most life on Earth.
contraction of It is.
Ask students to read the article, give them the link:
http://www.scientificamerican.com/article.cfm?id=fact-or- Help Students identify this difference by
explaining that they can spell out It is and see if it
fiction-runaway-greenhouse discuss about this.
makes sense.
51
UNIT 2
The Arts and Their Influence 2 The Arts and Their Influence
UNIT
Getting Started
Brainstorm on the board different
art forms in general (painting, music,
dancing, literature, poetry, crafts).
Show pictures of them. Ask students
to work in small groups and think
of both traditional and modern
examples of these art forms as well
as naming the artists they know.
Chilean authors have reached Discriminate between the main idea/s and
irrelevant information to summarize the
interaction.
international recognition. Apart central meaning of the message. Signal attention, understanding agreement
Distinguish between fact and opinion by and disagreement to initiate, maintain and
from the Nobel Prize winners identifying explicit and implicit information. close a conversation.
(P. Neruda and G. Mistral) there Listening and Understanding Writing
are many more: Eduardo Barrio, Use previous knowledge of different topics,
non-verbal clues, gestures and intonation to
Use connectors to sequence sentences in
Joaquin Edwards, Manuel Rojas, anticipate the content of the message and to communicational purposes.
whom it is directed. Correction of cohesion and coherence
Fernando Alegria, Juan Emar, Jos Identify relevant details to nd out the main of their writing tasks according to its
points of a listening text. communicational purpose and audience.
Donoso, Luis Seplveda, Isabel
Living in Harmony
Allende, etc. Vicente Huidobro and Valuing and discussing the diversity of cultural expressions and the value of local artists.
Nicanor Parra as poets. Painters:
Claudio Bravo, Miguel Venegas; 30 UNIT 2
Roberto Matta and Marta Colvin

as sculptors. Each region in Chile 4 medio U2.indd 30 16-12-14 13:14
has its craftsmen, musicians, poets,

painters, and authors. If students
are unfamiliar with these artists,
have them do research according
to the themes of each lesson. Read the LIVING IN HARMONY section, keeping in mind that this is
Suggested activity: an OFT. Draw students attention to valuing and discussing the diversity
Divide the areas on board and of cultural expressions and the value of local artists. Then ask them how
write some names. they can relate their own experiences to these concepts.
52 TEACHERS BOOK
Lesson Summary
1
O
L ES S N
Aim: Recognise the main idea in a
text to get the central meaning of
Music is Here to Stay
the message.
Pre-Listening
Suggested Time
1 a Here is a list of some musical genres. Can you v How many studio albums had the alternative
90 minutes
think of some others? rock band, Los Bunkers, released in 2012? Vocabulary
a eight b six c three
hip-hop opera indie rock classical
How are the members of Calle 13 related
Music: musicians, genres, festivals,
reggaeton folk blues pop bachata vi
to each other? other artistic expressions
a cousins b half brothers c step brothers
b Listen and put a next to the music you hear.
Communicative Aims
vii Whose father was a famous bolero singer?
a Jorge Drexler b Americo c Kevin Johansen Locate explicit information by asking
Which
viii female artist has a reputation questions.(Questions with or without
for writing songs about her ex boyfriends?
a Adele b Shakira c Taylor Swift auxiliares)
ix Where did DJ Mendez start his career? Materials
a Germany b Sweden c Argentina
12-14
2 a Complete the quiz questions using the
question words below.
b In pairs, discuss and answer the questions. Dictionary
How | How many | Where | What | Which While Listening
Map of the World
| Why | Who | Whose | When
3 Listen and check your answer to the quiz.
i Why did Los Prisioneros break up? Post Listening

Warm Up
a They went broke. b One member died.
c Jorge Gonzlez went solo. 4 In groups of 3 or 4, write a dialog answering the Teacher: Think and discuss the
questions below. Then role-play it in front of the
ii What is the real first name of DaddyYankee? class. following questions.
a Ricardo b Ronaldo c Ramon
a What kind of music do you like? What type of music is the most popular?
iii Who wrote the song La Joya del Pacifico? b What does music make you feel?
a Vctor Jara b Lucho Barrios c What would you do if there was no music?
Do teenagers around the world listen to
c Vctor Acosta d What was the last song you heard or the same kind of music?
iv When was the legendary psychedelic downloaded?
band, Aquaturbia, formed?
a 1955 b 1968 c 1979 Pre-Listening
1. a Write the list of genres on the
31
board. Teacher: Do you recognise
them? Can you interpret a song or
Post Listening name a famous singer for each?
b 12 Listen to the extracts
4. Divide students in small groups no and identify.
more than 4. Ask them to think of a While Listening 2. a On the board, put up question
musician or band theyd like to interview. words and related pictures next
Once theyve decided, ask them to 3. 13 Students listen again
and check. to them (a house= where). Have

go back to activity 4 and look at the students come and match words
questions they answered.They decide Answers: i Why, c; ii What, c;
iii Who, c; iv When, b; and pictures and then complete the
who will be the interviewer/interviewee quiz.
and prepare their roles. v How many, b; vi How, c;
vii Whose, b; viii Which, c b Students answer and discuss in pairs.
Suggested time: 5 minutes.
53
Pre-Reading
5. Elicit from students names of
Festivals that take place in Chile. Pre-Reading
5
The wonderful
Give them an example: Maquinaria. Match the music festival to the type of music.
a Lollapalooza i Latin American

Teacher: Have you been to any of
them?
b
c
d
Creamfields
Primavera Fauna
Crush Power Music
ii
iii
iv
indie
pop
electronic
of
Read the instructions, students 6 In pairs, answer the questions.
a Look at the photos. What comes to your
match. Check as a class. mind?
b Look at the title. Is WOMAD a real word or
6. Students read the questions and an invented one? What do you think it
WOMAD stands for World of Music, Arts and
Dance. The objective of WOMAD is to bring
stands for?
answer in pairs. Check by asking c What do you predict the text is about?
together and celebrate different forms of music,
art and dance from countries and cultures all over
a few students to share their While Reading
the world. Peter Gabriel had the inspiration for
WOMAD in 1980 and the first festival, took place
answers, write answers on board. 7 Answer the questions using your own words.
in 1982. Since then, WOMAD festivals have been
held in many countries and thousands of people
Possible answers: a singers; b Not a Whats the aim of WOMAD? have danced to music from Algeria to Zimbabwe.
b What can you do at WOMAD apart from
a real word: it stands for World of listening to music?
c Why is WOMAD important for Cceres?
Music, Arts and Dance;
8 Read the text again. Choose the correct option.
c Celebrating different forms of Only ONE answer is possible.
music, art and dance from countries a WOMAD was originally the idea of
i a theatre group from Algeria.
and cultures all over the world. ii a musical group from Zimbabwe.
iii one man.
iv a dance group.
b At WOMAD
i people speak an international language.
Background Information ii people speak many different languages.
iii people learn new
The festivals are always wonderful, unique occasions
that introduce lots of talented artists to international
spectators.They also offer many different audiences
languages like
the opportunity to experience other cultures
This festival has been held in countries Wolof.
iv people dont through music. At these festivals, music is the
like Spain, New Zealand, the UK, understand one
another.
universal language. The events encourage people
from different places to get on with one another
Russia, etc. Peter Gabriel is an and, as a result, help overcome the more negative
aspects of our world, like racism or xenophobia.
experimental pop singer who
started in a band called Genesis.
If you have a world map in the
32 UNIT 2
classroom, students can locate the
different countries.
forms of music, art and dance 8. Students read the text and
While Reading from countries and cultures all answer the questions by choosing
over the world. only one answer.
7. Write the acronym WOMAD b It also offers workshops where Check the answers by eliciting
on the board. At random, ask the you can taste or cook different them from students. Write them
questions and write the answers food, learn new dance steps or on board.
on the board as a spider map. play handmade instruments. Ask students to reflect on how
Possible answers: c It is important because it could they found the right answer and
a WOMADs objective is to bring help the city to be named the to identify the key words that
together and celebrate different 2016 European City of Culture. helped them.
54 TEACHERS BOOK
Post Reading
9. a Tell your students to read
carefully and write their ideas in their
c WOMAD festivals usually last for...
WOMAD festivals usually last for a weekend and i a fortnight. notebooks.
are active and diverse musical events, featuring ii one week.
simultaneous live performances on two or more iii a night. b Ask students to write an article
stages. They also include participatory workshops, as
well as music and dance sessions hosted by many
iv two to three days.
with the information they gathered
d Groups sing and dance...
of the visiting artists. Visitors to the festival can try
on traditional clothes from different countries, try
i on several stages at the same time. and follow the given structure. Have
ii only on one stage at a time.
out some new dance steps and even play handmade iii in tents and caravans. them to complete the spider map.
instruments like the kora and djembe from Senegal.
Some WOMAD festivals feature a Taste the World
iv in different cities at the same time.
c Ask students to read their work
tent. Here visitors can attend cookery sessions and
watch artists prepare traditional dishes from their Post Reading and then make any changes they
countries. WOMAD has something for everybody,
and children are not forgotten with workshops and 9 Write an article about a festival you know or have think are necessary.
been to. You can use the article you have just read
activities provided specially for them.
as a guide. Do not forget the process of writing: d Tell students to exchange work
There are WOMAD festivals all around the world a Pre-writing. Brainstorm ideas. with a partner and correct their
and WOMAD has been held in Spain at different b Drafting. Write a draft or article using the
locations including Las Palmas de Gran Canaria and spider map below. partners work.
Cceres. The combination of WOMAD, with its focus
on multicultural exchange and communication across
c Revising. Once you have finished writing,
read your work and check it.
e Suggest that students upload their
cultures, and the historic setting of Cceres has been d Editing. Read your work again and check article to social networks.
very successful. WOMAD in Cceres has become spelling and punctuation.
one of the most exciting festivals in Spain. And thanks e Publishing. Share your work with your
to WOMAD, the city has been awarded several
prizes for its promotion of international solidarity and
classmates.
STEP IT UP!
tolerance. Perhaps the association with WOMAD will Festival
even help Cceres in its bid to be named the 2016 Use this section as a guide for
European City of Culture.
Taken from Fidalgo, A., Fantinillo, A. & Mayorga, I. (2010). In Gear 1. Oxford:
Main Idea Main Idea activity 9
Tell students they may use the
Richmond Publishing. Pp. 6-7.
Detail Detail
nciati o
o nu n bullet points to organize ideas.
Pr
10 Listen to
the radio reporter
STEP IT UP! s
In groups of four, invent or research about
You can also give them websites:
http://www.escapenormal.
asking a musician
for information. musical festivals. Include: com/2011/03/29/50-greatest-
Its objective
a Pay attention to the intonation of the The name of the festival festivals-in-the-world/
questions. Artists
http://www.festivals.com/
b Write the questions you hear.
c Listen again and check.
d Practice the questions with your partner.
How many days
Location Pronunciation
Share with the class.
e Focus on your intonation.
10. 14 a-b Ask students to
33 write the questions they hear in

their notebooks and pay attention
to the intonation they hear.
Answers:
Extra Activity Background Information 1. Where are you from originally?
2. When did you start playing music?
Students make 5 more questions of Kora: a musical instrument something 3. What music inspires you?
their own preparing for an interview. like a harp but with 21 strings. 4. Who is your favourite musician?
They will interview a musician or Originally from Senegal. 5. How long have you been
singer.They can use these questions Djembe: Traditional African drum, performing?
to complete activity 13 on page 34. shaped like a wine glass. c-d 14 Play the CD again for
them to check. They practise with
their partners. While you monitor,
write down general errors for
feedback at the end of the activity.
55
Practice
11. Read the instructions (ask a Practice
11 Order the words to form questions. 14 Match the answers to questions and rearrange
student to do so). Use the example the interview in your notebook.
e.g., you / studying / are / music / Why / ?
to verify comprehension. Why are you studying music? a Interviewer: Bruno, how did you become a
singer?
Answers a WOMAD / is / Where / held / ?
b Interviewer: Why did you decide to start
b at / What / WOMAD / happens / festival / a / ?
a Where is WOMAD held? c Do / perform / the / bands / live / ?
singing in small pubs?
c Interviewer: Where does your inspiration
b What happens at a WOMAD d go / with / you / How often / to / concerts / come from?
do / your / friends / ?
festival? e of / fond / Are / you / jazz / ?
d Interviewer: How did choose the name of
the band Pale Mountain?
c Do the bands perform live? f is / teaching / to / Who / play / the / you / guitar / ? e Interviewer: And nally, why did you choose
12 Complete the questions based on the answers. to use a pseudonym?
d How often do you go to concerts f Bruno: Theres the name youre given and
e.g., What kind of concerts do you like?
with your friends? I love electronic music concerts.
the name you choose. I wanted to discover
some other person inside of me, someone
e Are you fond of jazz? a ... is your favourite festival? that I could create and shape, and who could
do things that my other self could not.
Its the largest festival in Chile .
f Who is teaching you to play the b ... is it? g Bruno: I dont know if I decided it very
Its in Via del Mar. consciously. I got a guitar when I was thirteen
guitar? c ... is Via from here? and I started writing songs that were very
personal. Im not a natural singer, but Ive
12. Ask students to quickly go through d
Its about .. kms.
... is the festival? managed to learn how to adapt my songs to
the questions and answers. Read the Its always in February. my voice.
e ... was the most famous artist in 2013? h Bruno: I started in cafes when I was about
instructions and draw their attention I think Miguel Bos. fteen, so it was a natural step to play in
pubs as I got older. Its where most music
towards the example. Students f ... artists take part?
Many, because there are different genres. happens at a semi-professional level.
complete the question using the i Bruno: My personal life, the things I feel,
Speaking but also nature, science, art and literature.
correct question word. Anything can be the inspiration for a song,
really.
13 Interview a famous musical group.
Answers a In groups of 3 or 4, take turns playing the j Bruno: Well, I didnt come up with it on
my own. I thought of it together with my
a Which b Where c How far role of interviewers and then members of
a musical group.
bandmate, Max. Somehow we put the two
ideas together. We wanted it to represent the
d When e Who f How many b The interviewer asks the questions, use fullness of our sound--theres only two of us-
the questions you have practised in the -and also, say something about where were
pronunciation activity to prepare the from.
interview. The members of a musical group
can answer with real or invented information.
34 UNIT 2
Speaking
13. Divide students in small groups
4 medio U2.indd 34 16-12-14 12:58
no more than 4. Ask them to think

of a band/musical group theyd like 14. Ask some students to read the results
to interview. Once theyve decided, of the interview and check as a class.
ask them to go back to activity 10 Suggested time: 3-5 minutes.
(pronunciation) and look at the Answers
questions they practised and made. a-g
Wrap Up
They decide who will be the b-h Summarise this lesson by
interviewer/interviewee and prepare c-i eliciting festival information
their roles. d-j from them. Speaking activity
Suggested time: 3-5 minutes. e-f as a group.
56 TEACHERS BOOK
Lesson Summary
2
O
L ES S N
Aim: Express likes and dislikes using
suitable expressions
Urban Art
Suggested Time
90 minutes
Pre-Listening
Vocabulary
1 Do you recognize the mural in the picture? Where is it located? With your partner, discuss the different
types of street art. What do you think the artists motivations are? Multiple-word adjectives
Interview: Inti Castros Graffiti Legacy in Chiles Port City Communicative Aims
A conversation with Chiles most popular street artist, Inti Castro.
If you were to see Inti Castro on the street in Valparaiso, you would think he was just an average Chilean guy. He dresses
Integrate oral and written expressions
casually, has dreadlocks, and enjoys visiting with people in the neighbourhood of his hometown. However, Inti is, in fact, when expressing personal tastes.
a well-known street artist who never had any intention of becoming famous, nor even an artist when he first began
doing graffiti. (Gerunds)
INTRODUCTION: Responsible for many beautiful works of art
painted on sky-high buildings around the world, Inti often includes
Materials
images of clowns, political slants, and symbols of religious idols in his
works.The enormous mural in the city of Valparaiso features two of
Pictures of graffiti
Intis popular trademarks: an open-mouthed character with a clown- 15-16
like face, and three bullets on a necklace hung around its neck. The
legs and feet of the figure span across three separate buildings, with Dictionary
the upper half of the body disconnected from the rest.
There are also many signs of the indigenous Latin American

culture in the brightly-coloured mural, along with symbols that are
important to Inti. It tells the story of how his country continues to
Adapted from: Roberts, L. (2013). Interview: Inti Castros
graffiti legacy in Chiles port city. The Santiago Times.
Warm Up
Retrieved October 25, 2013, from http://santiagotimes.cl/
struggle with poverty. interview-inti-castros-graffiti-legacy-in-chiles-port-city/
Put up a picture of a Graffiti write

2 Read the introduction and circle the correct answer. 4 Look at the picture of the graffiti.
Why do you think Inti works as a graffiti artist? under the picture, good or bad? Ask
Using your words, explain what you think the
a He wants to feel important. artist tried to reflect. students their opinions.
b He wants to help the Chilean society.
c He is inspired by indigenous culture.
What comment do you think the images are
making about society?
Teacher: Have you ever done it?
While Listening Do you think it should be legal? Why
3 Listen to an interview with Inti Castro and

do people paint on the streets?
take notes on his ideas related to the following
topics.
Possible answers: just for fun, to
His first experiments with graffiti
original graffiti artist express ideas, social protest, etc.
Political and social commentary
Chile vs. Europe
Changes in street art Extra Activity
35
Put up or show pictures of graffiti
and ask students what they like/dislike
about them and what message they
4. Ask students to look at the While Listening think the artist is trying to express.
pictures. Draw their attention
to the slight difference between 3. 15 a Let students read the
them. Teacher: Which one do you sentences before listening. Students Pre-Listening
think is the graffiti and which one is read, listen and take notes 1. Students discuss the questions in
the actual sign? Answers pairs. Ask some students to share
Elicit ideas and identify the graffiti a He wanted to see his name on their opinions to the class.
(the picture on the right). the street. b He wants to make a
2. Set a time limit (30 seconds) for
Ask students to do the exercise. statement or give back to society.
students to skim. Check by eliciting
If necessary ask them to do c InValparaiso, you can see everything
some research. in one place. the answer from students.
57
Post Listening
5. In pairs, students discuss questions
a and b. Go around the class and
monitor. Write down general errors Post Listening
for feedback at the end of the activity. 5 In pairs, discuss how graffiti can help a
ia.org
community understand its identity.
commons.wikimed
a How does street art give a voice to people
Vocabulary b
who feel silenced in other areas of their lives?
Look at the two pictures. How are the styles
different? What do you think motivated each
6. Write a hyphened compound artist to create the piece?
word on the board e.g., sugar-free Vocabulary 7 Write a text message to your friend. Tell him/her
about some graffiti or interesting art youve seen
Explain the use of the hyphen symbol 6 The hyphen (-) symbol is often used to form recently and what you were doing when you saw
(-), Students identify hyphened compound words. Identify the hyphenated adjectives
from the text and complete the gaps below.
it. Write about 80 words.
adjectives in the text and write. e.g., well-known artists
7. Show students your mobile a sky

___________ high
- ___________ buildings
phone. Teacher: What can I do with b open
___________ mouthed character
- ___________
this besides making phone calls? c clown
___________ like
- ___________ face
Elicit ideas. d brightly - ___________

___________ coloured murals
Ask them to write a text message to

a classmate. Give them small pieces
nciati o
o nu n
of white cardboard; ask them to Pr
draw the messages format and to 8 The word stress in multiple-word adjectives or compound words is usually
write it. Collect the messages and placed within the second word and the intonation goes from high to low.
e.g., well-KNOWN.
ask a student to be the mailman a Listen to the words and repeat. Underline the stress.
and deliver them. well-known | brightly-coloured | open-mouthed | sky-high | good-looking | old-fashioned | up-to-date
Students may share their messages.
b Now listen again and repeat with the noun.
a well-known artist / a brightly-coloured mural / an open-mouthed clown / a sky-high building /
a good-looking boy / an old-fashioned lady / an up-to-date CV
Pronunciation
Give a brief explanation:
Hyphens are used in many compound 36 UNIT 2
words to show that the component

words have a combined meaning or
that there is a relationship between Extra Activity
the words. Answers Divide the class in two or three
e.g., bad-tempered, quick-thinking. well-known; brightly-coloured; groups.
Write examples on the board. open-mouthed; sky-high; good- Each group should come up with
8. 16 a Write well-known on
looking; old-fashioned a list of 5 multiple-word adjectives.
the board. Underline the second b Students repeat and add a They have to test the other groups
syllable and draw a slanted line noun to them. in intonation and meaning.
over the word showing how the Each participant of the group should
sound falls. Students listen, repeat and pronounce the word correctly and
underline the stressed word. invent a coherent sentence.
58 TEACHERS BOOK
Speaking
9. Direct students attention to the
Speaking 10 Talk about other activities in your life.
pictures. Elicit the activities they
9 In pairs, look at the pictures and answer the
following questions. You can use the Speak Out!
A project you started doing see (tango dancing, theatre, street
box for help. The music you enjoy dancing to art). Ask for a show of hands for
a Have you ever been to the theatre or ballet?
b What activities do you see in the images? Food you like eating the following questions:
c What art forms do you like?
A book you loved reading Who has been to the theatre?
A film you hated watching
Who has tried tango dancing?
A play you are thinking of seeing
Who has done graffiti art?
Who has seen graffiti in Santiago?
Something you havent finished doing
Write and draw conclusions.
An activity you spend time doing
10. Model activity 9 by asking: Teacher:
A country you are interested in visiting
Did you start any project recently?
e.g.,What music do you enjoy listening to?
I love listening to Chilean rock and I really hate
Elicit an answer and respond
opera. accordingly. This is a free-speaking
Writing activity, but remind students to use
11 Write 6 sentences using the words in the box
the proper tenses.
below.
listen | eat | think | play | read | work
a Pre-writing. Brainstorm ideas.
SPEAK OUT!
b
c
Drafting. Write a draft.
Revising. Once you have finished writing,
SPEAK OUT!
Use these expressions to talk about your likes and dislikes.
I love listening to music.
Write cant stand on the board. Ask
d Editing. Read your work again and check
I really hate watching romantic comedies. spelling and punctuation. Teacher: Who can give me a similar
I dont enjoy walking the dog.
I cant stand making my bed.
e Publishing. Share your work with your
classmates.
verb , a synonym for cant stand?
What do you like doing on Sundays?
I like playing video games very much.
Tell students that they can use the
What about you? words in bold as prompts to do the
next speaking activity. Encourage
37 them to speak freely.
Wrap Up Practice
Word game: Teacher says a Possible answers: I love listening 11. Write: He enjoys visiting people
word and the following student to music; I hate reading poetry; in the neighbourhood. Elicit from
should say another word using I enjoy eating avocado; etc. Give students the structure. Explain,
the last letter of the word said students additional examples: gerunds are verbs used as nouns by
by the teacher, the next student gerund as subject, Doing adding ing. Refer to the Grammar
does the same and so on. Chain homework isnt easy; after Reference at the back of the book.
game! prepositions, I dream about Remind students to use the writing
living on a tropical island. process.
59
Lesson Summary
3
Aims: Express opinion about a O
L ES S N
topic and identify the main idea.
from a text. Whats in a Story?
Suggested Time
90 minutes Pre-Reading
Vocabulary 1 Read the title of the lesson. What comes to your mind? Complete this short story quiz.
Books and literature a Lewis Carroll was b He is famous for a story called Alice in
i a singer. i Wonderworld.
Adjectives ii a writer. ii Wonderland.
iii a footballer. iii Wonderful.
Communicative Aims
2 Read the book extract. In pairs, discuss:
Recognise relevant details or What do you think Alice thinks about books? What do you think makes books interesting for Alice? Do you
characteristics when talking about agree or disagree with Alice? Why?
people or expressing feelings. Alice was beginning to get very tired of sitting by her sister on the bank and of having nothing to do: once or
twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, what is
Materials the use of a book, thought Alice, without pictures or conversations?
Taken from Carrol, L. (1948). Alices Adventures in Wonderland. Boston: International Pocket Library. 9.
17
While Reading
Dictionary 3 Skim the text to infer your answers from the activity 1.
Alices Journey through Time

Warm Up Nearly one hundred and fifty years ago people were reading Alice in Wonderland,
by Lewis Carroll. It tells the story of a girl called Alice who falls down a rabbit
hole into a fantasy world that is populated by strange and magical creatures.
Introduce topic by writing Lewis When Alice in Wonderland was first published in 1865 it was an instant success,
and even Queen Victoria became a fan. Since then, over one hundred editions
Carroll on the board. Elicit ideas of the book have been published and it has sold hundreds of millions of copies
about who this person is. Take in countless languages.
But the success of Alice in Wonderland was not just limited to books. Walt Disney created a comic
notes using a spider map. If a of the story in the1950s and later made an animated film. The story also became a TV series and was made
into numerous films around the world. The most recent film adaptation was in 2010. Johnny Depp starred in
student guesses correctly stop and Tim Burtons film version, which used a combination of live action and 3D animation. The film was extremely
successful with critics and with the public.
ask him/her to share information, if However, the story of Alice in Wonderland doesnt stop there. Throughout its life new media have
taken the story and presented it in different ways. Originally a book, Alice in Wonderland has appeared in the
not, say who he is by giving the title theatre, in comics, cartoons, films and in 3D. The latest and perhaps most revolutionary innovation is the
of his most famous book. electronic book Alice for the iPad. In this version, when they touch or shake their iPad, readers can make Alice
grow or shrink, throw darts at the Queen, make the Mad Hatter even madder or swing the rabbits pocket
watch. Reading a good story has never been so much fun!
Taken from Downie, M., Gray, D., Jimnez, J.M. (2011). Target B1. Oxford: Richmond Publishing. 38.
Pre-Reading
38 UNIT 2
1. Elicit ideas from students then
they complete the short story quiz.
2. Students read the extract then
discuss the questions in pairs. Background Information
Answers will vary. The extract is from the opening of the book Alices Adventures in
Students predict the answers. Wonderland by Lewis Carroll. It tells a story of a girl named Alice, who falls
down a rabbit hole into a fantasy world populated by strange creatures.
While Reading The tale plays with logic, which has made the story popular with adults
as well as children. The narrative structure, characters and imagery have
3. Ask students to skim the text
been influential in both popular culture and literature, especially in the
quickly. Check answers for questions
fantasy genre.
1a and b. Ask them to highlight the
information in the text.
60 TEACHERS BOOK
4. Students read the text again
and answer the questions. Pairs
compare their answers.
Answers:
Post Reading
4 Find words in the text that mean the same as
STEP IT UP! s
Make a list of other book/film genres (comedy,
a It tells the story of a girl called
Alice who falls down a rabbit hole
the list below, then replace them in the text and
read it again.
thriller, etc) that you like. Share your lists in groups
of 5 and decide which genre is the favourite. Is it
into a fantasy world that is populated
a fantasy the same for the whole class?
by strange and magical creatures.
b success
c numerous
While Listening b Queen Victoria.
d originally
e revolutinary 8 Do you prefer reading books or watching
c Johnny Depp starred in Tim
5 What does the text express? Choose one
films? Listen to the conversation between Roberto
and Monica and put it in the correct order.
Burtons film version.
alternative.
a 1 Monica: What do you prefer to read:
_____ d The film was extremely successful
a facts
b opinios
comics or books? with critics.
b 6 Roberto: Thats true. Books are
_____
c feelings longer, often too long. e Readers can make Alice grow
6
c 9 Monica: Yes, but its not really a waste
_____ or become smaller, throw darts at
Classify the parts of speech of these words from
the text. Do you know their meanings? If not, of time. You just have to hope the next book
use a dictionary to find the definitions. you read is better! the Queen, make the Mad Hatter
10 Roberto: Maybe youre right, but I
countless | starred | shrink | darts | swing
d _____
still prefer comics.
even madder or swing the rabbits
e 3 Monica: Why? Some people say that
_____ pocket watch.
comics are for lazy people.
Pre-Listening
f 8 Roberto: Yeah, but sometimes the
_____
7 Discuss these questions with a partner. ending of a book is really disappointing. I
Have you ever read Alice in Wonderland or seen
the film?
hate that. You feel like youve wasted a lot of
time...
Post Reading
g 7 Monica: I dont mind a long book if
_____
If you have, what did you think of it? Would you
prefer to read the book or watch the film?
its good. When you get to the end of a good 5. Write the questions on board.Ask
Do you think it is important to read a book
book you feel you would like it to go on...
4 Roberto: Im not lazy! Sometimes
students to write a paragraph giving
h _____
before seeing the movie version? Is one more
important than the other?
books are complicated and have too many their opinions. Introduce a simple
characters. Comics are easier to understand.
i 5 Monica: They are also shorter than
_____
essay format so that they identify it in
books! further writing activities.
j 2 Roberto: Oh comics, definitely!
_____
Students hand it in for correction.
6. Ask students to quickly skim the
39 text again and look for the words:
countless, starred, shrink, darts, swing;
tell them to guess the meaning without
While Listening using their dictionaries.
8. 17 Students discuss the question

Pre-Listening Students compare answers and check
in their dictionaries.
before listening. for unfamiliar vocabulary: 7. Students discuss questions
Elicit some answers from students.
e.g. a waste of time, disappointing, I dont in pairs or small groups. Fast
mind. workers can do task in STEP
Students go through the text to IT UP! box. Ask groups to
predict the order of the dialogue share their opinions, especially
before listening. Students listen twice. on the last question.
61
Pre-Listening
9.Students circle the correct adjective
Post Listening
or adverb in each sentence according
9 Choose the correct adjective in each question.
to meaning.
a Whats the most exciting / excited book
youve ever read or film youve seen?
b What types of books or films are you
Vocabulary c
interesting / interested in?
Have you ever been disappointing /
disappointed by the ending of a book or film?
10. Put these sentences on the
d Do you always finish a book or film even if
board. its depressing / depressed?
I was frightened by the monster. e If you feel boring / bored at home, do you
pick up a book or do you turn on the TV?
Horror films are frightening.
Courtesy of Cinecolor Films

Vocabulary
Teacher: Why are these sentences
10 Match the underlined adjectives to what they describe.
different? a I was frightened by the monster.
Explain form and use of adjectives v/s b Horror films are frightening.
adverbs. Go over the pronunciation. i

ii
How someone is feeling.
The effect someone or something has on 12 Use the conversation in activity 8 as a model.
Create a similar dialogue with a partner. Use
Clarify any doubts students may other people.
your own experiences as inspiration and create a
complete conversation. Then role-play it.
have concerning the difference Speaking
e.g., A: Have you seen the new Tarantino movie?
between an adjective and an adverb. 11 In pairs, discuss the statements below. Check B: No, his movies are too violent, I prefer
() the statements you agree with and cross romantic comedies.
(x) the ones you dont agree with.
A: Really? I have always thought that violent
Defend your opinion to your partner. movies are more entertaining.
Speaking a Films are more entertaining than books. B: I like to watch movies that are more
emotional and comforting.
b Books are cheaper than DVDs.
11. Students read the statements, c Romantic novels are less interesting than Pre-Reading
adventure stories.
check the ones they agree with and d The Twilight books/films are as good as Harry 13 Answer the following questions using your
cross the ones they dont agree Potter. previous knowledge.
e The most exciting film Ive ever seen is The What books have you enjoyed reading? Why?
with. Hunger Games.
What genre do you like reading?
Have students notice the words in f The longest book Ive read is Don Quijote of
La Mancha.
bold and consider their functions.
Divide the class (if possible) into
groups that agree and disagree with 40 UNIT 2
a and c. Have them discuss/debate.

They must justify and defend their
Pre-Reading Extra Activity
position.
12. Ask students to create a dialogue 13. Tell students to look at the Divide students into groups of 5.
using activity 8 as a model and their pictures on page 41. Teacher: Do Prepare/ bring a story with its
own experience as inspiration. you recognise the pictures from sentences written in different pieces
Give each pair a number. Following somewhere? Elicit answers. of paper.
the numbers, students should present Under each picture, write if it is Each group should have the same
their dialogue. a book or a film. Can students story. In 3 minutes, each group
guess what they are about? should try to organize and put the
story together.
The group that gets the most similar
result to the story wins points.
62 TEACHERS BOOK
While Reading
14. Read a, b and c.
While Reading
Students read the summaries.
14 Read the summaries. Based on the following phrases, make a guess about what happens in the book.
Ask them to match the letters with
a His investigation leads him to a theatre group with a very surprising nal act.
b ...the Count has a terrible and bloody secret. their summaries.
c ...the Dashwood sisters have very different ideas on love and marriage.
Teacher: What happens in each story?
A Trip to the Stars
It is the year 2285. A spaceship has mysteriously disappeared. Your spaceship is sent to
a Cold Feet
investigate. During your journey through the galaxy you will learn a lot of interesting things b Dracula
and meet some interesting aliens. Can you nd your way back to Earth again? In this fun
and exciting puzzle book you participate in the story and you make the decisions. Can c Sense and Sensibility
you uncover the mystery?
Cold Feet
The city of Rosca is preparing for a presidential visit when the body of a young man
is found near the American consulate. He is very well dressed, but there is something
missing.Why isnt he wearing any shoes? It is Rymers job to discover the mans identity. His
investigation leads him to a theatre group with a very surprising nal act.
Dracula
Jonathan Harker travels to Transylvania to visit his client, Count Dracula. While there,
he discovers that the Count has a terrible and bloody secret. When Dracula moves to
England, Jonathans friends and family are in danger of becoming his victims. Can they
destroy the evil Count before he wins control of their lives? They begin a desperate chase
Post Reading
across Europe in their mission to end the vampires reign.
15. Students answer the questions.
Sense and Sensibility
This is the story of two sisters: one with good sense and the other with romantic sensibility. Answers will vary.
Together with their mother they must make a life for themselves after the death of their
father.They are obliged to leave their home and have very little money to live on. Marriage
Elicit ideas from students.
offers the best prospect of security, but the Dashwood sisters have very different ideas Make a list of titles of books they
on love and marriage.
Adapted from Rosemary Jackson (1981). Fantasy: The Literature of Subversion. London: Methuen Publishing. give you. You may then ask them
to read the most popular title and
Post Reading
encourage students to read in
15 Read the summaries again and underline 16 In groups of 4 choose a lm based on a book
the main idea of each one. and discuss which is the best version. Then, English.
present your ideas in front of the class, you can
use activity 14 as a model.
41
4 medio U2.indd 41
16-12-14 13:16
Wrap Up
Encourage your students to read: Encourage students to share
Here are 6 reasons why reading is important: the description words they
1. Kids who read often and widely get better at it. found more useful and ask
2. Reading relaxes the body and calms the mind. them to say why.
3. Reading helps develop empathy. Ask them to share the strategy
4. Reading develops your imagination. they used when reading a text.
5. Reading improves vocabulary, leads to more highly-developed language Highlight common mistakes
skills and improves the ability to write well. and reinforce the main points
6. Reading improves concentration. of the class.
63
Lesson Summary
4
O
L ES S N
Aims: Develop expression abilities
through the practice of productive Social Networking Across Cultures
skills
90 minutes Speaking Vocabulary
Vocabulary 1 Discuss these questions in a group. How much 2 a Use a dictionary or the Internet to look up
Social networking do you already know? the words and phrases below.
a What are two examples of social
Communicative Aims networking?
search | site | post | tag
b Which are your favourites? Why? viral risks | snoop | mob mentality
Integrate oral and written expressions c Before social networks, do you know what
b With a partner, identify how the definitions
in topics related to Social Network. other forms of communication people used
the most? of the words are applied to social networks
Materials d Can you name at least two advantages of
Twitter and Facebook in our culture?
and digital media. Write 2 sentences for each
word or phrase, using both the standard
18 e Can you think of any disadvantages? definition and the way the words are used on
the Internet.
Dictionary e.g., I had to search all over my house to find
my keys.
I searched the name of my favorite

Warm Up singer and I found a lot of websites.
Write Internet, Facebook, Twitter,

e-mail, chats on the board. Draw
Writing
students attention to the questions:
3
Could you be able to live without Write a paragraph about your generations relationship with social media. Think about how social interactions are
changing. Do you think the changes are positive? Use all of the words and concepts below in your paragraph.
any of these?
maliciousness | bonds | other cultures | relationships | workplace
Which networking is your
favourite? Why?
What does culture have to do
with social networking?
Imagine your life without any of
these networks and show it in a
picture.
Write students answers on the
board to share with the class. 42 UNIT 2
Speaking Vocabulary Writing

1. Draw two columns on the board; 2. a Students look for the words 3. Ask students to write a short
one with the word advantages in the box in the dictionary. paragraph using the words and
(smiley face) and the other with b In pairs, they identify how these concepts that are in the box.
the word disadvantages (sad face). words are used and then write They should express how social
Ask students to form groups, sentences using them. They interaction has been changing
discuss the questions and fill the should be able to recognise the and they should be able to give an
columns.They compare how much standard definition and the way opinion on whether the changes
they already know about social it is used on the internet. have been positive or negative.
networking. Elicit some answers If necessary, ask students to write
from the class. Answers may vary. it on a separate sheet of paper
and hand it for correction.
64 TEACHERS BOOK
Pre-Listening
4. a In pairs students dicuss how
social networking influences and
helps teenagers express themselves.
Pre-Listening Elicit ideas from students.
4 a In pairs, discuss how social networking influences and helps teenagers express themselves. b Ask students to predict the words
b Predict the words you think you will hear and put a . they are going to hear. Write them
_____ internet _____ emotions _____ viral on board so they can see them.
_____ to talk about life _____ instant messaging _____ be more careful
5. 18 Tell them they are going
_____ literature _____ display photos _____ upset
_____ blog _____ pastimes _____ Facebook
to listen to a teenager talking about
_____ twitter _____ parents social networking.
While they listen, they should tick
5 Listen to a teenager talking about social networking and the words you hear. How many were right?
the words they hear on activity 4b.
While Listening Check if their predictions were
6 Listen carefully again and complete these sentences with the correct.
words you hear.
a meet up
Its a place to ___________________ , to talk about life.
b post
Blogs are also an ideal place to ______________ songs
c anxious
but many parents are ________________ and worried. While Listening
d encouraging them to be more careful.
and are _________________
e snoop
She does not _________________________ on them! 6. 18 Tell students that they
Post Listening
will listen again. Before they do, ask
7 Do a survey of your classmates. Find people who use social media in each of the ways described below.
them to go through the sentences
Then, present your results to the class in a graph and explain. Give your opinion about it. so they know what to listen for.
Who in your class...
...has his or her own blog?
Students listen and complete.
...discovers new music exclusively on the Internet?
Answers
...is cautious about posting too much personal information? a,. meet up b. post c. anxious
...is friends with a parent on a social network? d. encouraging e. snoop
...snoops on a sibling or relative?
43
Post Listening
7. Ask students to do a survey of
Background Information your classmates. They should go
around the classroom looking for
Teens favourite social networking sites. people who + the description.
Social networking site Main activities They ask questions, make a graph
Facebook create profiles-share photos/videos- online chat with the results and present. Paste
YouTube upload, share, and view videos their graphs on the classroom walls.
MySpace listen to music-watch videos-play games-

create profiles
Twitter create/post 140-character messages= tweets
65
8. a Students read the poem and

give ideas about its meaning.
Speaking
The poem is about being a student.
8 a Read the poem. What is it about? 9 Work in pairs. Ask and answer the questions.
b Students work in pairs and discuss
a Whats more important in your life: the
if they agree or disagree with poems I have too many things happening this year. internet, TV, music, literature or phone
Too much homework and a lot of conversations? Why?
idea. Have them add another verse problems with my peers. b How much time do you spend on each
When I surf on the net my problems disappear.
to the poem. Share answers with I can get lost, time flies, my mind becomes clear.
every week?
c Do you keep a diary? Why or why not?
the class. I can listen to many songs and
read a lot of books. d Do you tell your online friends all of your
c Elicit the difference between the I can even learn many recipes
e
problems? Why or why not?
How can living your life online become
because I love to cook.
use of many and much. My parents say I spend too much time unhealthy?
chatting with my friend Brook
Ask students to invent a rule and But I told them to try it and theyll get hooked. Writing
share it with their partner. 10 Write a paragraph about a cultural movement
b In pairs, discuss the poem. Do you identify you have learned about on the Internet. Use
with the speaker? Explain why or why not. the diagram below as a model and complete the
text in your notebook.
c Notice the quantifier words that go before
LIVING IN HARMONY each word in bold. Why do we use many in
some cases and much in others? Go to the
Some ideasstyle
A new are:of music | A fashion trend
A genre of film | An artistic movement
Grammar Reference on page 181 to check.
A social practice
Use this box to close the unit. Explain the rule to a partner.
Let students know that they should

be aware of the dangers there are LIVING IN HARMONY
when using social media. Social media makes everything easier, including
misinterpretation. We should always be careful of
Ask them to make posters showing how much we share on the Internet as well as aware
of who exactly can see our specific posts. Always Subject
the dos and donts when talking consider your audience online so you can avoid
misunderstandings and, most importantly, remember
about social media. that behind every post and like is a living, breathing
person with feelings and opinions just like you, and Where Where did Why is it
they deserve to be valued and respected. did it you hear innovative?
start? about it
Speaking
9. Students take turns working in
pairs asking and answering questions.
Check students have the language
44 UNIT 2
to answer the questions. Circulate
and monitor. Note language points
for correction.
Writing Wrap Up
10.Teacher: What cultural movements do you know about? Details. Share ideas about the ways social
Write ideas on board so they visualize the names of movements networks help value cultural diversity and
they might not know of. local artists.
Students write a paragraph about a cultural movement they Draw students attention towards the
researched on the Internet. They can use the diagram to LIVING IN HARMONY box.
organise their ideas.
If necessary, ask them to hand it in for correction.
66 TEACHERS BOOK
vie Warm Up
Re w
2 Ask two students to go up front.
unit Ask the class to compare them
using a set of words you give them.
1 Look at the chart below. Make sentences 3 Make the sentences true for you. Write suitable words (adjectives-
comparing Johanna and Pedro
Name Pedro Johanna
a When I was 5 years old, I spent my afternoons adverbs- compound words) on
Age 16 17
board. Elicit sentences from students.
b In elementary school I was very good at
Height 1.68 m 1.65 m
Languages Native Native English c I hate
Spanish and a little bit of
Spanish d
Place they Concepcin Santiago is one of my favourite weekend activities. 1. Before completing the activity, start
live
e by asking students some questions
Eyes Black Hazel
Is something I want to do in the future.
about themselves to model. Teacher:
4 Match the columns to form compound adjectives. How old are you? Where were you born?
a old- i b going
____ What colour are your eyes?
b easy- e time
ii ____
c brand- a fashioned
iii ____
Answers will vary
2 Complete the following conversation with Wh
d well- f sleeved
iv ____ 2. Students complete the sentences
e part- d behaved
v ____
questions, then role-play it in pairs.
f short- c new
vi ____
below using their own ideas.
Interviewer: Avicii, _____ are you from? g good- g looking
vii ____ Answers will vary.
Avicii: Im from Stockholm, Sweden.
Interviewer: ____ is your real name? 5 Write a description of your best friend. Use as
Avicii: Theres the name youre given and many phrases as possible from above. with their own information making
the name you choose. My given
name is Tim Bergling and you know them true for them. Show an example.
other one.
e.g., When I was 5 years old, I spent
Interviewer: Let us know a little about your
musical influences. my afternoons watching T.V
Avicii: My personal influences came from
Daft Punk and the former trio
Answers will vary.
Swedish House Mafia. 4. Complete a on the board and
Interviewer: Finally, _____ will you come to
Chile? ask students to make a sentence.
Avicii: Probably next year Review what a compound adjective
is and how its formed. Then they
45
complete the rest in pairs.
Write answers up on the board.
5. Students write a brief description
Wrap Up of their best friend. They should use
Word Game as many phrases as they can from
Divide the board in columns (5 or as many rows your class has). Each activity.
column is a group. In 3 minutes, each group should write as many words Ask students to hand it in for
as they can using the last letter of the word before. correction.
Rules.
Words must not be repeated in the same row or in others.
The group that writes more words, wins!
67
Warm Up s h ee
or k
2
W
Get students to write. Write a
ts
sentence on a piece of paper, fold it unit
and give it to the first student who
is sitting in the first seat in the first 1 Finish the following sentences with an 3 Create sentences based on the words in the box.
appropriate word or phrase.
row. The paper must go around interesting | comfortable | tall | warm | difficult | easy
a My little brother keeps on _____________!
the class, each student writes a b I really enjoy ________________________.
c She loves __________________________. a North / South of Chile
sentence and folds the paper. At d _______________ to different places during
b English / Chinese
summer holidays is what I enjoy the most.
the end, you will have a fan filled e Stop ____________________ like that! You c Building / my city
with sentences, open it and read it f
will wake up the baby.
She likes starting projects but she rarely likes
d Maths / Biology
like if it were a story. ______________________________. e Life / in the past
While the paper goes around, elicit g _____________________ is what a writer

does for a living.
4 Complete the concept map with ideas about art
from the unit. Present and explain your mind map
information from the unit. 2 Complete the sentence with your own ideas.
to the class.
a I think the painting is Reflects...

Comes in
b Graffiti is many forms,
1.Verify vocabulary with students. c Its important to read
like...
ART Is found...
Students finish the sentences adding d In my city
an appropriate word or phrase + e My culture

Helps
f The most interesting people by... Is
a gerund. important
because...
Possible answers
5 Complete the paragraph with but, and, or so.
a running; screaming b listening to
but
My sister is a musical prodigy, ______(a) she only listens to Top 40 radio. That type of music is repetitive
music; c swimming
and
______(b) simple, not like the type of music she plays on her violin. She says that she always plays classical
d Going ; e shouting; f finishing; g but
music, ______(c) but
when she is relaxing she wants something simple. This makes sense, ______(d) I will
Writing but
never understand how someone who can play such complicated, ______(e) also subtle rhythyms would
2. Students complete the sentences and small-minded, ______(g)

want to listen to generic pop music. She says I am judgemental ______(f) so I try
using their own ideas (Adjectives- and

not to make fun of her. Maybe I should remember that art ______(h) expression are different for every
so
person, ______(i) there is no way to judge someone elses tastes.
adverbs). Answers may vary.
3.Review adjectives and their forms
by writing sentences related to the 46 UNIT 2
students or the school.
e.g., Our classrooms are colder than
the classrooms of the school next
4. Draw the mind map on the board to 5. Students complete the paragraph
door.
explain the activity. Students complete using and, but or so.
Clarify doubts.
the map with ideas related to the Check as a class, elicit answers
Students make sentences using
central topic.They present and explain from random students and write
the words given + comparative/
their mind maps justifying the points them on board.
superlative forms. Answers will vary.
Circulate and monitor. the highlighted.
Circulate and monitor. Note language
points for correction.
68 TEACHERS BOOK
s h ee 6. Students identify the correct
or k tense and complete the dialogue.
2
W
ts
unit
Clarify doubts related to grammar
tenses.
6 Complete the following dialogue, then role-play 8 Find and correct the error in the sentence.
Possible answers
it with your partner. Think about activities you
like doing and places you like going to. a Every day Loreto went to work by bus. a went b did you see c saw
Francisca: I ____________ to ____________
Yesterday, she gets up up early and decided
to go by car.
d Did you like e was f think
last night.
b Last week, Mr. Gonzalez bought a new flat g go h prefer i read j went
Sebastian: What _______________
Francisca: I ________________
near his office. Every day, he arrives at the
office at 9 oclock. He usually has lunch
7. Students complete the chart
Sebastian: Really? __________________ there too, but yesterday he goes to the with the corresponding word in
restaurant across the street.
Francisca: It ________________. I suggest
c Mary likes going to the cinema very much.
each column. Elicit the first two
you______________
Sebastian: You know, I never_______________
Last weekend, she invited her friend Nina answers:
to go and watch Violeta Se Fue a Los Cielos.
but I prefer_______________ They arrive at the cinema around 8:30 and How much..? water
and my favourite _______________ because the film starts at 8:45.
How many..? students
_________________ d Once a week, John played tennis. But last
Francisca: Well, ___________________ week, he stays at home and he played Circulate and monitor.
but__________________
PlayStation 2 with his son.
8. Students read the sentences,
7
find the errors and correct the
Classify the following nouns under the correct 9 Look through Unit 2 and find at least 5 words
question phrase. Write 2 questions once you
are finished.
or phrases related to: mistakes.
students | artists | water | coffee | exams |
ART MUSIC LITERATURE Answers
a a a
marks | time | books | money | homework a. goes; got
b b b
How much? How many?
b. went
c c c
a a
c. arrived; started
water students
d d d
b b
d. plays; stayed
coffee artists
c c
e e e
9. Elicit two words taken from the
time exams
d money d books unit and ask students to write them
e homework e marks in the correct column. For example:
graffiti (Art), writer (Literature)
Students look through Unit 2 and
47 find 5 words or phrases related
to art, music or literature. Check
students understand vocabulary to
carry out the activity. Circulate and
Wrap Up monitor.
Class speaking activity. Divide the class in 4 groups, one group on each Answers will vary:
corner of the class, give each one a card with a topic: art, music, social Art: artist, colour, mural, paint
media, and literature. Music: hip hop, pop, reggaeton,
Ask them to summarise the topic using words and other learned in blues, Dj
the unit. Give them 10 minutes and then each group presents their Literature: story, character,
summaries. published, comics, cartoons
69
Lesson Summary
jec
Pro t
Aims: Create a drawing which
symbolises a message.
Suggested Time
2
unit
45 minutes
Materials Express Yourself with Graffiti
Blank paper (tabloid size or similar)
1 Look at the following graffiti made in Santiago. 3 Group Work
Paints, markers, pens, pencils, a Form groups of 3 or 4 students.
b Prepare a presentation of no more than 5
crayons, etc. minutes about a piece of art that represents your
group.
c Before you start working: define with the
Warm Up rest of the class what criteria you will use to

evaluate your presentation and the piece of
art you created or chose.
Teacher: Do you believe anybody can d Your presentation must include a 100-word
summary including:
be an artist? What do you know a drawing or image that represents your
groups ideas.
about graffiti? What do street artists a title for your drawing.
three or four ideas that describe your
use to colour? (spray paint); What is a drawing or image using comparisons.
graffiti tag? (signature) Elicit answers. name of place where you would post/
paint your drawing.
how your drawing reflects your feelings
and experiences.
1. Tell students to study the graffiti 4 a While the other groups are presenting you
must use the agreed criteria to evaluate
pictures and determine what symbols 2 Think about the motivation of the artists. Is it them.
the same in each piece? Does the neighborhood
or meaning are in them. change the context?
b When everyone has presented, its your
chance to vote for the most creative
2. Students discuss the questions in and attractive drawing according to your
evaluation. Good luck!
their groups. SPEAK OUT!
We use these expressions to talk about art:
SPEAK OUT! Its interesting!

Its very colourful!
The colours are rather dull.
Teacher: What expressions do we The message is not clear to me.

I wonder what it means?
9 3
use to talk about art? Students use it
when speaking in their groups during
the project.
48 UNIT 2
Ensure students comprehend the
meaning of the phrases, especially I
wonder what it means! (I am curious
drawing, Teacher: Is it to make a political
Wrap Up
and want to know the meaning
of __); dull (lacks colour, boring) statement, to rebel, or to show what is Encourage students to
important to you? discover their artistic side
4. Each group takes turns presenting in them.
3. Students plan their projects, their work to the class, five minutes As a group, discuss what
following the list of requirements. each. They can be graded on content, they liked or disliked about
Students choose who in their group team-work, language use, creativity, and the unit and the project.
will be responsible for drawing/ professionalism. Praise the entire group
painting, writing, and presenting. All art work should be displayed either for their performance and
Remind students to work as a team outside for everyone to see or in the good work.
and decide on the purpose of their classroom walls.
70 TEACHERS BOOK
rogre Lesson Summary
yP
2 Aims: Evaluate concepts and
ss
M
unit themes of the unit.
Suggested Time
Listening Writing
45 minutes
1 2 Write questions using the following question words.
Listen to Sean Beaville, a British ESL teacher,
talking about literature. Put the ideas in the
Materials
a How long: __________________________
correct order. 19
__________________________________
4
a ____He says that literature educates you,
makes you happy, makes you sad and
b How many: _________________________ Dictionary
__________________________________
inspires you.
2
b ____Literature is one thing that makes him c Which: ____________________________
very happy. __________________________________
1
c ____When he was small he liked books of
all kinds.
d Why: _____________________________
__________________________________
Warm Up
5
d ____According to him literature helps us e Whose: ____________________________
understand other cultures. __________________________________ Prepare students for the progress
3
e ____He says that literature can change your
life. test. Ask to answer it as if it was a
points /5 points /5
test, individual work.
Reading
3 Anamara Merino Tijoux was born in France in 1977. Her parents were Chilean exiles living in the city of
Lille. She returned to Chile in 1993 and dove head-first into the hip hop music scene in the capital. In 1997,
she became well-known through her collaborations on Los Tetas first album. Since then, she has released 4
solo albums and has played concerts all over the world. Her artistic point of view is unique; she speaks two
Listening
languages and grew up in a culture far-removed from her own. Her parents experience as exiles informs
her socially conscious lyrics as well as her challenge to find where she belongs. The search for identity is a
common theme in hip hop, which is traditionally the music of the voiceless, and Tijoux has indeed found her
1. 19 Tell students they are
place, being named the best New Female Emcee Rocking Mics Everywhere by MTV in 2012. A young going to listen to Sean Beaville,
mother with an international, social perspective,Tijoux is the perfect example of the 21st century youth that
is pushing the world in new and creative directions. who is a British ESL teacher, talking
Finish the ideas about Anamara Merino Tijoux . Use complete sentences.
a Anamara Merino Tijoux is
about literature.
b She is influenced by Ask them to read the sentences
c Her beginnings
d She was recognised by MTV for once.
e She represents Students listen, put the sentences
points /10
in the correct order.
Play the audio twice.
0-5 6-10 11-15 16-20
49
Writing
2. Students write questions using
the following question words given.
Answers will vary.
Wrap Up Reading
Ask students to switch books, peer correction. Check answers by eliciting 3. Students read the paragraph
them from students. Each student corrects their classmates work and about Anamaria Merino Tijoux and
gives them points. complete the sentences.
Use this correction to verify there arent any doubts about the unit. Clarify any vocabulary doubts.
71
Transcripts
Unit 2 Interviewer: Inti, How did you become an artist?

Interviewee: I began in Valparaso at the age of 14. I started
Track 12 page: 31 Activity 1b with small sketches and graffiti tags in the streets,
4 folk but later I studied painting.
1 blues
5 hip hop Interviewer: Why did you decide to start doing graffiti?
2 bachata
Interviewee: When you start as a kid, you have no conscious
3 indie rock
of what youre doing. You just want to see your
name in the streets, invade spaces to make them
your own.
A: Welcome to the show! Today we have a special music quiz Interviewer: Did your goals change when you grew up?
for all our listeners. We are going to test your knowledge of Interviewee: Yes. When you get older, you see that what you
Latin American Music Lets see starting with the first are doing touches other people, that it has a
contestant. Question 1: Why did Los Prisioneros break up? political and social background. Now I use it to
B: Because Jorge Gonzlez went solo. say something or give something back to society.
A: Alright, Question 2: What is the real first name of Daddy
Interviewer: Where does your inspiration come from?
Yankee?
B: Its Ramon! Interviewee: Latin American people and the cultures before
A: And who wrote the song La Joya del Pacifico? the Spanish invasion.
B: Hmmm... Victor Acosta wrote it. Interviewer: Why do you always include food, shelter, music,
A: OK, fourth question: What year was the legendary and alcohol in your art?
psychedelic band, Aguaturbia, formed? Interviewee: Because they are things I never want to live
B: It was 1968, I think. without.
A: And how many studio albums had the alternative rock
Interviewer: What does your name Inti stand for?
band, Los Bunkers, released by 2012?
B: Six Interviewee: It means sun in the Incan language.
A: Question 6: How are the members of Calle 13 related to Interviewer: Do you prefer to paint in Chile or in Europe?
each other? Interviewee: In Europe the process to get permission is too
B: They are step brothers. bureaucratic. Here, you just ask the owner of
A: OK, and whose father was a famous bolero singer? the house to paint on their walls.
B: Americos father. Interviewer: You are very passionate about your work. Do
A: Which female artist has a reputation for writing songs you enjoy other forms of artistic expression?
about her ex boyfriends?
B: I think Taylor Swift does. Interviewee: I see art in everythingin music, in people, in
A: And finally, question 9: where did DJ Mendez start his the streets. Its all art to me.
career? Interviewer: Street art is more common nowadays. Do you
B: He started it in Sweden. think that the messages and images behind the
A: Alright, Thanks! Lets move on to the next contestant art have gained importance?
Interviewee: I see influence in the long term, especially with
politics. What we can cultivate today is not for
a Where are you from originally? tomorrow. It grows slowly. Over generations it
b When did you start playing music? can change and influence.
c What music inspires you? Interviewer: Graffiti has been seen as a form of protest and
d Who is your favourite musician? rebellion against the system and status quo. Is
e How long have you been performing? there less opposition to street art around the
world today?
72 TEACHERS BOOK
Interviewee: Now that there is world-wide fame of street Blogs are also an ideal place to post songs, display photos or write
artists, peoples perspectives are changing. It is about everyday life. Some teens use their blogs to reveal their
now viewed as legitimate art with commercial most private thoughts or to explore their deepest emotions.
value. In fact, artists are often contracted and Innocent pastimes, you might think; but many parents are worried.
paid to produce paintings in the streets and in The police have warned teenagers that posting too much
galleries, especially in Europe.The progression of information about themselves could be dangerous, and are
underground to commercialized art is slower in encouraging them to be more careful. The risks dont end there.
Latin America. Recently, Yasna found her younger sister and her dad reading
Interviewer: How is street art changing? her blog. She was upset. She felt like family and close friends
shouldnt be reading her diary in secret. She said they should tell
Interviewee: Many years ago people were painting for
her. She does not snoop on them!
ideology. Now, everyone is working for their
own individual ideals. Chile has been a centre for
radical propaganda painting since 1940. Today,
there is an art explosion in the streets of Latin Track 19 page: 49 My Progress Unit 2 Activity 1
America. Chile is leading the innovation. I did
Literature is one thing that makes me very happy. I have loved
not know my art would have an impact when
books of all kinds since I was very small. I dont know what I
I began, but I will continue to create and bring
would do in life without novels, poems and plays. Its amazing
Latin America to the world.
how literature can change your life. It educates you, makes you
happy, makes you sad, and inspires you. I think Id be a completely
different person without it. Literature has been a big influence
Track 16 page: 36 Pronunciation Activity 8 on my life, perhaps, as much as my friends, and I think its really
well-known| brightly-coloured | open-mouthed | sky-high | powerful; it can help us understand other cultures. Recently
good-looking | old-fashioned | up-to-date I have read a lot of Indian literature, in English of course. The
books I read have totally changed my image of India and Indians,
my experience has really made me want to read more books
Track 17 page: 39 Activity 8 from other countries.
Monica: What do you prefer to read: comics or books?
Roberto: Oh comics, definitely!
Track 20 Extra Test Unit 2 YouTube
Monica: Why? Some people say that comics are for lazy
people. Im sure most of you have logged in to YouTube and watched, or
Roberto: Im not lazy! Sometimes books are complicated even uploaded a video. You might have chosen the most-viewed
and have too many characters. Comics are easier video of the week, watched extracts from TV shows, music videos
tounderstand. and even films, not to mention the thousands of homemade
Monica: They are also shorter than books! videos users upload.
Roberto: Thats true. Books are longer, often too long. YouTube came into existence in February 2005, when Chad
Monica: I dont mind a long book if its good. When you get Hurley, Steve Chen and Jawed Karim got working on an idea to
to the end of a good book you feel like you would make video sharing easy.
like it to go on In fact, Karim starred in one of the first videos shown.They couldnt
Roberto: Yeah, but sometimes the ending of a book is really have possibly thought that in November 2006 they would sell
disappointing. I hate that. You feel like youve wasted their project to Google for $1.65 billion! Organizations like the
a lot of time BBC and MGM allow some of their materials to be broadcast,
Monica: Yes, but its not really a waste of time. You just have to subject to licensing agreements.
hope the next book you read is better! YouTube has been criticized by many sources. Copyright has been
Roberto: Maybe youre right, but I still prefer comics. a big issue for the website. Although unauthorised videos are not
permitted, there are videos on the website which have been put
Track 18 page: 43 Activities 5 and 6 there without the permission of their creators. For me, one of the
benefits of digital technologies is theYouTube Symphony Orchestra.
For todays teenagers the Internet is as much a part of life as TV The orchestra, composed of over ninety people from over thirty
or music. Its a place to meet up, to talk about life, to search for countries, played in New York in April 2009. What fascinates me
new friends and to get support. about this orchestra is not the quality of the music, but the fact
Yasna, a 15-year-old from Concepcin, uses her blog to that the musicians were selected from the YouTube videos they
communicate with friends and as a way to express her emotions. uploaded. If videos and technology are used appropriately, they
She finds it easier to say things in blogs that she could never say can bring people from around the world together.
in public.
73
PHOTOCOPIABLE
tra Tes
x
2
t
E
unit
Listening
1 Listen to someone speak about the advantages and disadvantages of YouTube. Complete the sentences. You
will hear the recording twice.
a You can watch____________________

b Three people who got together to ____________________________ were________________________,
______________and _____________________.
c The Project was sold______________________
d For the speaker, one of the biggest benefits was____________________________
e Musician were selected___________________________
points /5
Vocabulary
2 a Complete the sentences below using one of the words or phrase from the list.
social network - editions festival street artist electronic version band popularity Twitter
a Lollapalooza is ______________________.
b Chancho en Piedra is a _______________.
c Facebook is ________________________.
d __________________ is someone who paints murals.
e __________________ of this book have been successfully published.
f __________________ book of Alice in Wonderland for iPad.
b Use the extra words to write sentences using your own ideas.
g ______________________________________________________
h ______________________________________________________ points /5
Writing
3 Choose one of the following topics and then write a paragraph of no more than 50 words giving your opinion
on the topic.
Being creative
Skills of my own
Love and hate about art
points /10
0-5 6-10 11-15 16-20
74 TEACHERS BOOK
tra Tes
x
2
t
E
unit
Warm Up
Before students answer the Extra Test, ask them to play the alphabet game just to get them to start thinking in the
second language. One student says a letter, another says a different letter, they do the same one at a time. Rules,
they cant repeat the letter, students must be concentrated on what the rest of the students are saying.
Listening
1. 20 Students go through the sentences once. They listen and complete the sentences with ideas from the
audio. Play the audio twice so that students do not feel they have to hear everything in one take. Tell them in
advance that they will have two opportunities to listen.
Answers
a. extracts from TV shows, music videos and even films, not to mention the thousands of homemade videos that
users upload onto the site
b. to make video sharing/ Chad Hurley, Steve Chen and Jawed Karim
c. Google
d. YouTube Symphony Orchestra.
e. from the YouTube videos they uploaded
Vocabulary
2. Students complete the sentences using the words in the box. Then, they write two more sentences using the
extra words.
Answers
a. festival b. band c. social network d. street artist e. editions f. electronic version
Extra words: popularity / twitter
Writing
3. Students choose one of the three topics and write a paragraph of no more than 50 words giving their opinion.
If necessary, give them an extra sheet of paper to write the paragraph. Monitor the activity.
Wrap Up
Correct activities 1 and 2 as a group. Ask students to switch their sheets with their partner. Elicit answers from
random students, then ask them to hand the sheets in.
Common Mistakes
Auditioning for a professional orchestra is a huge commitment.
To make the audition process, follow these steps: Use commas when appropriate.
-Make sure you are familiar with the audition process. Use a comma to separate main
-Get the necessary repertoire, scales, and learn them. clauses
-Get a good nights sleep the day before the audition.
Set off parenthetical material
-Walk into the room confidently.
within commas.
-If there is an interview, answer all questions to the best of
your knowledge. Avoid unnecesarry commas
75
PHOTOCOPIABLE
2
1 In the outer circle you must write words expressing how these words relate to your personal life.
Facebook blogging
privacy internet viral
search public post
Now write a paragraph about the internet with your ideas + the words given in the circle.
2 Complete sentences with your personal information. Use the following words.
a Like:_______
b enjoy:______
c love: ______
d really hate_______
e I cant stand:_________
3 Match the words to form compound adjectives. Then write a sentence for each one.
hot well
minded open
behaved
time common
+ terribly
too
76 TEACHERS BOOK
2
Warm Up
Do a quick review of certain points you think students need to clarify. Once you have done this, give students
the Extra Activity sheet. Read the instructions as a group so you may verify they know what to do in each
activity.
1. Go through the instructions again. Monitor the activity by moving around the class and verifying students know
the use and meaning of the words. If necessary, provide them with an extra sheet of paper that they can then hand
in for correction.
2. Students make sentences that are true for them using the words given. Answers will vary.
3. Students match the words forming compound adjectives.Then, they write sentences using them. Answers will vary.
Wrap Up
Ask students to revise their own Activity sheet and to later hand it in for correction.

What Is Twitter & Who Invented Twitter
Compound v/s verb phrases
It is a free social messaging tool that lets people stay Here are a few compound words that can cause
connected through brief text message updates up students some problems.
to 140 characters in length called tweets. Inventor They change in meaning and shape when they are
Jack Dorsey, wanted to use his cellphone to send used as a verb, adjective, or noun.
text messages to a service and have the message -The verb form usually consists in two words:
distributed to all his friends. At the time, most of I need to back up my WordPress site.
his friends didnt have text-enabled cellphones and Did you set up the camera?
spent a lot of time on their computers. Twitter was -The compound usually serves as an adjective:
born of a need to enable text messaging to have a Do you have a backup copy of your site?
cross platform capacity, work on phone, computers, I lost the setup instructions.
and other devices. -Or the compound can serve as a noun:
I wish I had a backup of my site.
That was a setup.
77
Students Book Pages 50 and 51
UNIT 3
Whats on? 3 Whats On?
unit
Getting Started
Write the word beliefs, stereotypes,
urban tribes, myths, and legends on
the board. Ask students, Put the
titles of the lessons on the board:
Are Reality Shows Real? Making
Changes, Advertising, Lucky Escape.
Students speculate about the
content of the lessons. Elicit words
and phrases around each title
forming mind maps.

Background Information Use skimming and scanning reading
techniques.
oral interaction.
Whats on? is used to mean what Integrate written expression to demonstrate initiate, maintain and close a conversation.
is happening? As the OFT for this
section relates to reality and fiction, Identify relevant details to find out the main Use connectors to sequence sentences in
the idea is that students begin to points of a listening text.
question what they have been told associated to communicative functions. Correction of cohesion and coherence
is on. demonstrate understanting of listening texts. communicational purpose and audience.
Statistically, people believe most of Living in Harmony

Learning to reflect on what we see and read before we decide it is true or false.
what the television or newspaper
tells them simply because it is easier 50 UNIT 3
for our brains to digest information

rather than invesitigating for
clarification. Our brains prefer
to accept information we receive
as truth unless it is too incredible Read the Living in Harmony section, keeping in mind that this is an OFT.
to be immediately taken as fact. Draw students attention to health and making life decisions. Then ask
Make students aware that many them how they can relate their own experiences to these concepts.
things they assume to be true are,
in fact, distinct world views that
are confirmed by the media even
though they may be a twist or
exaggeration of the truth.
78 TEACHERS BOOK
Lesson Summary
1
O
L ES S N
Aim: develop note-taking skills.
Are Reality Shows Real? Suggested Time
90 minutes
Vocabulary
Pre-Reading
Reality shows
1 In pairs discuss the following questions.
Communicative Aims
What was the first reality show you watched?
What reality show is the most popular of all
Identify relevant details to
time in Chile? What do you think of it?
4 Form groups of three (student A, B and C). Each
communicate the main point
2 Listed below are a few key words for talking
about reality shows. One word in each group
of you is going to read about 3 different reality
shows. Take notes and answer:
(Passive Voice)
does not belong. Which one? Explain why.
What is the objective of the show?
Materials
e.g., Member doesnt belong because it means only
one person, while both team and tribe are groups of How are participants eliminated? 21
people.
a a member, a team, a tribe STUDENT A Poster paper, markers, dictionary
b a contestant, a participant, an audience
a Contestants are taken to an unknown
c a task, a range, a chore location, usually an isolated island, and
d
e
elliminate, vote off, join
divide, perform, showcase
divided into tribes. They are made to
compete with each other individually or in Warm Up
tribes for money and elimination. The show
follows a system of successive eliminations
While Reading where contestants eliminate other Give students one minute to make
3 Read the beginning of the article.
members of the show until one remains
who is titled the winner.
a list of reality shows. In groups, one
a What are the main characteristics of reality
shows?
b As a singing competition, it has elements student speaks for a minute about
of mass auditioning and a judging panel in
b Can you think of any more characteristics? search of a new star. The contestants are one of the reality shows on the list.
selected during the auditions and showcase
their musical talent along the shows
duration. The main element is the audience
TOP REALITY TV SHOWS OF ALL TIME who decides which contestant can continue
further and finally win.
Pre-Reading
Reality TV is a category of television programming
c A group of people live together in a house
which supports unscripted content and true for a period of three months where they are
events. This genre covers a wide range of formats constantly filmed. The contestants cannot 1. Students discuss the questions.
based on competitions, game shows, talent have contact with the outside world and
showcasing etc. In the early 2000s reality shows do household chores along with the tasks Close the activity by asking what
assigned by Big Brother, an amplified voice. A
gained a lot of popularity with TV audiences
when production companies started introducing contestant is eliminated every week by the is the most popular reality show
others until only one remains.
new programmes. in Chile. Circulate and monitor.
Note language points for praise
51 and correction.
2. Do the example with the whole
class. Elicit the difference between
a member, a team, and a tribe. Ask
4. This is a jigsaw reading create a collective mind map with students to explain their answers
activity where each student Reality Show characteristics as using examples.
reads a different text, takes the main idea. One member of
notes on specific points, and each pair should write something While Reading
shares them with the rest of up on the board. Answers will vary.
the group. 3. Students read the beginning of
The answers are highlighted b Help students name some the article and answer questions.
in the text. characteristics of reality shows: type a Have students share answers in
of elimination, competitions, etc. pairs. On the board, have them
79
Post Reading
5. Students rearrange the sentences
STUDENT B STUDENT C
according to how they appear in a A sports dare reality show where contestants a The show is hosted by Bear Grylls who is left
the text. Elicit some answers from compete against each other in a range of alone in a region. The format follows his effort
to use his survival skills to find his way back
activities for a grand prize.
students. b The show pairs professional dancers with to civilization. Bear Grylls talks about survival
celebrities and each pair has to compete by strategies in a particular region and shows
Answers: c a b performing different dance styles every week. the viewers the best way to make use of the
The pair with the lowest score given by the surrounding resources.
judges and audience vote is eliminated on a b There are many versions of the format of this
weekly basis. competitive cooking show: the main series, but
c Teams of two people race around the world others involve celebrities, professionals or kids.
to compete with other people. The teams This show also follows a format of progressive
travel to multiple countries in various modes of elimination where a contestant is eliminated
transportation where they perform tasks and each week by a judging panel.
challenges related to the culture of the country. c A fashion based reality show where 10-
Teams are eliminated progressively until three 25 contestants compete in a modeling
are left. The team that arrives first in the grand competition where the winner receives a
finale wins the prize. contract with major modelling agencies along
with cover shoots and fashion spreads in
CHECK THIS OUT!

magazines.
Adapted from Devolld, T. (2011). Reality TV: An Insiders Guide to TVs
Hottest Market. Los Angeles: Michael Wiese Productions.
Ask students if they have seen this

show or if they know of a similar one.
CHECK THIS OUT!
The number one reality show is...
The Real World: One of the longest running MTV shows,
it is credited with launching the modern reality TV genre.

It deals with subjects relevant to its main audience: young
adults. Issues like prejudice, sexuality, AIDS, and substance
abuse are covered on the show.
nciati o
o nu n
Post Reading Pr
5 Rearrange the sentences according to how they 6 Look at the two
appear in the text. sentences. Practice
saying them while
Pronunciation a Teams of two people race around the world
to compete with other people. stressing different
words. How does the
b This show also follows a format of progressive
elimination where a contestant is eliminated meaning change when the description words are
6. Draw students attention to the by a judging panel. emphasised?
two phrases. Say both one time, c A group of people live together in a
house for a period of time where they are
a
b
Those people are very talented.
Those people are ridiculous.
emphasizing the adjective. Ask constantly filmed.
students: Is there another way to 52 UNIT 3
say these sentences that will change

the meaning? Elicit changes in stress
from the students without telling
them specifically how the meaning Extra Activity
has changed. In groups, have them Changing the stressed words in sentences transforms the meaning of
underline different words to stress the whole utterance. In the first sentence the speaker is emphasizing the
in the sentences and have them agent (who), i.e. these or those people. In the second sentence, the level
take notes on how the meaning of talent is the focus and not the agent. Write the phrase My sister is very
changes. Discuss as a class and smart on the board and have students say it different ways, emphasising
model different pronunciation for different words. Have them identify the different changes in meaning
the students to replicate. when different words are stressed.
80 TEACHERS BOOK
Language in Use
Identify relevant details to
communicate the main point
LANGUAGE IN USE Put the example sentence on the
The contestants are voted off.
The contestants are taken to an unknown location. board. Students underline examples
We use the passive voice when we want to give greater
importance to the action and its object than to the agent
of passive voice in the reading text
who performs the action.
on page 51.
The show is filmed
Practice
They are made to compete with
7 Choose the best option in each sentence.
a Everyone on the team made / was made to
each other
eat insects. Show them an example of the same
b Their costumes designed / are designed by
famous designers. sentence in active and passive voice.
c The audience participated / was participated in
People take the contestants to an
the activity.
d One team member eliminates / is eliminated unknown location
at the end of every show.
e The show filmed / was filmed near Ovalle. The contestants are taken to an
unknown location
Speaking Ask why the passive is used. Check
8 Choose a show. Dont tell your partners the title of the programme. Use the diagram below to give a
complete description of it. Finally, are they able to guess which show it is?
the Grammar Reference at the
back of the book for more detail.
What... Who...
channel is it on? is the format? is the host? is the audience?

PRACTICE
Is... 7. Do a together with the whole
class. Ask students why was made
the show popular? there a winner? the show still on the air? is correct. Have them complete
the activity on their own. Check
together as a class.
53
SPEAKING
Background Information 8. Students think of a Chilean
In 2003, the first Chilean reality show, Protagonistas de la fama, premiered reality show they know and use
on Canal 13. It was a mixture of Real World-style documentary and the diagram to describe it to a
competitions. The public played a large part in the voting and the partner without giving the name.
winners won a car and a spot on a Canal 13 series. The partner must guess and then
Today, every summer there is a reality show that lasts for a few months describe a show of his or her
and has a new episode every weeknight. The people on these shows are choosing. If the activity moves
recycled from other reality shows or they are B-list famous people. In too fast, have the students repeat
recent years, Chilean popular culture has been dominated by these types it with other pairs or groups or
of shows and people remain fascinated by their love lives and scandals. as a whole.
81
Pre-Listening
9. a Students discuss their opinions
of reality shows in groups.Then, have
them debate as a class, asking one
Pre-Listening While Listening
member of each group to participate.
9 In pairs discuss the following questions. 10 Listen to two people talk about reality
b Students match the vocabulary shows.
a What is the rst thing that comes to your
words to their synonyms. Make sure mind with the word reality? Which speaker:
a believes that some shows
to tell them that these words can be b What is your general opinion about reality
shows? can be damaging to society?
speaker 2
used in other contexts. c What Chilean reality shows do you like/
dislike? Why b feels that shows where the contestants
Teacher: If I get attached to something, d Before you listen, match the following phrases
have a purpose are interesting?
speaker 1
does that mean I am next to it? If my or words to their synonyms. You may use a
dictionary. This will help you understand the
11 Listen to the track again and check your
sister works hard and receives a bonus, recording:
answers to activity 9.
does she deserve it? In what situation
Post Listening
would she not deserve it? get attached hate
resources hurt 12 Choose a Chilean Reality show, then write 3
reasons why you like/dislike it using 5 words from
despise feel empathy
Activity 10.
lack objective
While Listening harm possibility
deserves dont have
10. 21 Students listen to two purpose merits
people discussing reality shows.
Have them read the questions
Writing
before and take notes while listening.
13 Write an email to friend explaining the dangers
11. Students listen the track again. of spending time watching Reality shows on TV.
Check students answers. a Pre-writing. Brainstorm ideas and organize

them.
b Drafting. Write a draft using the vocabulary
from activity 9 as a guide.
Post Listening c Revising. Once you have nished writing,

12. Students choose a Chilean spelling and punctuation.
reality show write down their classmates.
reasons for liking or disliking it.

54 UNIT 3
Elicit some answers from students.
4 medio U3.indd 54
Wrap Up 16-12-14 13:17
Writing Discuss how different strategies can

13. a Tell your students to read d Tell students to exchange help students locate information in
carefully and write their ideas in their work with a partner and long texts (scanning to find specific
their notebooks. correct their partners work. words, reading topic sentences of
b Ask students to write an email e Suggest students to share each paragraph, etc.) and remember
to friend explaining the dangers their work with the class. how to pronounce their sentences
of spending time watching Reality Encourage students to use correctly (copying an example theyve
shows. the vocabulary from activity 9. memorized, imitating a famous English
c Ask students to read their work Teacher: Which words from speaker, etc.)
and then make any changes they above would be useful in this Highlight common mistakes and
think are necessary. letter? Why? reinforce the main points of the class.
82 TEACHERS BOOK
Lesson Summary
2
O
L ES S N Aim: understand sequence when
telling and listening to stories.
Making Changes Suggested Time
90 minutes
Vocabulary
Pre-Listening
Formal email language
1 Look at the image. What is the name of the programme? Discuss
the questions below as a class. Communicative Aims
How is the family a satire? Sequence ideas in a logical way,
What types of values does the show critique?
Do you think the social criticism of the US applies to Chile, too? with cohesion and coherence for
Courtesy of Canal 13
In what ways?
Are the characters stereotypes? Explain why. communicational purposes
If you were writing a similar show, what stereotypes would you
critique in Chilean society? (Past Continuous)
2 Match the words with their meanings. Materials
22
mallet powders with a strong taste or smell to use in cooking
spice rack
to sneak up
to change opinion about something
a place to keep spices that are used in the kitchen
Dictionary
David to go close to someone quietly so they dont see you
the press a big hammer made of wood
spices a famous sculpture by Michaelangelo
to change mind the people who work in the media (tv, newspaper, magazine,etc.)
Warm Up
While Listening
3 Listen to an episode where Marge blames a TV show for her daughter Maggie being violent.
Students look at the picture.
In pairs, discuss: Elicit the name of The Simpsons
a What happened to the cartoon programme after Marge started a movement against it?
b What can you infer about Marges opinion of the sculpture David?
characters.
c Do you think her actions were correct? Teacher: What makes the Simpsons
4 Look at the pictures and listen to the script again. Put the pictures in chronological order. Listen to the a cartoon for adults? What other adult
phrases to check your answers.
cartoons do you know?
A B C D E F
1. As a class, discuss some of the

55 themes from The Simpsons.
Teacher: What does the word satire
mean?
While Listening Do you think social criticism is
easier to make through cartoons, as
4. 22 Students listen again 3. 22 Students predict the type
opposed to real people?
and put the pictures in order. of answers the activity might have.
2. Students match the definitions to
Play track just once. Have Pre-teach the word blame. Then
the words or phrases. Use the script
students read the transcript listen, answer, and discuss the
in the back of the book for context.
along with the CD to help questions.
them. Answers: a It became more tame and
boring; b She thinks it is important
and has respect for it as a famous
work of art; c Answers will vary.
83
Post Listening
5. Students use the pictures in
nciati o
o nu n
activity 4 to re-tell the story to a Post Listening Pr
partner. 5 Work with a partner. Retell the story of Itchy, 7 Mark the stress in the
6. a Students put illustrations in Scratchy, and Marge using the pictures from
activity 4.
sentences. Practice
them with a partner.
order based on what they see. e.g., Marge was cooking soup in the kitchen. What happens to the
verb to be in these
Have them check with a partner 6 a Look at the images below. Put them in order sentences?
and tell your story
and then discuss as a class. e.g., Marge was cooking soup.
He was working in his workshop.
b Students compare their answers. A B
They were doing boring things.
If there are any differences, have The family werent watching the programme.
He wasnt looking.
them explain their thought process. The movement was protesting other things.
CHECK THIS OUT!

Pronunciation C D
Did you know that The Simpsons
has been on TV for twenty years?
7. Say the sentences out loud In September 2013, it began
its 25th season! The Simpsons
for students and have them has won awards such as Emmy
awards and even Environmental
mark the stress. When they have Media awards. Can you think
of any other series in Chile or
done that, repeat the sentences Latin America that have been
successful?
and have students focus on the i C
______
ii D
______
pronunciation of to be. After they iii A
______ 8 Complete these sentences so that they make
have identified the way that be is B
iv ______
sense.
a I was studying all night so...
reduced to a smaller sound, drill b Now compare your story with your partner.
b We were talking about the test when...
Is it the same?
them on the pronunciation of to be c They were playing football when suddenly...
d Arturo fell and ... while he was...
in continous phrases.
CHECK THIS OUT!

56 UNIT 3
Students read about the Simpsons
and discuss the questions as a class.
Common Mistakes
8. Students complete the Language students sometimes have difficulty hearing the intonation in
sentences. Do the first sentence phrases and they tend to give each word equal weight. In order to make
together as a class as a model of sure that students understand the way that a continuous phrase sounds,
the rhythym and stress students drill these sentences.
should use. Have them play I was going to the store.
with their pronunciation, putting My mum was eating dinner.
the stress on different words to We were hanging out.
change the meaning of the phrase. Emphasise the pronunciation of to be and how it almost disappears from
the phrase, but is understood through context.
84 TEACHERS BOOK
Vocabulary
9. Students read the text and
decide the purpose of the email
Vocabulary and whether it is formal or
9 Complete the email with the words in the box. informal. Ask for evidence that it is
I am writing / Yours faithfully, / Dear Sir, / I look forward to hearing from you / We would like a formal email, e.g. no contractions
(do not), passive voice (Trainers
School Uniform
are prohibited...), Dear Sir, etc.
Clarify any unfamiliar vocabulary.
________________(a),
Answers: a Dear Sir; b I am
___________________(b) because my classmates and I do not like the policy about
shoes and the school uniform.Trainers are prohibited and we have to wear the uniform writing; c We would like; d I look
black shoes instead, which are ugly, uncomfortable, and even unsafe.
forward to hearing from you;
The other day, I was walking to school in the uncomfortable uniform shoes when I fell
and hurt my knee because the shoes were so slippery. These shoes are dangerous! e Yours faithfully
________________ (c) the policy to be amended so that trainers can be permitted
and the uniform shoes can be optional. I really think this is the best solution for everyone.
_________________________________(d).
_______________(e),
Writing
Carolina Maria Valenzuela Gomz

Writing carefully and write their ideas in
10 Write an email to an authority about something you would
like to change. Do not forget the process of writing:
their notebooks.
a Pre-writing. Brainstorm ideas about these issues below:
b Ask students to write an email
Unfair policy to an authority about something
Broken toilet
Immoral content on TV
they would like to change.
Better education c Ask students to read their work
b Drafting. Write a draft using the vocabulary from activity and then make any changes they
9 as a guide.
c Revising. Once you have finished writing, read your work think are necessary.
and check it.
d Tell students to exchange their
d Editing. Read your work again and check spelling and punctuation.
e Publishing. Share your work with your classmates. work with a par tner and correct
their par tners work.
57 e Suggest students to share their
work with the class.
Wrap Up
Ask students to write down a strategy for listening for main ideas. Elicit strategies from the class at random.Take a poll
to see how many students share the same process. Suggest that they try a new strategy in the next class.
Elicit some of the key phrases they have written about TV shows.
Teacher: Why is it important to memorize certain phrases? Direct the conversation toward the fact that everyone begins
by copying and using key phrases when they learn to speak as a baby. It helps you to speak from experience and
knowledge and to not over-think speech.
Highlight common mistakes and reinforce the main points of the class.
85
Lesson Summary
3
O
Aims: develop an opinion about L ES S N
the influence of advertising.
Advertising
Suggested Time
90 minutes
Vocabulary Pre-Reading
Advertising 1 What do you already know about advertising?
Answer the questions.
Communicative Aims a What kinds of products are advertised to
Self correct and reword statements children and young people?
b Where are they advertised? On TV, on the
(Passive Voice) radio, in magazines, etc.?
c What do you think about advertising on TV?
Materials d Is advertising allowed in your school?
23-24
While Reading Advertising in schools
Dictionary 2 Read the text quickly. What products are
advertised in schools?
3 Read the text again and answer the questions

Warm Up using your own words.
Teachers and parents are increasingly worried
that commercially produced teaching materials
a Where can teachers obtain commercially advertise products to children during school hours.
produced teaching materials?
Put these words phrases on the b Give two examples of inaccurate information
These materials, which can be downloaded from
manufacturers websites or sent directly to schools,
board: beautiful people, celebrities, found in worksheets. contain lessons featuring well-known products and
personalities from television advertisements.
c What do schools agree to do in order to
colour, free gifts, humour, a jingle, receive equipment from Channel One?
d Why are schools attractive to companies and A recent survey by the Childrens Food Campaign
music, promotions, a slogan. advertisers? found that curriculum packs produced by food
companies often contained many misleading
Teacher: What makes a good 4 Choose the correct option. Only ONE answer statements. Worksheets suggested that crisps were
is possible.
advert? Students work in pairs or a In Maths lessons, students
healthier than apples, but without mentioning the fat
small groups to discuss the words i learn how to cook a pizza.

ii discuss healthy and unhealthy foods.
and justify their opinions. Clarify iii cut up pizzas to learn about fractions.
any unknown vocabulary. b Twenty percent of Channel One broadcasting

is dedicated to
i advertising.
Pre-Reading ii the news.

iii sports.
1. Students discuss questions and

answer in pairs. Answers will vary. 58 UNIT 3
While Reading
2. Students read the text quickly 3. Students read the text again and audience of millions of students
and list the products that are write answers to the questions. who are potential consumers
advertised in school. To make sure Answers: a from manufactures of their products.
students read for gist, you might websites; b that crisps were 4. Students carefully read every
turn this into a competition or set healthier than apples, sugary statement and eliminate the
a time limit. foods were a good source of wrong ones. Then search for
Answers: crisps, pizza, soft drinks, carbohydrates; c schools promise information in the text to justify
breakfast cereals, junk foods, dairy to broadcast its twelve-minute daily the answers. Circulate and
products, toys. programmes; d schools offer firms monitor. Note language points
a fantastic opportunity to reach an for praise and correction.
86 TEACHERS BOOK
SPEAK OUT!
Make sure that students understand
and use the phrases in the speaking
activities. No way! has connotations
SPEAK OUT!
from disagreement to disbelief.
Agreeing or Disagreeing
and salt crisps contain, and claimed that sugary foods
were a good source of carbohydrates. Soft drinks, I disagree with you because... Teacher: What would you say to a
breakfast cereals, junk foods, dairy products and even I agree because...
Youre absolutely right!
friend who told you a crazy story?
toys all featured heavily in the activities and materials
found in teaching packs. For example, in Maths classes, No way! What other phrases do you know for
I totally disagree...
students learnt about fractions by dividing pizzas into
portions without discussing whether or not pizza is
agreeing and disagreeing?
a healthy food.
Post Reading
One of the clearest examples of advertising in schools
is Channel One, an American television channel. The 5 Read the opinions about advertising. Do you
Post Reading
TV station lends schools televisions and audio-visual agree or disagree? Why?
equipment and, in return, schools promise to broadcast
its twelve-minute daily programmes. It sounds like a
a Some adverts contain misleading or 5. Students read opinions about
inaccurate information. I agree because...
good arrangement for schools, but researchers at b Advertising in schools is good for students if advertising and write whether they
the Center for Commercial-free Public Education it helps them learn.
point out that by supplying schools with satellite dishes
c I would like to watch Channel One in my
agree or disagree. Have them do
and TV sets, Channel One can advertise to over eight
million school students. Whats more, the content of
school. this activity on their own.
d I often buy something because I have seen it
the programmes the channel produces is open to
criticism too. Investigators found that only twenty
advertised on TV. 6. Students put the letters from
per cent of the material broadcast by Channel One
is dedicated to news coverage. The rest is devoted
6 Write your opinions in the two columns then number 5 in the correct box based
share with your class. Use the expression in the
to advertising, sports or the weather. While Channel Speak Out box to help you give reasons. on their opinions. Put them in pairs
One is playing, teachers cannot change the channel,
turn the sound down or turn the television off. Agree Disagree to compare answers and identify
Why would the food and drinks industry want to any differences of opinion to open
produce teaching materials? Why is Channel One so
attractive to advertisers? The reason is that schools
the subject up to a class discussion.
offer firms a fantastic opportunity to reach an audience
of millions of students who are potential consumers
Remind them to use expressions
of their products. Of course, manufacturers and for agreeing and disagreeing from
advertisers would argue that they are not advertising,
but educating. However, more and more teachers the SPEAK OUT! box. Circulate
and parents believe that schools should teach young CHECK THIS OUT!
people about the power of advertising rather than Advertising companies study your behaviour by
and monitor. Note language points
present them with products to purchase. trying to match the ads to your interests while
your surf the Internet. It is known as interest-based
for praise and correction.
Adapted from Childrens Food Campaign. (2013). Ban junk food ads to kids
under 12: report. Canadian Press. Retrieved October 25, 2013 from http: //www. advertising and they collect this data by using
childrensfoodcampaign.net/www.childrensfoodcampaign.net/
cookies (stored data on a web browser).
CHECK THIS OUT!
59
Students read the information in
the box and discuss the positive
and negative effects interest-
Extra Activity based advertising has on their
Arrange students in small groups and lives. Encourage students to
assign them roles: teacher, director of a look at the ads that pop up on
school, representative of Channel One and the sides of their social network
concerned parent. Explain that the school profiles. Have them make a list
does not have enough money to pay for of things that were advertised to
new equipment and materials and that the them for the next class. Discuss
director is considering employing the services as a class the type of things that
of Channel One. Students carry out the role- each student was advertised and
play and report what the director of each why he or she thinks a company
school decides to do in the end. would target his or her profile.
87
7. Students look at the vocabulary

words and choose the odd one out.
Do the first set as a class so that 7 Which word is the odd one out? Why? Pre-Listening
students are prepared to defend a lessons, classes, worksheets 10 Are there soft drinks that are made in Chile?
b fat, salt, sugary Which are they?
their choices. Have them check in c soft drinks, breakfast cereals, dairy foods
Which soft drink do you like the most? Why?
pairs and then discuss each answer d companies, firms, consumers
What slogans do you remember that advertise
as a class, focusing on why it is Practice soft drinks?
Which do you like the best? Why?
different from the other words. 8 Look at the example sentences and underline the
word(s) that indicate the tense.
e.g., Coke is consumed by a billion people a day.
present simple
Practice a Coke was first sold in 1886. past

b Television advertising was being used
throughout the 1960s. past continuous
8. Look at the example with c Young consumers could be targeted using
the whole class. Have students d
popular musicians. infinitive
The commercial has recently been shown on While Listening
underline the verb that shows the TV. present perfect
11 Listen to the history of Coke and circle the
tense and write the name of the 9 In your notebook, rewrite the sentences below in correct answer.
the passive. a Coke was invented by...
tense. Check answers as a class. e.g., Advertising agencies are planning hundreds of i Doctor Julia Pemberton.
campaigns right now. ii Doctor John Pemberton.
Hundreds of campaigns are being planned right now. iii Doctor John Pharmacist.
b Coke is consumed by over...
a Large companies hire young sports stars like
9. Write the example sentence on Rafael Nadal. i one million people a day.
ii one billion people a year.
b The internet will change the future of
the board. Highlight the differences advertising.
iii one billion people a day.
between the passive and active c The director has already made the decision. c Coke first sponsored a TV programme...
d The crew were filming the new advert in the i in 1850.
voices. Check answers as a class. park. ii in 1955.
e Companies should not target very young iii in 1950.
Answers: a Young sports stars like children with unhealthy products.
d There was a period of political uncertainty...
Rafael Nadal are being hired by i in the seventies.
ii in the 17th century.
large companies.; b The future of iii in the eighties.
advertising will be changed by the e A new Coke was introduced in the...

i early eighties.
internet.; c The decision has already ii mid-eighties.
iii late eighties.
been made by the director.; d The
new advert was being filmed in 60 UNIT 3
the park by the crew.; e Very young

children should not be targeted by
companies with unhealthy products. While Listening Background Information
11. 23 Give students Soft drink campaigns are not just for
Pre-Listening time to read the prompts entertainers these days, but for events
and options. Play audio more and institutions. Most private university
10. Elicit answers from the class as than once if necessary. campuses in the United States are
a whole. Use exercise to encourage sponsored by a soft drink company that
students to share their knowledge provides all types of food to the student
openly without restrictions. population. Even the Olympics, an event
supposedly based on sport and health, is
sponsored by soft drink companies.
88 TEACHERS BOOK
Post Listening
12. Students work in pairs.
nciati o a They write 5 sentences describing
Post Listening o nu n
Pr a product without naming it
12 a Now its your turn to describe a product.
Look at the example in the box and use it specifically. Monitor the pairs as
as a model. Choose a product and write 5 14 a Do you hear /s/
sentences about it. Dont write the name of or /z/ in the following
words?
they write their sentences. Write
the product.
down any problems students have
b Read your description to your partner. Can
they guess what product it is? teachers - parents knows advertise was with passive voice.
is has - purchase present misleading used
It is advertised all over the world. This product can

broadcast - criticism b Students share with another pair
be found in supermarkets, stadiums, schools, offices,
etc. Some people are addicted to it. It can be drunk b Listen again and put them in the right
and try to guess which product
from a bottle or a can. column. they are describing.
/s/ /z/
Speaking
Speaking
parents used
13 Does advertising influence what you buy? In

groups of 4 or 6, have a debate. One side will
argue that advertising always influences people
13. Allow students to choose their
and the other will argue that advertising does not side of the argument and prepare
affect them. Use phrases from the Speak Out
box on page 59 to support your ideas. Follow c Say the sentences aloud with the debate arguments. Focus on
the structure below. correct pronunciation of s.
debate structure. Encourage more
d Listen to check if you got it right.
For Introduction with main points motivated students to choose the
Against Introduction with main points side they dont agree with as a way
Specific arguments with details
to practice critical thinking in English.
For
Against Specific arguments with details

Pronunciation
Which side was more
convincing? 14. 24 a Help students notice
the difference between the two
sounds by saying the example
words and exaggerate and
lengthen the target sounds. Ask if
they can feel the vibration in the
61
/z/ sound.
b 24 Students listen and put
the words into the right category

based on their sounds. c Repeat
Wrap Up the sentences to practice the /s/
and /z/ sounds.
Elicit different ways to show that you agree with something. Tell d 24 Ask students which words
students to practice these because people rarely say I agree in real were more difficult to categorize
conversations. and which they dont hear as a
Ask students to think about the second question and to mention that clearly.
topic sentences should contain the main ideas of the paragraph. This Answers: /s/ teachers, purchase,
will help them in their own writing. misleading, broadcast
Highlight common mistakes and reinforce the main points of the class. /z/ advertise, knows, was, is, has,
present, use, criticism.
89
Lesson Summary
4
O
Aims: develop storytelling skills. L ES S N
Suggested Time
Lucky Escapes
90 minutes
Vocabulary
LEARNING TIP
Storytelling Pre-Listening
If you need to identify the order of events in a story
Communicative Aims 1 Have you ever been shocked by something? Tell listen for time words or phrases (when, yesterday, soon
after, before, next) and pay special attention to the verb
your partner about it.
Sequence sentences in a logical, 2
tenses (past, present or future) in their different forms.
Look at the illustrations. What are the main
cohesive way (Past Perfect) events of the story?
Post Listening
Materials 5 Match the words to the definitions.
25-26
crash when a vehicle stops
Dictionary suddenly and slides
Map of the World lad a safety device in a car
a bend in the road an accident

Warm Up licence not awake
Write Lucky Escapes on the board skid

a document that gives
you the right to drive
and have students work in groups
unconscious a young man
to write a short, silly story about a
seatbelt
lucky escape. a curve
nciati o
Pre-Listening o nu n
While Listening Pr
3 6
1. Tell students a story about a pair.
Listen and choose the correct picture in each Read the following
expressions. With
shocking experience that you have 4 Listen again and complete these sentences
a partner, practice
saying them with and
had. Students do the same with with Mrs Bradys ideas. without enthusiasm.
Identify the words that are stressed to express
their partner. a It was 7 oclock because...
enthusiasm.
b and a car came...
2. Students look at the picture c the young lad was going too fast and... a Wow, thats incredible!
b So what did she do?
and decide what they think the d Luckily, he...
story is about.
62 UNIT 3
While Listening
3. 25 Students check their
predictions from exercise 2 and LEARNING TIP Pronunciation

decide which pictures represent the Students read the advice from the 6. Say each of the phrases
story. box. When students check their once out loud, emphasizing the
4. 25 Students listen again for
answers in the script have them words thats and did.
details. Have them check their highlight the tenses that signal time Teacher: Is there a way to make
answers with the script on page 198. of the events in the story. these phrases more enthusiastic?
Which words would you stress?
Post Listening Elicit ideas from students and
5. Students match the vocabulary drill them on both sentences.
to the definitions.
90 TEACHERS BOOK
Pre-Listening
7. Elicit ways in which we show
enthusiasm when we are involved
in a conversation. Teacher: How
would you act if someone gave you a
free trip to Europe?
Pre-Listening 11 a Work with your partner and finish the story How would you show your friend that
the girl started in activity 8.
7 How can you show interest when you listen?
b Role play the story with using the expressions
you like his new car?
Remember the pronunciation activity on page 62.
from activity 9 a. 8. 26 Listen to the audio once.
While Listening Ask students how the boy shows
8
LANGUAGE IN USE
Listen to a girl and a boy talking. How does
the boy show interest?
interest and enthusiasm. Focus
Here are some ways to talk about events in the past in
9 Listen again. Mark the expressions that you hear.

order. more on intonation and energy
The boy had just passed his driving test so he wasnt an
Really? experienced driver. than on specific words and phrases.
What happened? I had seen the movie before, but I went with my boyfriend
again.
9. 26 Listen again and have
What, the dangerous one?
Wow, thats incredible! We had finished our homework when we realized we had students mark the specific
done it all wrong!
Screaming? expressions they hear.
Go on.
No, what? Practice
Yeah.
12 Complete the dialogue.
Post Listening
Oh no!
So what did she do? Carlos: What (a) did you (b) 10. a Pairs work together to put
What do you mean? do
What a story!
(do) yesterday after
you had finished work?
the expressions into the different
Javier: I went home and (c) watched categories. Model one of the
Post Listening (watch) The Simpsons. I thought that
I (d) had seen (see) all the
expressions and ask students to
10 a Look at the expressions in activity 9. List
examples of the following: episodes, but I was wrong. categorize it.
hadnt
Asking for information
Carlos: Which one (e)
watched
you
(watch/negative) before?
Answers:
Echoing
Encouraging the speaker to continue Javier: The one where Homer (f) escapes Asking for information What
Using adjectives and exclamations
Asking for clarification
(escape) from a fat farm.
happened?; So what did she do?
Carlos: Is that the one where Marge had brown
e.g., What happened?
hair because she (g) burned Echoing- Screaming?
b Add one more option to each column. (burn) her hair with an iron?
Encouraging the speaker to
continue-Go on
63 Using adjectives and exclamations-
Yeah
Asking for clarification- No, what?;
Practice Language in Use What do you mean?
b Students add two phrases to
12. Students complete Sequence sentences in a logical, cohesive way
the list from their own knowledge.
the dialogue using the Put the example sentence on the white
Elicit various examples from the
verbs in parentheses. board. Highlight the two verbs in the
class and have the students model
sentence. Draw a timeline and elicit
them.
which actions happened first in the
11. a Students work in pairs to
sentence. Students practice describing
create an end to the story from
this situation using the correct grammar.
activity 9.
Focus more on the form of the sentence
b Students role-play the dialogue
and less on the grammatical names and
together. Choose volunteers to act
technicalities.
out their dialogue in front of the class.
91
Pre-Reading
13. Students look at the picture and
predict what happened in the story. Pre-Reading Post Reading
Elicit different ideas from students 13 Who and what can you see in the picture? 15 Work with a partner. Without reading the story
at random. Where is the situation taking place? What do you again, put the main events in order. Only check
think has just happened? once you have finished.
a Bruno escaped and ran after the other dog.
While Reading b Carolina went into the supermarket.

c Bruno saw another dog and started barking.
14. Students read and check their d Carolina caught Bruno.
predictions. Clarify any unknown e They went to have a coffee together.

f Carolina tied Bruno to a lamppost outside
vocabulary. the supermarket.
g She apologized to the boy.
Post Reading h
i
Carolina ran out of the shop to catch Bruno.
She saw Bruno running towards the park and
While Reading crossing the main road.
15. Students work in pairs to put j The boy saw the dog, turned and fell off his
14 Read the text to check if you guessed correctly.
the main event in order, using the scooter.
f
____ i
____
text as a guide. Check as a class Bruno had a really lucky escape yesterday.
i
ii b
____
vi
vii j
____
I had gone into the supermarket to buy some
and have students defend their biscuits and had left him tied to a lamppost iii c
____ viii d
____
outside. The next thing I knew, I could hear him iv a
____ ix g
____
answers. barking furiously. He had seen a huge dog and v h
____ x e
____
escaped.
16. In different pairs, students As soon as I realized what had happened, I left
16 Now, try to re-tell the story in your own words
re-tell the story using their own the biscuits in the shop and ran out to catch him,
but he had already gone. Then I saw him running
together with your partner. Use phrases like
towards the park and I went after him. All of a when, yesterday, and connecting words to help
words. Encourage them to use sudden, he ran straight across the main road! It your story flow.
was terrible! As he was running across the road,
time phrases and sequencing a scooter appeared. When the rider saw Bruno
he turned violently to avoid hitting Bruno, but
words to make the story flow. unfortunately, he fell off the scooter. LIVING IN HARMONY
Luckily, I grabbed Bruno in time and nobody got You will experience many changes when this year is
hurt. The boy was very nice about the whole over and many decisions will be made. Sometimes
LIVING IN HARMONY thing. In fact, he invited me to get coffee next

week!
we can make mistakes but thats okay as long as we
learn from them. Dont forget to take a moment
before you make an important decision.
Students work in groups and
discuss the following questions:
How do we learn from our
mistakes in life? 64 UNIT 3
What decisions do you have to

make this year?
Who usually helps you make
decisions?
Extra Activity Wrap Up

Students highlight past perfect and Elicit different strategies for listening to a sequence of events (following
past simple sentences in the text the intonation, listen for sequence words, listen for big ideas).Tell students
to help them understand the use to really consider the way they listen and to practice listening other ways.
of the two tenses. For example: Elicit ideas for organizing a story. Ask for examples of words one could
As soon as I realized what had use to open a story, in the climax, or to close a story.
happened, I left the biscuits in the Highlight common mistakes and reinforce the main points of the class.
shop...
92 TEACHERS BOOK
vie Warm Up
Re w
3 Have students go through the
unit LANGUAGE IN USE boxes of the
unit and to write one sentence for
1 Write a story about an incident that happened to you or to someone you know. Include the vocabulary in each grammar point. Explain that
the box. Make sure your story has an interesting start, a climax and a resolution at the end.
these will help them answer the
sneak up crash change mind unconscious despise deserve
following activities as well as help
them remember all the different
types of phrases that have been
covered in the unit.
2 Write sentences about yourself. What were you doing yesterday at...?
1. Students write a short story
a 6am
b 8am using the vocabulary in the box.
c 2pm
Emphasize that the story doesnt
d 6pm
e 10pm have to be long, but it should have
3 Put the story in order. Fill in the blanks with your 4 Choose from the words in the box to match the
a clear beginning, middle and end.
own ideas to complete the story. definitions. There are two extra words. 2. Students make their own phrases
Last year I went to the zoo. tribe task perform audience spices based on the prompts given.
broadcast advertising crash seatbelt licence
The tigers were walking around in circles Encourage them to be creative and
looking very hungry. task
a ____________ a job or assignment.
to not write simple sentences.
I was climbing out of the cage as fast as b licence a legal document that gives
____________
I could. you the right to do something. 3. Students read the different
c seatbelt a device used for safety in a
____________
My friends were laughing at first, but car, airplane, or bus. phrases from the story and put
d spices used to add flavour to food.
____________ them in order. Afterwards, they
e tribe
____________ a group of people.
f advertising the industry that produces
____________
complete the story in the empty
information directed to the public. boxes.
g perform to do something in front of
____________
people in a theatre or on television. 4. Students review vocabulary
h broadcast to transmit a TV or radio
___________
from the unit.
program.
When they are finished, elicit the
65
two words that were not needed
in the exercise (audience and
crash). Have each student write an
Wrap Up Extra Activity original sentence with those words
and share them as a class.
Results will reveal weaknesses Have students use all the words in the
and strengths and allow you box to create a dialogue and practise
to plan which exercises in the their speaking skills. Split the students
Worksheets on the following into groups and give each group a set
pages need to be completed. of characters to play, for instance:
For more examples and Parents and teenagers
explanations go to Grammar A group of friends
Reference at the back of the A group of grandparents
book. Characters of students choosing
93
Warm Up
s h ee
Write the following sentences or k
3
W
on the board and ask students
ts
to identify the tense as present unit
perfect or past perfect:
1
Meryl Streep has won many Oscars. Read the sentences with a partner. In which sentence the message is more efective? Explain why in the line
underneath.
I had cooked some stew for dinner, a Football is played everywhere. / People in every country play football.
but nobody liked it so I prepared b He lost some money at the casino. / Money was lost at the casino
other plates.
c The army recognizes that mistakes were made. / The army recognizes that generals and soldiers made
mistakes.
1. Students read and choose the d A letter was sent to parents. / Parents of the students received a letter.
sentence that makes more sense.

They must write a justification for 2 Find the word that does not fit with the others. 4 Find the vocabulary words in the puzzle. Fill in the
blanks with to discover the words.
the answer. Do the first question a
b
crash, skid, seatbelt
contestant, winner, applicant
as a class to model the level of c audience, fan, performer
d unconscious, exhausted, stubborn
detail necessary in the answers. e licence, certificate, paperwork
Both sentences are correct, so the 3 Use the information below to write passive
students should focus more on sentences.
defending their reasoning rather than a English speak

English is spoken in most European countries.
looking for the right answer. b Books write famous writers
a Football is played everywhere- this c Michael Jackson - Cool songs sing

sentence gives more weight to the
d Teachers tell stories a I had to turn fast because I didnt see the
popularity of the sport, and not to ______ in the road.
b I drive slowly because my ______ is expired
the people who play it. c My grandather always tells me stories about
People in every country play football- when he was a ______
d I stopped fast on my bike and it made me
this sentence gives more attention ______ into another car.
to the people playing than the sport e There was a big _______ in the center of
town. All the roads are closed.
itself. f My little sister always insists that I put on my
_________in the car.
b He lost some money at the casino 66 UNIT 3
this sentence gives more emphasis to
the person who lost the money
Money was lost at the casino- this
phrase gives more emphasis to the d A letter was sent to parents- this 3. Students use the prompts to
money that was lost. sentence emphasizes the letter write passive sentences about
c The army recognizes that mistakes and the action of sending each topic.
were made- this sentence emphasizes Parents of the students received a 4. Students complete the
the mistakes that were made, and not letter- this sentence focuses on sentences with the correct
the actors. the people who received the vocabulary and then locate the
The army recognizes that generals and letter and not the letter itself. words in the puzzle. Inform them
soldiers made mistakes- this sentences 2. Students circle the odd one that the words can go backwards,
places the focus on the agents. out. Invite them to discuss the diagonal, straight across or up and
reasoning behind their answers down.
94 TEACHERS BOOK
s h ee 5. Students create a story using
or k the words in the box and the
3
W
ts
sequencing words. Make sure
unit
that they pay attention to the
5 Create a story using the vocabulary words in the box. sequencing words when framing
their stories, but its their decision
crash lad a bend in the road licence skid unconscious seatbelt
if they choose to ignore them.
Yesterday 6. Students choose an answer
based on the standards of formal
Then,
and informal letters.
When
7. Students separate the
language into formal and informal
Finally, categories. Afterwards, have them
write a formal letter in their
6 Circle the correct options to complete the rules.
notebooks to a TV station that
We use Yours sincerely and Yours faithfully to close formal / informal letters. We use Yours sincerely when we
they have complaints about.
open a letter with / without the name of the person we are writing to, e.g. Dear Miss Gladstone.
Answers: Formal letters. Opening:
We close a letter with Yours faithfully / Yours sincerely when we open it with Dear Sir or Madam.
Dear Ms Hennessy, Dear Sir or
7 Complete the table with the words and expressions in the box. Use the expressions to write a formal letter
to a TV station complaining about the quality of its programming. Madam, To whom it may concern.
Best wishes, Dear Ms Hennessy, Dear Sir or Madam, Dear Vicky, did not didnt Hi Sally,
Within the letter: I found our
I found our meeting most interesting It was great to see you Let me know meeting most interesting; did not.
I look forward to hearing from you. Love from, Please do not hesitate to contact me again. Closing: I look forward to hearing
See you soon. Thanks for To whom it may concern
from you, Please do not hesitate
Formal letters Informal letters to contact me again, Best Wishes.
Opening a letter
Within the letter
Informal letters. Opening: Dear
Closing a letter Vicky, Hi Sally. Within: Thanks for,
didnt, It was great to see you.
Closing: Let me know, Love from,
67
See you soon.
Wrap Up Extra Activity

Praise language when necessary Working in small groups, students Common Mistakes
and write down some common choose a celebrity or cartoon
mistakes you have seen. character and write a letter to Past participles of irregular verbs
Correct them as a class. the editor of the newspaper are difficult to remember. Practice
on a topic that would concern in context, for instance, with
that character, e.g., if they write a narrative text or a listening
a letter about Batman, the topic exercise in which they can read
could be crime and corruption in the transcript, that way, they can
Gotham city. be aware of the spelling as well.
95
Lesson Summary ject

Pro
Aims: develop debate skills and
3
practice persuasive language. UNIT
Suggested Time
45 minutes Are You For or Against Advertising to Children?
Materials 1 Look at the advert. Who is it aimed at? Can you think of any Chilean adverts aimed at children on TV or
radio? On what programmes have you seen/heard them? Do you think they are adequate? What are the
Dictionary childrens reactions when they see them? Do you think they are useful?
Warm Up
The class shares ideas about TV
and radio adverts. Which adverts
can they name that are interesting,
boring, convincing or useless? Why?
2 Decide what position you are going to take on 6 At the end of the debate, you can agree or
the issue. Are you for or against it? disagree with some of the statements. However,
you have to nd counter-arguments to prove
e.g., I think adverstising on TV is too much.
1. Briefly talk about the picture and In my opinion, advertising on TV is informative.
your point.
decide what the message is and who 3 With your team, brainstorm arguments to
support your point of view and make notes. SPEAK OUT!
its for. Compare with local versions. You can use the Speak Out! box for help.
To interrupt a person when they are speaking:
2. Divide students in groups of 6. e.g., Advertising stops you from enjoying TV Hold on a minute
programmes. Wait a minute
Three for and three against. Films are interrupted every few minutes or so! One sec...
Excuse me...
Set criteria for evaluating debates 4 Take turns to give your opinions. Be condent Wait...
and direct.
and the scale. I think
7 Role - play your debate to the rest of the class.
Suggestions for rubrics: Language In my opinion
In my view 8 Write a formal email to the advertising board
used to present; interesting examples; As far as Im concerned conrming your position on topic: advertising to
children. Write between 80 100 words.
clarity in answers and interruptions. 5 Discuss what other people say, agree or disagree
with them, and prepare counter-arguments.
3. Set the timing for them to Do you think so?
Im not sure (about that).
brainstorm and take notes according Sorry, but I dont agree.
to their position.
9 3
4, 5 and 6 Students review language
68 UNIT 3
theyll need (in Lesson 3) and decide
which points they are going to talk about.
4 medio U3.indd 68 16-12-14 12:59
Monitor groups and supply

SPEAK OUT!
vocabulary when needed or correct 7. While one of the
sentence structures. Approximately groups role-play their Ask students to use the language in the box to
20 to 30 minutes. debate, the other interrupt their peers during the debate.
Before setting up the debate you groups can complete Teacher: Do we use these phrases to begin a point?
might want to check some general the evaluation chart
rules for debates. Each debate should with the previously Wrap Up
not last more than 5-7 minutes giving agreed criteria and 8. Have some students volunteer to read their
each member a chance to say his or rubrics. All receive a letters and discuss their ideas with the class. Who
her parts. clap for their effort. had the best ideas? Who made the best argument?
96 TEACHERS BOOK
yP
3
ss
M
Aims: develop debate skills and
unit practice persuasive language.
Listening Suggested Time
1 Complete the sentences with the phrases you hear. You will hear the recording twice. 45 minutes
a At 10pm last night, Susana _______ _______________ her TV when her sister came over and they
started chatting. Materials
b
c
her sister insisted that the blogs can _______ _______________ by anyone with a computer.
Then, they spoke about reality shows that sometimes_______ _______________ in exotic places and
Dictionary
they mentioned Man vs. Wild.
d Later, they ______ ___________ dinner when their dad showed up.
e She had tried to call him before dinner to invite him, but his mobile phone _______ _______________.
points /5
Warm Up
Reading
Review reading and listening
2 Billboards, as you know, are large posters used to advertise products. They can be seen near main roads and
motorways, and covering buildings or construction sites. This type of advertisement differs from others in comprehension strategies with the
terms of slogans and images. Slogans have to be short and humorous, so that people can read them quickly.
The pictures have to be distinctive, so that people notice and remember them. class before doing the test.
Answer the questions in your own words: Quickly go though the test
a What are billboards? d Why is billboard advertising different? exercises to make sure they
b Where can billboards be found? e What are the images like on billboards?
c What are slogans like on billboards?
points /5
understand what is expected of
Writing them and how to complete them.
3 Write a story about a past event. (70 words). Use the story on page 64 as a model.
1. 27 Students complete the
sentences using the words in the

box. Students should hear the
recording twice.
2. Students read text about billboards
and answer the questions.
points /10
Possible Answers
a Billboards are large posters used
0-5 6-10 12-16 17-20
to advertise products; b They can
69 be found on roads, motorways and
on buildings or construction sites;
c Short and humorous; d They are
Wrap Up different in the type of images and
Correcting errors.This can be done through slogans; e noticeable and distinctive.
home, she had gone out
self-correction, peer correction or corrected with a friend to do some
by the teacher. Exercise 3 requires checking shopping. I was alone with 3. Possible answer:
by the teacher to give feedback. For Writing my little sister Manuela. Students write about a past event
General Rubrics go to page 184 of the There was a car in the either in their own lives or from
Students Book. Any other rubric can be street and two men with popular culture. Possible Answer:
used as long as students know which it will guns, they were shouting. Last year I was watching TV at home
be before doing their writing. Keep a note Luckily a police car arrived when I heard a very loud noise in the
with the common mistakes to review them and took them away. street like a shot. My mum wasnt at
in future units.
97
Transcripts
Unit 3
Track 21 page: 54 Activity 11 Track 23 page: 60 Activity 11
Speaker 1: Reality TV shows... do you like them? I used to love Coke was first sold in May 1886 by its inventor, Doctor John
American Idol, like back when Fantasia Barrino Pemberton, a pharmacist from Atlanta, Georgia.
was on it. And I started watching Project Runway Nowadays, 1.3 billion Cokes are sold every day all over the
recently. I like those shows because they are about world.
things like singing and making cool clothes. The Advertising has always been crucial to Cokes success. The
people on the shows are talented. first adverts were attractive posters with catchy slogans, but
things soon got sophisticated. The first television programme
Speaker 2: The ones I despise are those that glamourize
sponsored by Coke was broadcast in 1950.
sexual promiscuity, lack morals, or have abusive
verbal or physical behaviour. To me, these cause Both radio and television advertising were being used
even more harm to society. I dont think any throughout the 1960s with the Things Go Better with Coke
contestant deserves an award for losing their slogan becoming very popular. Marketing personnel soon
dignity and self-respect for money. Those people realized that younger consumers could be targeted by using
are ridiculous! popular musicians like Roy Orbison and Ray Charles. During
the mid-1970s, the political uncertainty in the United States
made them change their campaigns to make Americans feel
better. The strategy was a great success and sales kept on rising.
Track 22 page: 55 Activities 3 and 4 In early 1982, Coke launched its most memorable campaign
with the slogan Coke Is It!
Marge Simpson doesnt like cooking very much. One day, Coke has not been completely without problems! When the
Marge was cooking soup in the kitchen when Homer walked company introduced a new taste for it in North America in
in and noticed she didnt have a spice rack to keep her spices in. 1985, the public demanded the return of the traditional drink
Homer decided to build a spice rack for Marge. While he was so insistently, that the company was forced to bring it back!
working in his workshop, Maggie sneaked up behind Homer,
quietly, when he wasnt looking and she hit Homer on the head
with a mallet. Track 24 page: 61 Pronunciation Activity 14
At first they were shocked about Maggies bad behaviour.
Marge realized that it was because she had mimicked the teachers - parents knows advertise was is has
violent cartoon programme, The Itchy and Scratchy Show. Marge purchase present misleading used broadcast criticism
wrote a letter to the producers of the programme and asked
them to tone down the violence, but they didnt.
Then Marge formed a group and started a movement to

protest against the programme and many angry letters were
sent to the press and to the producers. Finally, the producers
conceded and changed the actions of the characters, Itchy
and Scratchy, so they were doing only boring things. Marge
was happy, but the rest of the family wasnt watching the
programme anymore.
Meanwhile, the group was protesting about other things they

considered offensive, including an exhibition of the beautiful
Michelangelo sculpture, David. The movement, except for
Marge, believed that the sculpture was offensive because
David was nude. In the end, Marge changed her mind about
censorship.
98 TEACHERS BOOK
Track 25 page: 62 Activities 3 and 4 Track 27 page: 69 My Progress Unit 3 Activity 1
News Host: And for our last story tonight, were going over to Susana had a lot of visitors to her new apartment. At 10pm last
Simon with a story of a lucky escape. Simon? night, Susana was cleaning her TV when her sister came over
Simon: Hello. Im here with Mrs Barbara Brady, who had a and they started chatting. They were discussing the newest
lucky escape this evening. Mrs Brady, can you tell us post on a popular gossip blog. Susana believed the post was
what happened? completely true, but her sister insisted that the blogs can be
Mrs Brady: I was in my living room, waiting for my favourite TV written by anyone with a computer. Then, they spoke about
programme to start: its on at seven oclock. I had reality shows that sometimes take place in exotic places and
just made a cup of tea and sat down... they mentioned Man vs. Wild. Susanas sister insisted that this
Simon: I see... show, also, was fiction. Later, they were eating dinner when
Mrs Brady: Well, Id just sat down when there was a tremendous their dad showed up.They were excited to see him, and Susana
crash and a car came through the sitting room wall. wanted to make it a family affair, so she called up her brother,
Simon: A car came through your wall? Jos. She had tried to call him before dinner to invite him, but
Mrs Brady: Thats right, it just appeared, right there in my living his mobile phone had died.
room.
Simon: Thats incredible! What happened?
Mrs Brady: Apparently the driver, a young lad, had been going Track 28 Extra Test Unit 3 Marketing in the USA
too fast and my house is on a bend, and
Simon: Go on...
Mrs Brady: He lost control of the car on the bend, it skidded, Presenter: Welcome everyone! Today we have a special guest,
hit my house and came right through the wall. a journalist from the New York Times, Logan Koch-
Simon: What did you do? Michael.
Mrs Brady: Well, I was really shocked, I can tell you. Journalist: Good Morning everyone! Today Im going to tell
Simon: But you reacted quickly, didnt you? you a little bit about a study we did.
Mrs Brady: Yes, I went outside and went over to the car. I
thought he was unconscious at first... This generation of kids in the USA is growing up to
Simon: He wasnt moving? be the most materialistic society we have ever had.
Worst of all, many of the things that are advertised
Mrs Brady: No, at first, no, but then he shook his head and for teens do not promote healthy development.
started to get out of the car slowly. Luckily, hed In this society, kids have too much money, and the
been wearing his seat belt. Then I dialled 999 and things they buy are usually luxury items, like clothes,
the police came with the ambulance. electronics, and music.
Marketers use advertising in magazines, movies,
TV shows, and on the Internet. Companies get
Track 26 page: 63 Activities 8 and 9 important demographic information about kids
spending habits from apparently innocent Internet
quizzes and surveys. Marketing comes at kids from
Girl: I had a really scary experience last week. all directions, twenty-four seven.
Boy: Really? What happened?
Girl: Well, I was on my way home and I was crossing the Advertising companies know how to capitalize on
bridge important teenage issues and anxieties, like body
Boy: What, the one over the railway? image, peer acceptance, coolness, and a need
Girl: Thats right, yeah. I was half way across when I suddenly for power. Marketers also often use themes and
heard this woman screaming and she was pointing, attitudes that parents might find inappropriate or
pointing at something behind me. offensive, like sex or alcohol and drug use, further
Boy: Go on. escalating the coolness factor of the product.
99
PHOTOCOPIABLE
tra Tes
x
3
t
E
unit
Listening
1 Listen to a journalist speaking about marketing in the USA and decide if the questions are True (T) or False
(F). You will hear the recording twice.
a The journalist doesnt consider the USA society as materialistic.
b He says kids have too much money to spend on luxury items.
c Marketers advertise their products for kids in newspapers.
d Companies find information about kids by supposedly surveying in an innocent form on the Internet.
e Advertising companies sometimes use themes and attitudes that parents dont agree with.
points /5
Reading
2 Read the text and decide which would be the best title for this paragraph.
a False Solutions
b Parents and advertising.
c Advertising and the media.
According to the experts, advertising works best because they feel they dont fit a certain image
when it creates insecurity in people, such as our that they believe is necessary for their happiness.
appearance or something weve taken from granted. My recommendation is that teens need to become
A successful ad convinces the viewer that they have more critical viewers of advertising. Adults should
a problem that needs fixing, and then it offers the help them recognize whats behind the ads. Help
solution that just happens to be the product they them identify the themes the advertiser is using to
are selling. try to connect with them. Ask them to point out
what need is being projected that the product can
The message is that teens arent good enough the
supposedly fill. Is the product really going to have
way they are. Many kids buy that message, and as
the impact that the ad implies?
a result, end up being hypercritical of themselves
points /5
Writing
3 Write a paragraph answering the following questions. Use 70/100 words.
Is society similar in USA and Chile according to the texts? Do marketers in Chile use the same strategies that are
mentioned in the reading text? What is your recommendation?
points / 10
0-5 6-10 12-16 17-20
100 TEACHERS BOOK

tra Tes
x
3
t
E
unit
Warm Up
Write, Advertising is in all areas of life and I advertise myself on the board. Discuss these ideas as a class. How are
people transforming themselves into products through social media and personal style? Have students make a list
in groups of the subtle advertising that they see in their daily lives.
Listening
1. 28Students listen to the report on materialism and advertising. Play audio two times. Students identify if the
statements are true or false.
Answers: a F; b T; c F; d T; e T
Reading
2. Students read the article and decide the best title.
Answer: False Solutions
Writing
3. Students write a paragraph answering questions based on the article.
Wrap Up
Have students swap their tests with the person in front of them. Go over the answers as a class and clear up any
doubts the students might have. Play the audio again if students have doubts about its contents. Poll the class to
see what the most difficult part of the test was. As a group, decide on strategies that students can use to improve
in that particular area. Collect the tests to correct the writing section.

There are many strategies that companies use to When students are asked to choose the best title
sell to young people. Here are some of the more for a text, there are some common mistakes to
successful ones. avoid, such as
Taking advantage of teenage angst and how
Reading the text too thoroughly the first
teenagers feel misunderstood by older, uncool
time. Its better to scan the text the first time
generations.
and then go back to look for information to
Targeting a specific section of youth culture
support the answer your gut tells you is right.
instead of treating all young people as one
unified group; they arent. Thinking all the answers are right or wrong.
Constant innovation. Young people are aware Here, the answer is False Solutions, but
of culture changes ages before middle-aged students may be tempted to choose the
advertising executives. other two because they include words that
appear in the text. Make sure students identify
a good title and not a general idea that is not
the central argument of the text.
101
PHOTOCOPIABLE
3
1 Choose a word from each column, if it corresponds and write five sentences. Complete them with your ideas.
You may use a word several times.
advertised
campaigns consumed
a contestant is chosen
an advert was sold
the members are shown
products were produced
food eliminated
planned
2 Look at the picture. Daro was angry because Malik

arrived late. Why had he arrived late? Write three
sentences explaining what had happened to him.
3 Read this text about advertising and answer the

questions.
Advertising has been used since Roman times. a What is the best title for this article?
Adverts were found in the ruins of Pompeii and the i How to Make a Commercial
Egyptians used to make wall posters.The first printed ii Advertising Then and Now
iii Advertising Has Changed TV
adverts arrived with the invention of the printing
press in the 16th century. Classified ads became b What is the meaning of the word goods?
popular during the 19th century when all kinds of i types of advertisements
goods were advertised in newspapers. Today there ii the process of advertising
iii products
are numerous methods used: billboards, posters on
taxis and buses, printed press, and the cinema and TV c Name two advertising methods mentioned in
ads. TV commercials are considered to be the most the text.
effective. This is reflected in the prices TV networks i ____________________________________
charge for commercial airtime during popular TV ii ____________________________________
events. The Super Bowl football game in the USA
d Which method is thought to be the most effective?
is known as much for its ads as for the game itself. i TV commercials
The cost of a thirty-second TV spot can reach $2.7 ii billboards
million during the final. iii radio commercials
102 TEACHERS BOOK

3
Warm Up
Write Coke is sold in most countries and Most stores sell Coke on the board. Ask students to change the passive
sentence to active and the active to passive. Ask students to discuss how Coke is the universal product in all
communities. Do they agree or disagree?
1 Students choose a word from each column and write sentences in the passive. Circulate and note creative
sentences to share when they are finished.
2 Have students look at the picture and read the instructions with students. Elicit a few possible answers to
the question so that students understand how to form their own answers. Again, circulate and note creative
or advanced responses for praise as well as Peak answers for correction as a class.
3 Have students read the article quickly and have them answer a. Then, have them re-read the article more in
depth in order to complete the rest of the questions. Have them check in pairs and then review as a class.
Answers: a Advertising Then and Now
b products
c Answers will vary
d..TV commercials
Wrap Up
Write the phrases you have noted throughout the class on the board. First, identify the advanced or creative
responses for praise. Then, write some of the weaker responses on the board and, as a class, identify the mistakes
and correct them. Try to find various examples so the students dont feel singled out.

Advertising underwent a big change in the The most common mistakes with the passive voice
1960s as the post-WWII generation grew up. are incorrectly conjugating the verb or adding to be
Before, advertising was dominated by need. In unnecessarily.
a post-war society, people wanted products to
The movie was opened last night.
do things and fulfil needs. The next generation
wanted products to make them feel a certain Students are often confused by sentences with no
way. This legacy continues today, where agent. They are passive, but use a different form
advertisements are more about selling you an We were questioning by the immigration officer
attractive or aspirational image of yourself as at the airport.
opposed to selling you something useful. Back It is common to see to be before the verb and
then, they sold you a product. Today, they sell immediately assume that it is a continuous phrase.
you a better you. Pay close attention to this when going over
students answers.
103
UNIT 4
Keeping up with Technology 4 Keeping up with Technology
unit
Getting Started
Tell students to think of the ways
individuals use technology in
every day life. Write the following
headings on the board: Medicine,
Media, Business, Entertainment, Food,
Security, Other. Elicit ideas from
students and write them under
appropriate category.
Students vote on the following: the

category that they consider the Reading and Understanding Speaking
most useful for society; and, the Use skimming and scanning reading
techniques.
oral interaction.
category they believe will continue Locate evidence within the text that allows Signal attention, understanting, agreement
to develop the fastest. Integrate written expression to demonstrate initiate, maintain and close a conversation.

Background Information points of a listening text.
Social Media Integrate oral and written expression to of their writing tasks according to its
Web-based media used for social demonstrate understanting of listening texts. communicational purpose and audience.
Living in Harmony
interaction which uses highly Discussing our responsibility in the use of technology and reflecting on our personal role in a
accessible publishing techniques. changing society.
It differs from traditional media

70 UNIT 4
in regard to reach, frequency,
immediacy, and permanence. It
has initiated substantial change
in communication between
organisations, individuals, and
communities. Some of the Read the Living in Harmony. Draw students attention to our
technologies include blogs, wikis, responsibility in the use of technology and tell them to consider what
social networks, internet forums, our personal roles are in the way society is changing. Ask them to
photographs or pictures, and videos. relate their own experiences to modern life.
104 TEACHERS BOOK

Lesson Summary
1
O
L ES S N
Aim: Talk about technology and
Effects of Social Media social media.
Suggested Time
90 minutes
1 How do you communicate? What forms of communication do you normally use? Why? Which form of
communication listed below you think is the best/worst? Why? Vocabulary
notes | postcards | birthday cards | blogs | e-cards | emails | face-to-face | instant messaging | MMS | SMS phrasal verbs
Communicative Aims
Locate expressions and
fixed phrases associated to
communicative function
(May/Might/Could)
Materials
29
Dictionary
2 What are the advantages and disadvantages of 4 In pairs, discuss whats the best way to
text language? Work in groups and make a list.
a arrange a time to meet a friend?
3 Can you understand the text messages?
b
c
break up with a girlfriend or boyfriend?
discuss personal problems?
Warm Up
d look for a summer job?
a e gossip about someone you know? Direct students attention to the
f meet new people?
Hi Sara, hru? Wanna come
2 the cinema 2nite? cud
g share photos and videos? images. Ask: What are the forms of
meet @ Burger Bar b4. 5 Which verb is the odd one out? Why? communication? Elicit answers to
Txt bck. Luv, A b a
b
speak, talk, whisper
shout, scream, talk
board.
Pete, Maths xam 2moro.
Can u help me, plz? Come
c cry, laugh, smile Possible answers: Webcam, Skype,
d argue, discuss, talk about
c around this eve. Thx e present, introduce, say goodbye post cards, conversations, etc.
Jen, I cant go 2 ur party Writing
Sat. av 2 go shoppin w/
6 Write two text messages in English about a
mum. CUL8R. xxx
future plan to a friend or family member. Use the 1. Take a poll of the class to see
examples in activity 3 to help you. Then, shrare
them to your classmates.
what forms of communication are
71 most popular, preferred, and not
used at all in Chile.
2. Students make at list.
3. Ask students if they think its
okay to change the way we write
words in text.
Background Information Writing Teacher: Is it okay to shorten
Examples of Text Language: 6. Students can use similar, words? What are the long term
lol - laughing out loud / smh - informal style as activity 3 to consequences?
shaking my head / omg - oh my god! complete messages. 4. Students discuss in pairs then
compare answers to those of
another pair.
5. Students remain in the same
groups to identify the verb that
doesnt go with the others.
105
Pre-Reading
7. Ask students: What networks are
best for socializing? Which ones are
Is Te ch n ol og y
best for meeting new people? Elicit Pre-Reading
answers and write them on the
D es tr oy in g
7 Social networks are the new meeting place of the digital
age. How do you participate in a social network? Do
board (possible ASK.FM, Facebook, you spend more time communicating online or face to
twitter).
C on ve rs at io n?
face? Why? Discuss with your partners. Make a list of
advantages and disadvantages of social networks.
While Reading
While Reading 8 Read and answer the questions according to the An English university is offering a masters
information in the text. Use your own words. degree in social networking sites such as
8. Pre-teach vocabulary: naked, What advantages does traditional communication
have over texting and emailing?
Facebook, Twitter and Bebo, and how to set
up blogs and podcasts.
convey, clues, intrusive. Set time limit What negative effects is new technology having on Critics of the course believe that young people
our lifestyles? feel naked without their gadgets and already
(2 minutes) for students to read. 9 Read the following statements and choose the correct option
spend too much time using social networking
sites. They say that this reliance on technology
Answers: advantages: better for according to the text. Only ONE option is possible. has nothing to do with the art of conversation
a Those that are against a masters degree in social and is actually doing away with it. Studies have
conversation because you can tell networking shown that due to our busy, individualistic
lifestyles, seventy per cent of people prefer to
how people are feeling and develop i feel there is too much reliance on technology.
text than to write a letter or take part in a
ii say texting can sometimes help people to
face-to-face discussion, which is leading to a
conversation schools; negative communicate effectively.
more insular society.
iii feel these courses are to blame for ineffective
effects: more insular society, harder communication. Texting does not convey what normal
conversation does. We cannot easily notice if
to get a good job or meet future b Texting and similar forms of communication a person is feeling happy, angry, romantic or
i will never replace traditional ways of sarcastic in an email. We need to hear rhythm
mates, were too dependent. communicating. and intonation; we need to see someones face,
ii will one day replace traditional forms of too, as body language gives us priceless clues
9. Students read the text again and communicating. as to somebodys mood. By sitting on a bus,
listening to an MP3 player and texting, how can
iii should be used as well as traditional
circle the correct answer. Check in communication.
we interact with the world around us? How
can we get a decent job or meet our future
pairs and then as a class.
LEARNING TIP
One way to remember phrasal verbs is to write sentences using
LEARNING TIP them in different grammar tenses in the context of every day life.
e.g., take part in I took part in a theatre play last year
I have taken part in a football game.
Put the word turn on the board.
Ask for a definition. Then add on
to the verb and ask for definition. 72 UNIT 4
Continue with other particles:

off, up, down, around, etc. Focus
on box. Students write their own Extra Activity
example sentence using two of
the new phrasal verbs. As an alternative to the reading activity, you can do a running dictation
exercise. Put students in groups of 8. Paste copies of text on the board,
one for each team. One student is set at a desk in back while another
member runs to the board to read part of the text and run back to tell
the writer who takes the dictation. Another member can monitor the
dictation to provide help while the rest of the team queues for their turn.
Blow a whistle to change after every minute. At the end, the team checks
for mistakes.
106 TEACHERS BOOK

Post Reading
10. a Students write down two
Post Reading situations where they prefer online
mates if we dont develop our conversation skills?
In offices, people now send emails to colleagues 10 a Write down two reasons for using online communication and two situations
sitting on the other side of the room, when it
would take less time to get up and go to speak
communication in your life and two where
you prefer face to face communication.
where they prefer face-to-face
to them. Three hundred teenagers in Italy
tried to survive without their mobiles for two
b Is reality in Chile the same as in Britain? Find communication. b Students find
two differences, and share your answers with
weeks. Some reported a loss in confidence,
a lack of appetite and nearly half felt isolated the rest of the class. differences in online behaviour
from the real world.
However, texting is less intrusive and time- Vocabulary between Chile and the UK.
consuming than a normal conversation, and
uses new, more concise language which is 11 Match the definitions with the highlighted phrasal
constantly changing. The rules of grammar,
spelling and punctuation are being wiped out,
verbs in the text. Try to guess the meaning
by looking at the complete sentence. Use a Vocabulary
and we need to adapt accordingly. It would be dictionary to help you if necessary.
a disaster if exchanging dialogue with someone
c participate take part in
11. Students match the highlighted
face-to-face were to disappear. Perhaps there
is room for both types of communication in d eliminated wiped out phrasal verbs from the text with
the world? e create set up
Adapted from Cellan-Jones, Rory (2011). We dont talk any
f destroying do away with the words in the activity.
more is technology harming communication?. BBC News.
Retrieved October 25, 2013 from http://www.bbc.co.uk/news/
technology-16313832
g rise get up 12. Students fill in the blanks with
12 Fill in the sentences with the correct phrasal verb the vocabulary from the previous
from exercise 11.
set up
exercise.
a When you ____________ your Facebook
account you have to put your personal Teacher: How do you set up a
details.
b get up in the morning I check
When I __________
Facebook account? What things do
my emails. you take part in outside of school?
c take part in our classes
I always __________
discussions about technology.
d do away with so much
We need to ___________
chatting on line and have more face to face
Speaking
conversations.
13. Students form groups to
Speaking discuss the questions. Encourage
13 After reading the article, discuss the following questions as a class. them to develop more complex
If people continue to use social networking as What are the differences between sending an ideas and build off the ideas of
their preferred form of communication, what email and a text message?
are the potential negative consequences to their partners.
society?
73
Extra Activity
Teacher: Do you think before you
post pictures or comments online?
Background Information Show students this webpage
Today, the speed at which information can travel has made as a humorous way to discuss
communication more efficient, but also less trustworthy. Many news the speed at which one image
stories are published by online news sources without any fact-checking. can be seen by millions of
Websites prefer clicks over content, and, as a result, they give users people. http://www.buzzfeed.
a constant stream of interesting material that may or may not be com/ryanhatesthis/a-fifth-grade-
true. Discuss viral videos and viral articles with students as well as the teacher-wanted-to-show-her-
importance of truth in reporting. students-what-happe
107
Language in Use
Expressions and fixed phrases
associated with communicative
LANGUAGE IN USE
function. Tell students that these You might be in danger if you go down that alley. While Listening
modal verbs are used when You must try this wine. Its excellent.
You have to visit us while youre in town.
16 Listen and choose the best title.
discussing future possible plans or In order to persuade somebody of doing something we
can use might, must or have to followed by an infinitive a How to Make a Video for YouTube
form.
predictions or ideas (possibilities). b YouTube: Why Use it?
c Under Control: YouTube and Governments
Explain that may/might are
Practice 17 Listen again. Which ideas are mentioned in
interchangeable in this context. the recording? Mark them with a .
14 Complete the sentences with the words in the
Refer to the Grammar Reference table. a ___ Millions of people around the world use
at the back of the book. might not | dont | might | have to
YouTube.
b ___ YouTube has been a huge success in a
short period of time.
a dont
People nowadays________take much part in
c ___ You can watch a variety of videos on
face to face communication.
YouTube.
Practice b might not
You_________realise how someone is
feeling through text-messaging.
d ___ Criticisms of YouTube centre on issues of
copyright and content.
c might
Text messages________cause
14. Students complete the misunderstandings in communication.
e ___ Sometimes people upload their personal
videos.
sentences with the modal verbs in d have to adapt to the changes of
We________ f ___ Some BBC programmes are shown on
language if we want to communicate YouTube.
the box. Have them check their succesfully.
answers in pairs and then discuss Post Listening
Pre-Listening
the statements as a class. Does 18 Work as a class. Each student shoud write
15 Work in groups of 4. Answer these questions in a typical sentence of a last year high school
everyone agree? If there are other your notebook. student. Then, gather the sentences and make a
video. Upload it and show it to the class.
opinions, have a class discussion. a Do you ever watch videos online? Where?
When?
Writing
b Have you ever uploaded a video to a
website? Which one? 19 Write a short essay based on your opinion
Pre-Listening c Did people watch your video? If so, what do
you think attracted them to it. If not, why do
about YouTube in terms of pedagogical resources.
Use a minimun of 100 words.
you think it wasnt a hit?
15. Students discuss uploading
videos online.
74 UNIT 4
While Listening
16. 29 Students listen to the
audio to choose the best title.

Post Listening Wrap Up
Make sure that they read the 18. Suggestion for the Present this situation: Your friend invites you
possible titles before listening so activity. Ask students if they a concert on Saturday night, but you have a
that they have them in mind. have watched Las 42 frases family lunch in the afternoon. How would you
17. 29 Students listen again of Woki Toki. Explain them tell him or her that you might not be able to
and mark the ideas that are that they could base this go? Share as a class. Are students reading
mentioned in the audio. Again, activity on those videos. every word? Skimming? Tell them to try
have them read the statements different strategies.
over before listening so that they Highlight common mistakes and reinforce
will more easily identify the topics. the main points of the class.
108 TEACHERS BOOK

Lesson Summary
2
O
L ES S N
Aim: Debate the pros and cons of
What are Gadgets? technology
Suggested Time
Vocabulary While Listening 90 minutes
1 Complete the text with the words on the table. 3 Listen to this news report about the
Vocabulary
If necessary, use your dictionary to look up any relationship that young people have with new
technology. What purpose(s) do technological
gadgets, computers, linkers
words that you do not know.
devices serve to young people? Communicative Aims
download | batteries | handheld | message
headphones | touch | keyboard | rechargeable 4 Listen again. Choose the correct option. Express possibility and ability
a Teenagers are called the thumb generation
handheld
A tablet computer is a small (a)______________
because... (Can, Could, Be able to)
touch
computer with a flat (b)_____________ screen.
The most popular are iPads and Androids, which
i they dont use their fingers very much.
ii they always hang out in pairs.
Materials
clownload
allow users to access the web, (c)___________ iii they use a lot of handheld devices.
applications, view photos and videos, play games 30
and read eBooks, newspapers, and anything b The research was commissioned by...
on the Internet. You can also plug in external i a television channel. Dictionary
headphones and listen to music. All tablets
(d)____________ ii a newspaper.
iii a youth organization.
rechargeble ___________,
have (e)___________ batteries with an
average life of about ten hours in standby mode so
c While teenagers are watching television, they
Warm Up
it isnt necessary to switch off the power button.
often...
keyboard if
Tablets do not usually have a (f)____________; i make phone calls. Focus on the title. Ask students to
message you tap
you want to write a (g)_____________, ii eat junk food.
letters and symbols on the screen.You dont need iii do several other things. define a gadget. Teacher: Define a
to set up the tablet when you first open the box
just turn it on. d Teenagers sometimes send text messages tablet. What different kinds are there?
to...
What are the key features? Elicit
Pre-Listening i more than one person at a time.
ii a person who is with them.
iii a person they dont know.
vocabulary related to gadgets and
2 a Work with a partner. Describe some
technological objects to he or she. write it on the board.
What do they look like? When and how do Post Listening
you use them?
b Compare and contrast the uses of the
different objects youve described. Use these
5 a Go to the tapescript in the back of the book
and find 8 cognates. These words can help Vocabulary
you to understand a text.
questions.
How useful are these objects for you?
e.g., generation 1. Set time limit (30 seconds) for
Why you would use them?
Can you use them to communicate? When?
b Choose three of these words and write
sentences that are true to you.
students to complete. Review as
Which are the advantages and a class after in case the students
disadvantages of using these objects?
havent completed the whole
75 exercise or they have questions
about the vocabulary.
Post Listening While Listening Pre-Listening

5. a Students look up cognates 3. 30 Students listen for 2. a Tell students to take turns
in the transcript on page 199. answer only main idea. Have describing an object of their choice,
If students dont know what a them take notes on the purpose incorporating the new vocabulary.
cognate is, explain its definition that technology serves to young Have them brainstorm a list of words
and how it is easy to confuse people. related to all areas of technology.
words. Answer: to arrange meetings with b Students compare and contrast
b Students pick 3 of the friends or entertaining (TV, radio) the objects they have described.
cognates and use them to write 4. 30 Students listen again and Focus on the question about the
original sentences. choose the correct answer from advantages and disadvantages of the
the options given. gadgets.
109
Language in Use
Explain that can and be able to have
the same meaning. Be able to is used Pre-Reading
when we are trying to say we can LANGUAGE IN USE 8 In pairs, answer the following questions: Do you
or cannot do things in the future. Can, could, be able to
I wont be able to finish my homework.
have a mobile phone? When do you use it? Do
you leave it on all the time? Why/Why not? What
Give examples for clarification: I could help you tomorrow. do you use it for?
We use these types of verbs to talk about possible
I can dance salsa situations or things you are or arent able to do. While Reading
I will be able to dance salsa after 9 After reading the essay, answer the following
my class. Practice question in your notebook: What does the writer
think about mobile phones?
Grammar Reference at the back of 6 Complete with the correct form of be able 10 Complete the essay with the following phrases:
to using positive, negative and interrogative
the book. sentences. mobile phones can be used in emergencies,
Besides, we can use even the cheapest mobile
e.g., (+) Teenagers are able to conduct as many as phones for many different tasks.
five activities at the same time as they are watching
in the near future everybody will be using one.
Practice TV.
m not able
a I ___________________ use my mobile who live in isolated areas as well.
phone in the underground. I would say that mobile phones are very useful
6. Students fill in the blanks using Are you_______________
b ________ able help me gadgets
with my homework later? You can take photographs and send them to a
the correct form of be able to. c When I save my allowance for three months, friend, too.
ll be able
I _________________ buy a new laptop
7. Students work independently, computer. Mobile phones are one of the best inventions in recent
times. Many people use their mobile phones every day and
check with partner. 7 Complete the following sentences with I think that (a)__________
Answers: a could/was able to; b appropriate phrases. Use can, cant, could, or
couldnt or a form of be able to. First of all, mobiles allow us to communicate with other
people no matter where we are. Parents can call their
can/is able to; c be able to; d can; a When I bought my new phone I__________ children at any time, which is very useful. What is more,
e cant b My mother has a new digital camera so now (b)__________ such as car crashes or
natural disasters to save peoples lives. In addition, they
___________________________________
can be used by people (c)__________
c After you send this message you _________
Pre-Reading d
e
If you are interviewed, you ______________
The thumb generation _________________
Secondly, mobile phones are cheap to buy.
(d)__________ We can send short messages
which are cheaper than calling.
8. Students discuss their mobile We can check our email with them, too. Most mobile
phones also allow you to surf the net and get the latest
phone use in pairs. Ask class news. (e)__________
which pair had the biggest In conclusion, (f)__________ and they have
difference in habits. Is there a commons.wikimedia.org
become an important part of peoples lives. As with any
other piece of technology, we should use mobiles in a
student who doesnt like to use his sensible way, so that we do not annoy other people.
or her mobile?
76 UNIT 4
While Reading Background Information

9. Students complete text with phrases from exercise Students may not be aware of the
10. Have them check with partners. different words to describe phones.
Answers: a in the near future everybody will be using one; Explain that there are many ways
b mobile phones are able to be used in emergencies; c who live in and show them the British and the
isolated areas as well; d Besides, we can use even the cheapest mobile American way.
phones for many different tasks; e You can take photographs and British - mobile
send them to a friend too.; f I would say that mobile phones are very verify vowel sound /mobail/
useful gadgets American cell or cell phone
110 TEACHERS BOOK

Post Reading
11. Focus on box. Tell students to
look at examples of linkers in the
Post Reading LEARNING TIP text from the text.
11 Write these phrases and linkers from the text
under the correct category.
When writing a persuasive essay, its important to argue
why your position is correct, but also why the opposing
Answers:
position is wrong.
In this case, if you are supporting the idea that watching
To make additions also, and, as
also | and | as well | besides
first of all | I think | I would say | in addition TV is better than playing Video Games, you need to well, besides, in addition, what is
in conclusion | secondly | too | what is more discuss the benefits of TV and also the negative aspects
of Video Games. more, too
To make To give reasons To give opinions To give reasons and conclusions
additions and conclusions 14 Use your ideas from activity 13. Put them into
the outline below. first of all, secondly, in conclusion
To give opinions I think, I would
say
Writing
Playing Video Games is Better
Writing
12 Look at the essay title. Whats your opinion? than Watching TV
Paragraph 1: your opinion 12. Tell students that they are
Playing Video Games is Better than Watching TV. Opinion: I (dont) think...
In my opinion,... going to plan an essay on the
13 Work in pairs debate whether playing videos
I believe...
games is better than watching TV. You can use topic. Students discuss their
the chart below for help. Paragraph 2: your first reason
Main: First of all,... opinions with a partner. Have
Reason 1 Why + Why - Firstly,...
Supporting examples:
them discuss whether they agree
Paragraph 3: your second reason
with the title or not.
Main: Secondly,...
Supporting examples:
13. Students complete the
Reason 2 Why + Why - Paragraph 4: your conclusion
chart with their own ideas. Have
Conclusion and comment:
To sum up,...
them focus on brainstorming
In conclusion,... and connecting their ideas with
examples, rather than following a
15 In your notebook, write an essay based on your
outline. Write at least 4 sentences for the intro, 5 specific structure.
sentences in each supporting paragraphs and 4
sentences in the conclusion.
LEARNING TIP
77 Examples are used to support
opinion. They do not have to be
substantiated by fact. It is based
on personal information known
to the writer.
Wrap Up 14. Students decide on a position

to take in pairs. Have them use
Ask students about exercise 2. Was it helpful to have a list of related
the ideas from exercise 13 and
words before listening? Why? Take a poll of students to see how many
put them into an essay outline.
felt more confident listening after writing about the topic.
Have them choose some of the
Teacher: Why do we learn vocabulary? Why do people say vocabulary is linkers to include in their essay.
the most important component of language? Elicit ideas related to the 15. Students should each write
importance of vocabulary. their own separate essay, focusing
Highlight common mistakes and reinforce the main points of the class. on the four-paragraph structure.
111
Lesson Summary
3
O
Aims: Understand texts about L ES S N
technology addiction.
Addicted to Technology
Suggested Time
90 minutes
Pre-Reading
Vocabulary
1 Change the statements into questions. Then, go around the classroom and write down the names of people
technology who answer yes. You need to ask at least 8 different people. Keep track of the questions that receive the
Communicative Aims most answers. After, compare as a class and discuss the most common online habits of the class.
e.g., Do you check your email every morning before you do anything else?
Functional language dealing with Find somebody who: Name
obligation and prohibition a checks his/her email or social network sites before doing anything else in the morning.
b has friends or family who think he/she spends too much time online.
c usually gets angry if a website is slow.
(Modal Verbs) d doesnt like to stay away from the internet for more than a day.
e has lots of online only friends.
Materials f wastes time on the internet when he/she should be doing other things such as homework.
31
Dictionary
2 Look at the words in the text that are in
bold. Draw the table below in your notebook Webaholism:
Warm Up and complete it with rest of the words.
Work with a partner, and use a dictionary if
necessary.
a new addiction
Focus on title. Ask students what e.g., browsing Browse is a verb that means Do you feel anxious to constantly be connected to the
Internet? Do you spend hours browsing web pages
they think it means. Ask what search.
without noticing? Do you sleep for less than five hours
because you prefer to surf the net? If you answer yes to
type of technology people can be Word
browse
Part of speech
verb
Definition
search, look through
these questions, then you might
be suffering from webaholism:
addicted to. an addiction to the Internet.
Twenty years ago, no one could
Possible answers: internet searching, have predicted that consulting
using mobile phones, etc. 3 Make a list of the signs that indicate the Internet would become
addictive. There is, however,
webaholism mentioned in the text.
evidence which suggests that
e.g., Check emails constantly people can develop a compulsive need to be online,
to check emails constantly, to update blogs daily or to
visit social network sites when they should be studying.
Pre-Reading Normal behaviour, you might say, but Internet addiction
is a serious condition and might be more common
1. Students work in small groups

to form the questions.
78 UNIT 4
Answers: b Do your friends or
family think you spend too much
time online? c Do you get angry if
2. Tell students to find the words in bold and check the meaning. Have
a website is slow?
them draw a table similar to the one in in the book in their notebooks to
d Does it bother you if you are
organise the part of speech and definition of each word.
away from the internet for more
Answers : update to make something current; gadget - a small
than a day? e How many online
mechanical device; look up - search; device a thing made for a
friends do you have? f Do you
particular task; warning cautionary advice; sensible adjective to
waste time on the internet when
describe a person who is rational or reasonable
you should be doing homework?
Students ask 10 or more people 3. Students read the text again and make a list of habits of webaholics.
the questions. Answers: update blogs, visit social networks sites instead of studying
112 TEACHERS BOOK

While Reading
4. Students read the prompts and
then read the text thoroughly to
than you think. A recent telephone survey from the find the answers. Tell them to circle
Stanford School of Medicine found that one in eight While Reading
people interviewed could be experiencing problems any words that they dont know
4 Read the text and choose the correct option.
related to the misuse of the Internet. Spending more
hours online means that users are overtired, leading Only ONE answer is possible. and continue reading to the end.
to problems at work or school. But perhaps the social
implications of webaholism are even more serious.
a Twenty years ago... Students can go back to the words
i it was easy to predict that consulting the
People share feelings and experiences with online
friends they have never met because they feel more
Internet would become addictive. and try to understand the meaning
ii lots of people predicted that consulting
condent, but avoid meeting real friends.
Webaholism is not only a problem for computer
the Internet would become addictive. based on context. If they have time,
iii it was impossible to predict that
users. Newer technology gadgets make it easier for
everyone to access the Internet wherever they are. consulting the Internet would become they can look up the word(s) in the
addictive.
Take the case of smart phones. ComScore, an online
marketing research company, found that smart-phone iv consulting the Internet became addictive. dictionary or ask for the meaning.
users regularly use the Internet to send email, check
football scores and look up facts. Interestingly, it seems b A telephone survey from the Stanford Ensure students ask the question
School of Medicine found that...
that iPhone users are more likely to go online than
others. Of course, not all of us have a smart phone, i eight percent of the people they
in English. What does _______
but as these new devices become more accessible,
the situation may worsen in the near future. It has also
interviewed were addicted to the
Internet.
mean?
been suggested that seventy-one percent of ofce
workers abuse the Internet during working hours.
ii one percent of the people they
interviewed were addicted to the
Take care that students understand
What can be done to prevent Internet addiction?
Experts are warning parents that the more time their
Internet.
iii everyone they interviewed was addicted
the word sensible, which looks like
children spend online, the faster they can develop
compulsive behaviour. The best advice is to make
to the Internet. the Spanish word. It means practical
iv some of the people they interviewed
sensible use of computers and the Internet. They
make our lives easier in many ways;
had problems linked to Internet misuse. in English, not sensitive.
however, we should use them c Spending hours online makes you overtired Students have 6-10 minutes to
with moderation. We must make and this...
sure that when the time comes to i can cause you problems at work and read the complete text.
turn the computer off, we go out school.
into the real world. ii might help you to become a leader at Check answers with a partner.
Adapted from Hakan Tuncer, A. (2000).
work or school.
Webaholism: Modern Day Addiction. Topic iii may help you with schoolwork.
Online Magazine for Learners of English 9. iv means you can solve problems at work
Retrieved October 25, 2013 from http://
topics-mag.com/ or school more easily. Extra Activity
d People can access the Internet more easily...
i thanks to new telephone lines. Time permitting, ask students if any
ii because of modern technology gadgets.
iii because computers have lots of new of them have an internet addiction
gadgets.
iv because they use the Internet at work. or if they know anyone else who is
addicted to the web. Ask them for
79 ideas to try to resolve this addiction.
Write some of their solutions to
4 medio U4.indd 79 16-12-14 13:21
the board.
Addiction is defined as a compulsive need for and use of a habit-forming
substance.
In Germany, researchers were studying addictive substances as well as
social media and they came to some shocking conclusions. The desire to
check social media was stronger among the participants than the desire to
have a smoke or a drink. People today are more focused on participating
in social media for fear of missing something than they are on their own
personal vices. Perhaps it is a new social addiction, one which thrives off
of others perceptions of us instead of our own need to feel good, which
is what motivates other, more toxic addictions.
113
Post Reading
5. Students work in partners.
Teacher: What do your parents think
Post Reading Pre-Listening
of all this new technology?
5 With a partner, make a list of the advantages 7 When did you learn how to use a computer?
Are they as connected as you all and disadvantages of using technology. Then,
Was it at school or at home?
are? Why do you think that is? write down a dialogue as parent and child where
the parent defends the simpler times before Does anybody else in your family use a
Students write a dialogue focusing technology and the child argues for the opposite. computer?
Finally, role-play the dialogue for the class. Who? What do they use it for?
on generational differences related
to technology. Have some groups While Listening
LANGUAGE IN USE
perform their dialogue for the class. Obligation and Prohibition
8 Listen to a man speaking about his mother
and answer the questions.
e.g., We dont have to misuse the Internet, it is not good for
our health. a How did the speakers mother start using
Ill have to learn how to use my new smart phone when I
LANGUAGE IN USE buy it.
a We use must, need to, and have to to talk about b
the Internet?
What does she love to do on the internet?
obligation. c What does she need to be careful about?
Functional language dealing with b We use mustnt to talk about prohibition.
c We use dont have to and dont need to, or neednt to
obligation and prohibition talk about no obligation.
Remember that, to talk about obligation or no obligation
Have students read the information in the past or future, we use have to.
in the box. Tell them that they will

Practice
need it for the next activity.
6 In groups, match the following sentences to the
rules in the Langague in Use box above (a, b, and
Practice c). Explain your reasoning and then discuss as a
class.
6. Students match the rules in a I need to buy a new computer; my old one www.commons.wikimedia.org
is too slow. a
the LANGUAGE IN USE box b That smart phone is too expensive; I mustnt
Post Listening
spend too much money. b 9 Read the following statement and decide
to sentences that demonstrate a c These days you dont have to spend a lot for whether you agree or disagree. After you have
a smart phone. c
specific rule dealing with obligation d The software must be installed before you
taken a position, discuss your ideas with your
partner.
and prohibition. Have them discuss e
can use it. a
The instruction manual neednt be included It is impossible for old people to learn how to
their reasoning in pairs. because you can get it online. c use new technologies.
Writing
Extra Activity 10 Work with a partner, create a list of rules on the following topic: How NOT to be a Webaholic. Use the
Language in Use box and the vocabulary from the text to help you. Post your lists around the classroom
Students write sentences that are and vote on who has the best ideas.
true for them, using one modal 80 UNIT 4
verb from each rule. Put a modal

sentence on the board. Examples: I
dont have to get up early on Sundays. Wile Listening Post Listening Writing
We mustnt speak Spanish in class.
8. 31 Students 9. Students work in 10. Have students use
read the questions partners or in groups the Language in
Pre-Listening
first and then listen and discuss the question. Use box to make a list
7. Put students in groups of 3 or to the audio. Encourage stronger of suggestions to avoid
4 and have them discuss their Answers: a she took students to argue that webaholism. Have
history with computers. Ask the a course; b chatting it is impossible for students post their lists
students who have more unique and meeting older people to learn around the room so
experiences to share them with people; c becoming new technologies, that everyone can read
the class. Monitor and note addicted. even though they may the suggestions.
language for praise and correction. disagree.
114 TEACHERS BOOK

Pre-Reading
11. Ask students if they have ever
Pre-Reading
bought anything online or if they
11 Have you ever shopped on the Internet? Do you think it is dangerous? Why?/Why not? Justify your answers.
know someone else who has
While Reading bought things online. Ask: What
Tips for Online Shopping products or services did you/they buy?
12 Read the text about Internet security. Complete the text by deciding which part of the text (i-viii) belongs Possible answers: tickets, food,
in each gap (a-h).
furniture.
Tip 1
Make sure you are using a secure server and browser with industry security standards before you enter
credit card information online. First look at the address in the address bar and check that it starts with https.
Then look at the bottom of the Internet window and (a)________. ii
Tip 2 While Reading
Use known companies. Anyone can open an (b)_________iv and be gone tomorrow. Here are some things
vii
to research (c)_________ with a company you dont know. (d)________
iii
vi for the company compares with
the information from the domain register. Check to see if (e)__________.
12.Students read the text
Tip 3 completely and circle / underline
vi
When online shopping, we all hope that we (f)_________ but sometimes there are problems. Check the any words or phrases they dont
v
return policy before you order so you will (g)_________.
Tip 4
understand to refer back to later.
i such as return policies, company information, specific
Keep information about your order. Also (h)______, Go over any vocabulary that
product information, and warranty information. Trust your instincts. If it sounds too good to be true, it
probably is. students arent sure about. Ask
concept-checking questions.
i print out other information you may need v know what to expect
ii make sure there is a closed padlock vi Check to see that the contact information Teacher: Is a closed padlock a
iii
iv
there have been many complaints
online store in minutes
vii
viii
get what we ask for
before doing business
physical device? Where will you
find a closed padlock?
Post Reading
13 Work with a partner. Discuss the positive and negative aspects of online shopping. Write down your ideas
in a table with 2 columns, one for advantages and the other for disadvantages. Share the ideas as a class
afterward.
Post Reading
13. Put students in pairs or
groups and have them make
81
a list of the advantages and
disadvantages of online shopping.
Have them share with the class.
If no one mentions identify theft,
Wrap Up write the phrase on the board
and ask the students if they are
Draw students attention to the vocabulary activity on page 78. Ask familiar with it.
them to consider why it is helpful to identify the key words and ideas of
a text. How does it help them read in the moment? How does it help
them remember the main ideas afterward? Give them a situation to
consider: Your friend keeps calling you for advice late at night when you are
sleeping. How would you tell him or her to stop? Write the phrases they say
on the board and drill the students on the intonation.
Highlight common mistakes and reinforce the main points of the class.
115
Lesson Summary
4
O
Suggested Time L ES S N
90 minutes
Vocabulary Visions of a Near Future
compound nouns
Communicative Aims Pre-Listening
Use experience or evidence to 1 Read the sentences below and circle one of the options based on
justify simple inferences your predictions for the future.
a Cars will / wont be using other forms of fuel.
(Future Simple) b Houses will / wont produce all the energy they need.
Materials c The way we eat will / wont change.
d We will / wont have to visit the doctors surgery when we are
32 ill.
e We will / wont travel to distant places.
f Technology will / wont be very important to us.
Warm Up While Listening

www.common
s.wikimedia.org
Write on board Life in 2050. Ask 2 a Listen to the text and check your answers.
students: What do you think will be b Listen again. Complete the gaps in the phrases with the compound nouns.
different in Chile in 2050? What contact lenses | sightseeing tours | traffic jam | microchips
microchips | air conditioning | blood pressure
will be different about cars, phones, traffic jam

c On a typical evening you will drive through a _______________ in your hydrogen-powered car.
schools, jobs? Elicit ideas from the d As you walk in, your movement will activate a sensor and the lights and _______________ will come on.
class and write on the board. e You will then watch TV using a pair of special __________________ which stream images directly from
the Internet.
f A ________________ under your skin will allow your doctor to check your _______________ and
other body functions.
Pre-Listening g There will still be beach holidays, __________________ and shopping trips abroad.
3 Listen again and answer the questions.

1. Have students read the
a How will you get into your house?
statements and circle their b Where will you get the energy you need for your home from?
predictions for the future. This c What alternative way of watching TV is suggested?
could be done individually or as d How can you meet people at work without leaving your home?
e What different types of holidays are mentioned in the text?
a class.
While Listening 82 UNIT 4
2.a 32 Students listen for the

answers. Discuss them as a class.
Ask them how many they got 3. 32 Give students a few moments to read the questions first. Tell
right. Who predicted 6 answers them to take notes and that they will have time to copy the answers into
correctly? Who predicted 5? etc. their books after they listen.
b Read text then listen again to Answers: a a scanning device will let you in; b solar panels on the roof; c
complete gap fill. special contact lenses will stream images from the internet; d a personal
Answers: b air conditioning; virtual representation of yourself called an avatar will attend work; e
c contact lenses; d microchip; sightseeing tours, shopping trips abroad, Siberia, Antarctica, outer space.
e blood pressure; f sightseeing tours
116 TEACHERS BOOK

Post Listening
4. Write the word tea cup on
Post Listening the board. Teacher: What type of
4 Find compound nouns in the text. Then, match them with their meanings below. word is tea? What type of word is
air conditioning
a long line of vehicles on a road that cannot move
contact lenses
cup? Elicit noun. If they need more
b a system that makes the air in buildings colder
c small pieces of plastic you put in your eyes to see clearly microchip help, identify the words in this
d a very small part of a computer blood pressure sentence. Write Santiago is a big
e the force with which blood travels around your body sightseeing
f short trips to visit famous or interesting places
city. Help students identify every
word (proper noun, verb, article,
5 Choose three compound nouns and write sentences that are true to you.
a adjective, noun)
b Explain that a noun phrase is
c
when a noun is modified by
Vocabulary Speaking
another attributive noun to form a
6 Make compound nouns to label the pictures. 7 a How you think technology will change the
compound noun.
way we live in 2025? Brainstorm some ideas
considering the following aspects:
Focus on the example from the
alarm
burglar
alarm
bag task. Reinforce that both the
lip clock housing | transportation | energy | communication
pedestrian crossing eating habits | media | education words traffic and jam are nouns.
pen glasses
school hostel e.g., Energy will come from sources like wind Students complete task.
sun knife turbines and solar power.
traffic lights
b Get together in groups and compare your
5. Students use the compound
wind screen
youth stick ideas. Make a small poster to share with the
rest of the class.
nouns from above and write their
own sentences. Encourage them
to be as creative as possible.
a traffic lights b wind screen c youth hostel d lip stick e pedestrian crossing
Vocabulary
6. Students match the words to
f school bag g burglar alarm h pen knife i sun glasses j alarm clock create compound nouns. Give
83
them a short amount of time.
When they finish, match the
words sun and screen as ask them
if they know what it means. Use
Common Mistakes Speaking
this as an example of the many
7. a Focus on the pictures in different combinations possible to
Students may confuse the activity Students discuss how these make compound nouns.
use of will regarding plans. technologies will change our life style Teacher: What is a wind screen
Emphasize that we usually in 2025. made of? What are some things you
use present continuous or b Place students in groups and have can use a pen knife for? Are traffic
going to for plans unless them make a poster and share lights on the side of big roads?
we make a spontaneous their ideas with the class. Have a
decision at the moment of discussion about whether these
speaking. changes are universally positive or
negative or if there is grey area.
117
Pre-Reading
8. Write on the board: You are
thinking about.... Tell students: I bet
I can guess what youre thinking! Pre-Reading
CHECK THIS OUT!
Choose a couple students and try 8 Read and discuss the following questions.
T.J. Watson, the head of IBM in 1943, said I think there
Do you think mind reading is a scientific issue
to guess what they are thinking. You or is it just intuition?
may be a market for five computers in total in the
world. Today, over 45 million personal computers are
are thinking about lunch (etc.)! Am I If the development of technology in the sold every year in the USA alone.
future allows people to read somebody elses
right? mind, what are the potential risks or benefits?
While Reading
Ask students if they think its
Mind reading is closer to reality than you may 9 Read the text and answer the following questions.
possible to read peoples minds. think. Scientists in the field of bioinformatics a Which are the advancements being made in
are researching how to link your brain to the field of bioinformatics?
devices, such as a computer or a smart phone. b In what way will you be able to communicate
They have designed headsets with advanced with somebody in the future?
CHECK THIS OUT! sensors to read electrical brain activity that can
recognize facial expressions, excitement and
c How can this technology be useful in the
medical field?
concentration levels, and the simple thoughts
Ask students if they know the of a person. . You will only need to think about Post Reading
calling someone, in order to contact them. Or
company IBM. Ask them what IBM you can control the cursor on a computer 10 Write an essay about the effects you believe
screen just by thinking about where you want new technology will have on the future.
stands for. to move it. You wont need to take any physical Remember to follow the writing steps.
Answer: International Business actions to do these things.
According to experts, we will begin to see a Pre-writing. Brainstorm your ideas and
organize them.
Machines. Ask students why Watson early signs of this technology in the gaming and
entertainment industry within only a few years. b Drafting. Write a draft of your essay and
could have made such a prediction? Moreover, doctors could use the technology check the main, second and closing ideas.
to test brain patterns, which could help in
What were computers like then? rehabilitation from strokes and maybe even
c Revising. Once you have finished writing,
understand brain disorders, such as autism.
d Editing. Read your work again and edit it
Adapted from Douglas P K, Harris Sam, Yuille Alan, Cohen looking for any mistakes or aspects you want
While Reading
Mark S (2011). Performance comparison of machine
learning algorithms and number of independent components to improve.
used in fMRI decoding of belief vs. disbelief. NeuroImage.
56(2): 544-53. e Publishing. Share your work with your
classmates and debate about it.
9. Students read the text and
answer the questions individually.
LIVING IN HARMONY
Afterward, put them in groups of
Technology has quickly become an important part of our
3 to share their answers. lives. Having access to social networks creates connections
between people in ways that were never before possible.
Even though this can be fun, we have to learn to act
conscientiously and use our technology wisely.
Post Reading
84 UNIT 4
carefully and write their ideas in
their notebooks.
b Ask students to write an essay Wrap Up
and follow the given structure. Draw students attention back to
c Ask students to read their work the text and ask them: How do
and then make any changes they you know this text is talking about
think are necessary. the present? Have them make lists
d Tell students to exchange their
LIVING IN HARMONY individually and then share them
work with a partner and correct Focus on the text. Give students with the class.
their partners work. a few moments to read it. Be sure Elicit strategies for remembering
e Invite students to share their they understand the word wisely. vocabulary. What are the easiest
essays with the class when they Ask them for examples of how we compound nouns to remember? Why?
are done. can act conscientiously. Which are the most commonly used?
118 TEACHERS BOOK

Warm Up
vie These exercises can be done
Re w in pairs or individually checking
4 answers in pairs before looking up
unit
the answers.
1 Read the following sentences and check if the 3 Write sentences with may, might, or could and
phrasal verbs are used correctly. If not, write down a your own ideas.
new sentence using them appropriately.
a What are you doing on Saturday evening?
a Blogs are good way to get up your thoughts. Im not sure, _________________________
b New technologies are doing away with ___________________________________
1. Students read the sentences
c
traditional forms of communication.
Mobile phones can take part in drivers
b Where are you going on holiday next and identify if the phrasal verbs
summer?
causing accidents.
I havent decided yet. __________________
are used correctly. If they arent,
d I had to help my father to set up his
Facebook account. ___________________________________ students must write their own
2 Rearrange the words to make sentences in order c What are you going to buy your mum for
her birthday?
sentence using them correctly.
to complete the dialogue.
e.g., connection / fast / is / my / Internet / very

I dont know yet. _____________________ Answers: a incorrect; b correct;
___________________________________
My Internet connection is very fast. c incorrect; d correct.
A: buy / latest / smartphone / want / I / to / the 4 a Match the words to their meanings.
I want to buy the latest smarphone.
iv take part in a small machine 2. Students rearrange the words
B: sister / really? / my / it / has
v
vi
handheld
get up
rise
participate
to complete the dialogue.
Really? My sister has it.
vii rechargeable something small
enough to be held in 3. Students write sentences
A: work / how / it / ? / does your hand
How does it work? viii gadget someone that acts on using may, might or could.
B: system / too / is / slow / told / the / me / she
good
judgement
Encourage them to complete the
She told me the system is too slow. ix sensible something able to be
recharged
conversation however they see fit
A: wait / the / model / next / out / comes /
maybe / I / should / until
and to not rely on default, generic
b Write down six sentences using the previous
Maybe I should wait until the next model words. phrases that they have heard
comes out.
before.
5 Write a short text about one of the following topics. Include at least four words from the box below. Use the
essay structure on page 71 to make your argument more persuasive and cohesive. 4. Students match the words to
Children spend too much time on Facebook.
Social networks are bad for society. too | besides | in conclusion | also | in their definitions.
People might live on the moon one day. fact | even though | provided that | as well
5. Students choose a topic
and write a short essay (3-4
85 paragraphs). Have them structure
the essay as they did earlier in the
unit and have them include the
linking words in their outlines.
Wrap Up
Results will allow detecting weaknesses and strengths and plan which
exercises in the Worksheets on the following pages need to be
completed.
For more examples and explanations go to Grammar Reference at the
back of the book.
119
Warm Up
s h ee
4
W
practice, if so, which they need.
ts
These exercises can be done unit
in pairs or individually checking
answers in pairs before looking up 1 Identify the compound nouns in the sentences. 3 Write sentences with may / might / could
Why are they used incorrectly?
the answers. a Its possible that she loves me.
She might love me.
a The sound of the alarm clock let the students
know school was over.
b Its possible that Ill buy a digital radio.
b Sightseeing tours show tourists the most
1. Have students identify the errors unknown and surprising aspects of a city.
c Its possible that my mobile phone is broken.
c I got into a traffic jam yesterday; my car is
in the sentences and write their destroyed.
own sentences explaining why the d The traffic lights lit up the park at night so the d Its possible that hell want to borrow my tablet.
children could play.
compound noun is used wrong.
e I just made cookies with chocolate microchips.
a alarm clock is different from e Its possible that my parents will buy me a
games console.
school bell, one is used in the 2 Complete the following dialogue.
house and the other exclusively in 4 Re-write the sentences in exercise 3 in the negative.
schools a
b sightseeing tours show tourists b
the most famous aspects of a city c
c a traffic jam is when there is a lot d
of traffic, a car crash is when two 5 Choose the appropriate phrase or linker in each
sentence. Use the words in the box. There is one
cars hit each other. A: What do you think cities extra word you do not need to use.
d Traffic lights give directions to ?
also | and | I think | too
cars, street lights illuminate public B: I think air pollution
a ______ I need to change my contact lenses
spaces. A: So, how do you imagine the future?
every year.
e Microchips are in cellphones and .
b My mother wants to install air conditioning
B: Well, people and _________ heating to our home.
computers, chocolate chips are in cities . c Peter wants to buy a new car, mobile phone
cookies. A: Wow! Life will . and _______ a new house.
2. Students complete the dialogue

with their own ideas. 86 UNIT 4
3. Students rewrite the sentences

using may, might or could.
Extra Activity Extra Activity
4. Students rewrite the phrases in
Working in pairs ask students to Brainstorm obligations students
the negative. Make sure to clarify
design a day in their lives in the have in their everyday lives on the
that may not has two meanings,
year 2025. They must consider board. Working in pairs students
one dealing with possibility and the
what their home and job will be. make a list of 5 things they have
other dealing with prohibition.
What their responsibilities will to do now then compare to
5. Students fill in the blanks with be and what they would like to when they were 5 years old. They
the words from the box. Remind do in their free time, as well as share their results in a small group.
them that there is one extra word what they wont have to do. Ask Example: I must study at home
they do not need to use. students for examples using the for my lessons but when I was 5 I
modals from the unit. didnt have to.
120 TEACHERS BOOK

s h ee
or k 5. Students circle the correct for of
4
W
have to to complete the sentence.
ts
unit
6 Circle the correct option to complete the sentence. with their own ideas. Focus on the
Juan: I really want to learn English. But its too late now. You (a) have to / dont have to start young to learn different meanings the phrases
a language.
Doris: Thats not true! You (b) have to / dont have to be young. I started learning English when I was 16 and can have. They can express both
speak it fluently now.
Juan: So what do I (c) have to / must do? possibility and inability. Encourage
Doris: To start, buy a book and study it at home. You also (d) have to / dont have to pay attention to your
teacher in class.
students to write sentences with
Juan:
Doris:
I dont like my teacher at school.
You (e) have to / dont have to like your teacher necessarily. You have to pay attention!
different meanings.
Juan: I dont know. I mean, I want to learn English. I (f) have to / dont have to learn it for my future job.
Doris: Well, I think you (g) have to / dont have to work hard. But its fun, too! 7. Match the vocabulary words to
7 Complete the following sentences using verbs 8 Match the following words with the correct
their definitions. Check in groups
that express a possibility or things that you are
or arent able to do.
meaning. and then as a class.
a adapt
a Children b
c
gadget
criticism
8. Students use all the words from
b Technology
c The football team
d interact the previous exercise to write an
e warning
d It d to communicate with
___
original dialogue about technology.
e In the future e something that makes you understand
___ Give them freedom to write it
f Nowadays there is a possible danger
a to change something to suit different
___ however they choose. Encourage
conditions
b a small device with a particular purpose
___ students to share with the class and
c giving your opinion about something or
___
someone invite other students to perform
9 Using all the words from exercise 7, create a dialogue that talks about technology.
their dialogue with them.
Common Mistakes
The use of could
Could for POSSIBILITY
87 John could/couldnt be the
person who came yesterday (can
be replaced with may, might)
Could for PAST ABILITY
Wrap Up I could/couldnt run very fast
Could as CONDITIONAL OF CAN when I was 10 years old (can be
Highlight the
If I had more money, I could travel to another replaced with able to)
good results and
country. Could for SUGGESTIONS
write down the
Could not vs. Might not We could go to the mall
common mistakes
Could not suggests that it is impossible for tomorrow. (no negative form)
for recycling and
something to happen. Might not suggests you Could for POLITE REQUESTS
extra practice
do not know if something happens. ex Jack Could I have water please ( can
during the next
might not have the key. (Maybe he has it). Jack be replaced by can, may, might)
units.
could not have the key. (It is impossible).
121
Lesson Summary
jec
Aims: Use the vocabulary and themes
Pro t
of the unit in a creative presentation
Suggested Time
4
unit
45 minutes
Materials Invent a Gadget
Poster board, dictionary
2 In groups of 3 or 4, design a new and innovative
Warm Up gadget or robot. This could be a type of mobile
phone, a computer, or any device that can do
a function that will make life easier or better in
Introduction: whole class share some way. Decide on the rubrics that will be
ideas about the gadgets they use used to evaluate the project and the time limit as
a class before starting.
and which they find are the most 3 Assign roles among the group. Give each team
member a specific role, such as designing the gadget,
useful. writing a description or thinking of the marketing
slogan.
1. a Briefly students identify the 4 a Draw a picture of this gadget.
gadgets in the pictures and say what b Write a description of it.

Describe the functions and how to use it.
they are for. 1 a Work in pairs. Name the electronic devices in Say why this gadget could be a benefit to
the photos. What can you use them for?
b Students read the statements and society / people.
b Read the following statements, discuss Check the organization of the description.
decide which of the gadgets pictured with your partner and decide which of the
Try to use technology terms.
objects can be characterised according to the
can be categorized in that way. statements.
5 a Now present your gadget to your class.
2. Separate students into groups of Its educational.
You can listen to music on it. b Evaluate your classmates presentations
3 or 4 to design a gadget. As a class, You can watch movies on it.
according to the chosen rubrics and criteria.
look over the rubrics in the back of Its a good way to stay in contact.
the book and decide which will be You can play games on it.
Its small and easy to carry.
the best to evaluate the project. You can tell the time with it.
3. Have students delegate roles Its useful in emergencies.
within the group so that each team You can take photos with it.
93
You can save information on it.
member contributes something.
4. Students design the gadget. Have 88 UNIT 4
them select certain team members

to draw it, create a marketing slogan
and discuss the ideal customer.
Wrap Up
Other students can design its
features and discuss how it will be Ask students to share their evaluations and come to a conclusion as to
used. the highest evaluated gadget. Have students focus on a variety of criteria
5. a Have each group present their so that more than one winner can be chosen. Who has the most
gadget. The presentations should creative idea? The most innovative design? The most practical gadget?
be no more than 5 minutes and Which one would students want to buy?
everyone on the team should speak Close the class by highlighting the good language you have heard in the
about his or her role in the project. presentations as well as noting some recurring mistakes.
b Decide which project fulfills the
most criteria as a class.
122 TEACHERS BOOK

yP
4 Aims: Evaluate themes and concepts
ss
M
unit from the unit.
Reading Suggested Time
1 Read the text and answer the questions.
45 minutes
Materials
Social media refers to blogs, forums, networks, wikis, and many other online sites and services. The main
idea behind social media is that people around the world can easily and instantly share information and Dictionary
ideas through social interaction.
However, some people dislike social media. These opponents believe that blogs, emails and text
messages, etc. create an information overload. In other words, there is too much information to read
and understand. There is a constant fight for peoples attention.
In todays world, social media has become an important part of society, mostly because of cheap
Warm Up
Internet, cell phones that let users surf the Internet and send emails, and a wide range of other services
to share information. Even if we take into account the negative aspects, its not likely to disappear. Review reading and listening
comprehension strategies with
a In what way can we communicate internationally?
b What do you understand by information overload?
the class before doing the test.
c Social media has become an important part of society. Do you agree or disagree with this statement? Why? Quickly go through the test
d According to the author, will this tendency continue? exercises to make sure they
e What title would you give to this paragraph?
points /7.5 understand what is expected of
Listening Writing
them and how to complete them.
2 Listen to Max talking about what might 3 Write a paragraph about technology using each
Remind students that the final
happen in the future. Answer the questions based of the following words. mark will be part of their monthly
on his ideas.
a Why will there be fewer accidents in the

download | batteries | handheld | message markings or will be averaged with
headphones | touch | keyboard | rechargeable
future? others accordingly.
b What kinds of jobs will robots be able to do? ______________________________________
c What is a possible negative consequence ______________________________________
d
about robots in the future?
What are the most extreme predictions?
______________________________________
______________________________________ Reading
points /6 points /6.5 1. Students read the text and
answer the questions based on their
understanding. Answers will vary.
0-5 6-10 11-15 16-20
89 Listening
2. 33 Students listen and take
Wrap Up Writing notes. Play the audio twice.
Correcting errors. This can be 3. Students write a short paragraph Possible answers:
done through self-correction, using the vocabulary in the box. a Domestic robots will do all the
peer correction or corrected by Possible answer: boring jobs; b Robots will do the
the teacher. Exercise 3 requires I use my touch-phone every day dangerous jobs. c Jobs such as
checking by the teacher to give to send messages by typing on doctors, pilots and scientists. d We
feedback. Any rubric can be the keyboard. I also download wont be able to control them.
used as long as students know music and listen to it with my e Robots will destroy the human
which it will be before doing headphones. I dont have another race and possibly the entire planet.
their writing. Keep a note with handheld electronic gadget. The only
the common mistakes to review problem is that the batteries are not
them in future units. rechargeable.
123
Transcripts
Unit 4
Track 29 page: 74 Activities 16 and 17 Track 31 page: 80 Activity 8
Im sure most of you have logged on to YouTube and Last year my mother said she was too old to start using
watched, or even uploaded a video. Millions of people do computers. Since she hated using them, she obviously wasnt
every day. used to sending emails. However, recently in a course for
You might have chosen the most-viewed video of the week pensioners she began to chat and she hasnt stopped since!
or searched for something different. After all, you can watch She says she loves meeting new people on the Internet,
extracts from TV shows, music videos, and even films, not although, sometimes she would prefer to have a coffee with
to mention the thousands of homemade videos that users them. Last week she asked me to help her create her own
upload onto the site. Teachers use it to show clips in class, web page. She said that after so long without Internet, now
office workers to have a laugh in their coffee breaks, and she felt like learning as much as she could. I told her that
there is a growing list of people who have become famous shed better stop spending so much time online. Using the
after being spotted on the video-sharing website. I wonder if Internet for longer than you had planned can be a symptom
the founders of the site had any idea what they had started! of becoming a webaholic.
Track 30 page: 75 Activities 3 and 4 Track 32 page: 82 Activities 2 and 3
These days, teenagers are called the thumb generation Have you ever wondered what your life will be like in the
because they spend all day using their thumbs: to send text year 2025? On a typical evening you will drive through a
messages, to play hand-held games, to listen to music on traffic jam in your hydrogen-powered car. Your home will
MP3s and MP4s or to exchange photographs in real time. have the very latest technology, which means that you
You name it, they use their thumbs to do it! wont need a key to open the front door: putting your
Recently, Channel 4 TV commissioned research into the finger on a scanning device will let you in. As you walk in,
relationship that young people, between the ages of twelve your movement will activate a sensor and the lights and air
and twenty-four, have with new technology. Youths own an conditioning will come on. All the energy that your house
average of eight digital devices. These include MP3s, mobile needs will come from solar panels on the roof. A robot will
phones, game consoles, PCs, and digital cameras. offer you a drink and you will then watch TV using a pair of
Most young people are expert multitaskers. This means special contact lenses which stream images directly from the
they can conduct as many as five activities at the same Internet. Your dinner will be a healthy pill. If you feel unwell,
time as they are watching TV. And as an interesting fact, you wont have to leave the house to go to the doctors. A
twenty-five percent of the interviewees admitted that they microchip under your skin will allow your doctor to check
sometimes send a text message to friends they are actually your blood pressure and other body functions. Holidays will
with at the time. take you to unusual destinations. There will still be beach
holidays, sightseeing tours and shopping trips abroad, but
you will also want to try places like Siberia, Antarctica and
maybe outer space.
124 TEACHERS BOOK

Track 33 page: 89 My Progress Unit 4 Activity 2 Track 34 Extra Test Unit 4 Social Networks
Are you tired of cleaning the house and taking out the A study, conducted by an Internet analytics company,
garbage? Dont worry. Soon, domestic robots will do all the ComScore, suggests that Chileans spend up to a third of
boring jobs while you relax. But will this new technology be their time online using social networks.
a positive or negative change? Some scientists believe that
Analysts believe that the average Chilean web user spends
robots will make the world a better place because they
around 8.7 hours per day on social networking sites
will do all the dangerous and difficult jobs. Life will be safer
with fewer accidents. In addition, they think that inventors compared to the worldwide average of 5.4 hours per day.
will develop robots that are highly intelligent and that will In fact, it is estimated that 9 out of 10 Chilean Internet users
do the jobs of doctors, pilots, and scientists. However, other are members of Facebook. The second most popular site in
scientists have serious worries about robot technology.They Chile is Windows Live Messenger, and Twitter is the third,
believe that intelligent robots will be difficult to control. The with 1,000,116 visits, although it remains a long way behind
most extreme predictions say that robots will destroy the Facebook in terms of usage.
human race and possibly the entire planet.
125
PHOTOCOPIABLE
tra Tes
x
4
t
E
unit
Listening
1 Listen to a media analyst speaking about Chileans and the usage of social networks. Answer the questions. You will
hear the recording twice.
a How does the text describe Chilean workers relationship with social networks?
b Does ComScore suggest that Chileans spend two thirds of their time using social networks?
c According to analysts, how many hours per day do Chileans spend on social networks?
d What is the worldwide average per day for people using social networks?
e Which is the most popular site in Chile?
points /5
Reading
2 Read this text about a research that a media analysis company carried out in Chile.Then answer the questions.
Businesses and companies in Chile, according to Com Score also speculates that these sites have played
ComScore media analysts, are worried because workers a key role in the organization of student protests as it is
are high users of social media sites. According to their a better method of communication than the traditional
research, 7 out of 10 companies have blocked social word of mouth. A university student explained that
media sites such as Facebook, Youtube, and Twitter in communication via text message is expensive and
their offices due to security threats. The main concerns inefficient; however, Twitter messages can be sent to all
of Chilean businesses include the increased risk of those involved instantaneously and cheaply, which is
malware through social networking sites, and security very important in improving cohesion and exchanging
threats to company information. opinions.
a What is the name of the business that analyses the usage of social media?
b Why have businesses blocked social media sites?
c According to ComScore; how were social networks important in the organization of student protests?
d What did a student say about text messages?
e Why is Twitter efficient?
points /5
Writing
3 Write a paragraph about the use of social networks in Chile. Use 100/120 words.
Do you believe what the analysts of ComScore say in activity 1 & 2? How many hours do you and your friends
spend on social networks? Give examples of how you use them. Do you use text messages or Twitter? What is your
conclusion?
points /10
0-5 6-10 12-16 17-20
126 TEACHERS BOOK

tra Tes
x
4
t
E
unit
Warm Up
Present students with the following situation:
You are the boss, and your employees need to use the Internet for work. Will you block access to social media sites?
Why or why not?
Discuss the advantages and disadvantages of having an Internet connection at work or school. What does it
make easier? What does it make harder?
Listening
1. 34 Students read an article about social networks in the workplace and answer the questions.
Answers:
a Chile has the fifth highest usage of social networking sites in the world.
b No, it says they use one third of their time on social networking sites.
c 8.7 hours a day.
d 5.4 hours a day.
e Facebook
Reading
2. Students read about social media habits around the world and answer the questions.
Answers:
a ComScore.
b Companies have blocked social media sites because of security risks.
c Social networks help people communicate faster and to a wider audience, making it easier to organize mass
events.
d The student said text messaging was expensive and inefficient.
e Twitter sends a message to everyone who cares to look for it, which is much faster than sending individual
messages.
Writing
3. Students write paragraph describing their usage of social networks compared to the data about Chileans in
general. Encourage students to set up a comparisson in the structure of their sentences. e.g., The text says
that____________, but in my life _____________________.
Wrap Up
Have students swap their tests with the person in front of them. Go over the answers as a class and clear up
any doubts the students might have. Play the audio again if students have doubts about its contents. Poll the
class to see what the most difficult part of the test was. As a group, decide on strategies that students can use
to improve in that particular area. Collect the tests to correct the writing section.
127
PHOTOCOPIABLE
4
1 Internet Vocabulary. Complete the following basic 2 Technology Phrasal Verbs. Complete the crossword
internet vocabulary quiz. with the correct word.
a HTML is an acronym of
i High Tech Markup Language put together- close down | pick out | set up |
ii How To Markup Language turn off | look up | switch on
iii Hyper Text Markup Language
iv HoT MeaL 1 2
b URL is 3
i Unique Routing Link

ii Uniform Resource Locator
iii Universal Resource Locator 4
iv Unix Real Link
c HTTP is short for Across 5
i HyperText Transfer Protocol 2. Select,identify

ii HyperText Transfer Process 3. Start a machine
iii Homepage Text Talk Protocol 4. Stop a machine
6
5. Prepare for use
iv Homepage Text Transfer Protocol 6. Close by force
d WWW stands for Down
1.Try to find
i Wild Weird Web
2. Assemble
ii Wide & Wet Web
iii World Working Web
iv World Wide Web
3 Modern Life Technology. Complete the following text with one of the words given
catching | installed | computers | crime | cameras | equipment | technological | preventing
One of the latest (a) _____________ developments is the camera, which has been used for many years, especially
to fight against (b) ____________. First, cameras have started to be (c)_____________ in public places such as car
parks and shopping centres where the number of the staff isnt enough to prevent theft.
Recent surveys have shown that theft has decreased in the places where (d) ______________ are installed.
Cameras have also been used in schools, colleges and office lifts to prevent the theft of valuable (e) ____________
such as (f) _____________. Secondly, cameras are helpful in (g) ______________ hooligans from spoiling the
pleasure of the majority at some social events like football matches. They film people at large sporting events so it
is easy to distinguish the people who are hooligans. Finally, cameras are used outside our houses as it is a good way
of (h) ____________thieves. To conclude, it is possible to reduce crime and feel more secure by means of cameras.
128 TEACHERS BOOK

4
Warm Up
Ask students: How many of you are familiar with Internet language? Write www.gob.cl on the board. Ask students
about the different parts of the web address. What does www mean? What about .cl? Discuss other things students
might know about programming or making websites.
1. Students complete the quiz on Internet words. Encourage them to make educated guesses if they are not
familiar with the material. Do a as a class to demonstrate the way students should be thinking through their
answers.
Answers:
a iii ; b ii ; c i ; d iv ; e i
2. Students complete the crossword puzzle. Have them try first on their own before helping them with the
vocabulary. Encourage them to use process of elimination to figure out the definition of words that are new
to them.
Answers:
Down DownAcross 4. Turn off
1. Search 1. Look up out
2. Pick 5. Set up
2. Put together 2. Put together
3. Switch on 6. Close down
3. Students complete the paragraph using the technology words. As in the previous exercise, allow them to guess
before giving them the definitions of the words.
Answers:
a technological ; b crime ; c installed ; d cameras ; e equipment ; f computers ; g preventing ; h catching
Wrap Up
Write vocabulary words from the activity on the board and elicit sentences from the students. Make sure the
students understand the meaning of the words in both the digital and real world contexts. If a student uses
the word wrong, decide as a class how to fix his or her error. For homework, have students write their own
paragraphs using words of their choice.
Common Mistakes Background Information

HyperText Markup Language (HTML) is the main
Many words we use to describe Internet behaviors markup language for creating web pages and other
are words with other meanings. information that can be displayed in a web browser.
Surf: the name of a sport and also a verb meaning HTML elements form the building blocks of all
browse the internet websites. HTML allows images and objects to be
Set up: A verb that means to build something embedded and can be used to create interactive
physically as well as digitally forms. It provides a means to create structured
Look up: A verb that means to look for information. documents by denoting structural semantics for
Most commonly used with the dictionary or with text such as headings, paragraphs, lists, links, quotes
search engines on the Internet. and other items.
129
UNIT 5
Part Time or Full Time? 5 Part Time or Full Time?
unit
Getting Started
Write the words job, work, full-time
job, part-time job, interview, recruit,
candidate on the board. Clarify
their meaning by asking some
concept checking questions.
Direct students attention to the
photo. Ask them:
Teacher: Where do you think the
girl is? What is she thinking? What
position do you think she holds?
Background Information infer information that is clearly suggested.
Integrate written expression to
demonstrate understanding of texts that Self correct and reword statements.
have been read.
Job: the regular work that a person Writing
Listening and Understanding Use connectors to sequence sentences in
does to earn money. Identify relevant details to find out the main a logical, cohesive and coherent way for
Work: an activity, such as a job, that points of a listening text.
Correction of cohesion and coherence
a person uses physical or mental associated to communicative functions. of their writing tasks according to its
Integrate oral and written expression to communicational purpose and audience.
effort to do, usually for money. demonstrate understanting of listening texts.
Full-time job: done for the whole of Living in Harmony

Practising good work ethics and rigour while being responsible and perseverant.
a working week
Part-time job: work for only some 90 UNIT 5
of the day or the week:

Interview: a meeting in which
someone asks you questions to
see if you are suitable for a job or
course.
Recruit: to persuade someone to
Read the Living in Harmony section, keeping in mind that this is an OFT.
work for a company
Draw students attention to practising good work ethics and rigour while
Candidate: a person who is
being responsible and perseverant. Then ask them how they can relate
competing to get a job.
their own experiences to these concepts.
130 TEACHERS BOOK

Lesson Summary
1
O
L ES S N
Aim: develop reading
comprehension skills.
Future Jobs? Suggested Time
90 minutes
Pre-Listening Vocabulary
1 Look at the newspaper add and fill in the table with the advantages and disadvantages of each job.
Career prospects and jobs
Communicative Aims
Need some extra cash? Self-correct and reword questions
If youve got some spare time at the weekends (Reported Speech)
or you dont mind getting up early during the
week, there is lots of work out there waiting Materials
for you! Take on one of these jobs and make
some money of your own! 35
Job Advantages Disadvantages Newspaper deliveries weekdays or weekends, start 7 a.m. Dictionary
newspaper deliveries Shop work stacking shelves, afternoons or evenings
shop work Babysitting weekends and some evenings
babysitting
washing cars
Washing cars Saturdays and Sundays Warm Up
Waiting tables wait tables in fast food restaurants and
waiting tables
cafs, weekends
Students look at the 4 pictures
2 Look at the following pictures and discuss them. 4 Listen again and answer the following next to the title and answer the
Make predictions about the text you are going to questions.
hear and write them down on your notebook. a Why are students getting part-time jobs
question. Teacher: What do these
b
during the week?
Which skills can you learn while you work?
people do? Would you like one of
c What can happen with students who
overwork during the week?
these jobs? Why or why not?
Post Listening
While Listening 5 Look at the following statements and decide if Pre-Listening
you agree with them or not. Write down your
3 Listen to a person describing the pros and
cons of students jobs and write down 2 pros
ideas and discuss them with your partner.
1. Students review the information
a All teenagers should work while they are
and 2 cons. Compare with a classmate. Listen
again and check.
studying. and fill in the chart with the advantages
b If you start working while you are at school
you will become more independant. and disadvantages of each job.
c A job will help you to manage your finances.
2.Tell students that the illustrations
are related to the listening. Have
91
them make some general predictions
about what they will hear.
Teacher: Looking at the pictures, what
Post Listening partner. Listen again and check do you think this listening will be about?
their answers as a class. What types of words do you think they
5. Students read the statements
4. Students listen again and answer will use?
with a partner and decide if they
agree or disagree. the questions.
Answers: While Listening
a make money, friends, and fill free
time. 3. 35 Students listen and
b fill out application, interview well, write down 2 pros and 2 cons of
work with colleagues and superiors. the jobs. Encourage students to
c become stressed, overtired, and compare their answers with their
distracted in other areas.
131
Pre-Reading
6. Promote participation by
discussing the first question. Pre-Reading
6
Elicit possible careers based In pairs, discuss the following questions.
a What are your favourite subjects at school?
on students favourite subjects. b What type of jobs are compatible with your
Write some opinions on the c
favorite school subject?
Are you going to university or to a technical
board. Students discuss in pairs. d college? Which one?
e If you have decided to work, what company
Teacher: How can you translate f do you have in mind?
RAMMES WITH
your favourite subjects to a career? g Have you talked to your parents about your
TECHNICAL PROG
h decisions? Do they agree with your choice?
S IN CH ILE
Do you think its better to study BEST PROSPECT
While Reading
based on what you love or to be b
Shorter, less expensive, (i)_________________ and
projection are just some of the reasons why technical
7
practical? Read the text and put the missing phrases into
the paragraphs according to the context.
careers are becoming choices in high demand for high
school graduates and working people in Chile.
a technical assistance Mario is only 25 and already owns a computer
b better employability recycling company that has reported sales of over
50 million pesos. He can pay salaries, still leaving
While Reading c
d
educational institutions
good insertion
e
a generous (ii)__________________ to reinvest.
Mario has worked since he was 17 in jobs related to
e profit margin computer science. He knows, from experience, that
7. Students read text once and then f connections with companies big companies recruit technicians who have specific
competences and skills in programming.
g dependable and competent
fill in the blanks with the phrases. In fact, just like Mario, around 56% of high school
graduates enrol in -year-long technical programmes.
8 Answer the following questions.
Clarify the meaning of some key Less than 10 years ago,there were around 2,000 technical
a Why are electricians and mechanics good c
programmes offered by (iii)_________________.
words in the text before reading. choices if you want to work in the mining
area?
Today, there are almost 4,000.
The advantages and interest in these programmes are
8. Ask students to answer the justified: they are less expensive to pursue, take less
time to study, and are job-study compatible. Also, at
questions with their partner and most of the insitutions where these programmes are
b How has computer science become more f
taught, they have (iv)_______________ making finding
then check their answers on the important? a job easier.
board.
Answers: a Because they are well-
c Why do you think renewable energy and
paid, and are high demanding for conflict mediation are becoming high
demand programmes ?
maintenance. b Most companies
need a technician to provide
technical assistance. c (suggested
92 UNIT 5
answer) There is a need for
getting new fuels that are as
efficient as oil but environmentally
friendly. Many institutions Background Information
and companies are requiring Recently, with the help of LaGuardia Community College in New
more external staff for conflict York, Chile opened its first community college. Community College of
management and problem solving. Santiago has become an attractive alternative to students who dont
have the time or the money to study in a private university. With shorter
programmes and more focus on the technical areas, this college has
allowed for many Chileans to achieve upward mobility in an education
system that seems to be constantly stacked against them.
132 TEACHERS BOOK

Post Reading
9. Students match the words in the
columns with their corresponding
COMPUTER SCIENCE: THE SAFE AREA
Among the safest technical areas with regards to finding employment are those synonyms.
related to IT (information technology). Almost every company works with
computerised networks and none of these, as Mario assures, could work without Teacher: Does compatible apply to
a
a technician, who specialises in providing (v)_________________.
humans as well as technology? How?
What concerns in your life would you
ELECTRICITY AND MECHANICS: THE BEST PAID
describe as paramount?
Companies are recruiting people who can fix and programme engines. These
programmes allow graduates to earn a salary close to 700,000 pesos and, after
10. a Encourage students to
5 years, they can earn up to 1,300,000 pesos.
d
These fields also have a (vi)_________________ in mining in general. Theres
rescan the text and write three
an increasing incorporation of automatised mechanisms in this area and
technicians play a paramount role in carrying out maintenance tasks as these
words they dont understand.
companies cannot afford stopping their productive processes. Elicit the synonym if dictionaries
are not available. Another option
Post Reading is to look up the synonyms online.
Whats Next? 9 Match the following words with their synonyms. Go back to the
text again for references and look for the keywords that will help
Answers will vary.
Be alert because other areas such
as those related to renewable you understand the vocabulary. Use a dictionary when necessary. b Students choose 5 words from
energy and conflict mediation are a prospect i employ this activity and the previous one
becoming high demand too. b recruit ii well-suited
Have in mind that graduating c compatible iii possibility and write 5 sentences about their
from a technical programme does d insertion iv reliable
not necessarily mean earning e paramount v vital dream jobs.
1,000,000 pesos right away. As f fields vi introduction
long as graduates are able to keep g dependable vii areas
a network of contacts and are
candidates, their
g
viewed as (vii)_______________
prospects
10 a Find three words in the text that you dont understand. Look for
them in a dictionary and write a synonym for each. STEP IT UP!
improve.
i
Adapted from Pino M., P (2012, August 25).
Las carreras tcnicas con ms futuro y mejores ii
Stimulate participation by eliciting
ingresos. La Segunda, pp. 4-5.
iii an example. One example of a
high demanding career in the
s
b Choose 5 words from this activity and the previous one and
write sentences about your dream job.
STEP IT UP! future may be: Systems software
Think of a job that may be in high demand in the future. Write down three responsibilites this job has and developer: create everything from
share them with the class.
word-processing programs to apps
93 for tablets and smart phones
Extra Activity
A newspaper in Boston recently published a list of the jobs that are
growing in demand. They include physical therapists, manicurists,
dental assistants, marriage and family therapists, social workers, forensic
technicians and theatrical make-up artists. Have students pick one of
these occupations and write a cover letter describing why they are
perfect for the job. They can feel free to invent a persona or speak
from personal experience.
133
Practice
11. Students work in pairs to
choose the correct options to
complete the reported statements.
Emphasise the subtle differences
Practice
between the options so students LANGUAGE IN USE
11 Choose the correct option to complete these
are clear about how say and tell statements. Add one more example of a He said he never works on Sunday.
sentence your friends say and write the reported She told me that she was 18 years old.
are different. Have students explain version of it. We use this type of construction to report what
another person has said without saying the exact
their reasoning. a I am going to study in order to become an words. In order to do this, we use the verbs say
electrician. and tell.
12. Students complete original i He said he was going to study in order to
sentences using say or tell. Have become an electrician.
ii He said I was going to study in order to Speaking
them check in partners and then become an electrician.
13 Would you be able to work part-time while
b My boss told me I should take a day off.
take volunteers to share their i His boss told me he should take a day off.
studying? Work in pairs to interview each
other using the questions below. Write your
sentences. Ask students why they ii His boss told him he should take a day off. partners answers using reported speech. Refer
c I have a job interview tomorrow and Im to the Language in Use chart or the Grammar
chose to use say or tell in any given very nervous! Reference on page 189 if you have any doubts.
situation. i She said she has a job interview

tomorrow and that she is very nervous.
e.g., Do you get out of bed in the morning
without being told?
ii She said she had a job interview My partner said that he/she got out of bed
tomorrow and that she is very nervous. because he/she set the alarm.
d a Do you take care of your appearance and
have good hygiene?
b Do you think you make good choices?
CHECK THIS OUT! 12 Complete the sentences with an appropriate
phrase using the verbs say or tell.You can use the
c
d
Do you usually take responsibility for your actions?
Do you get along with other teens and with
Language in Use box for help. adults?
Students read the information in the a Her boss e Do you think you handle criticism well?
box. Show students a newspaper b The expert f Do you have good time management skills?
article which demonstrate the use c Our teacher

d My friend
of reported speech. Invite students e The job consultant
to read online newspapers at home
to practice reported speech. CHECK THIS OUT!
Reported speech is highly used in journalism.
Therefore, if you want to practice reported speech,
you can read online newspapers or articles.
94 UNIT 5
Language in Use
Rewording statements from others
Start with this box. Write these
sentences on the board: She said
she wanted to become an engineer.
Students told the teacher about the
accident.
Practice Wrap Up
Teacher: What do both sentences 13. Elicit the meaning of eligible. Highlight common mistakes
have in common? (both sentences Check students understand any such as verb tense change
are repeating what someone said). unknown vocabulary. Note language in reported sentences and
Check the Grammar Reference at points for praise and correction. reinforce the main points of
the back of the book for more detail. the class.
134 TEACHERS BOOK

Lesson Summary
2
O
L ES S N Aim: To gain fluency when talking
about jobs.
Mixing Fun and Work Suggested Time
ons
.w ikime
dia.o rg
90 minutes
mm
Pre-Listening
co
Vocabulary
1 What kind of media consumer are you? How much time do you Terms related to professions and
spend online each day? Do you like playing video games?
unusual jobs
2 Quickly skim through this text. What do you think would be the
best title? Write your suggestions on the board and choose the Communicative Aims
one that fits best. Justify your answer.
Self-correct and reword questions
Todays teens spend more than 7 and 1/2 hours a day consuming media.
These include watching TV, listening to music, surfing the Web, social networking,
(Reported Questions)
and playing video games. Teens today are known as the digital natives and are
part of the first generation to be so closely identified with technology.
Materials
When it comes to talking about video games, almost everyone would like to voice their opinion. The palette of
choices nowadays is almost infinite and thats why design plays a very important role when choosing the right 36-37
one. Design is what makes the difference between software you have to use and software you want to use.
Emilio is a user interface designer. His job is to figure out how software and users interact with each other. When
you submit a form, what happens? How are users notified of errors? Does the form go to a new page, or submit
Dictionary
while staying on the current page? Pretty cool, huh?
Emilio lives in Santiago and works at a Canadian company called Behaviour, which is the largest independent
game development studio in Canada, specialising in the production of 2D and 3D action/adventure games for
Xbox3, Wii, PlayStation 3, PlayStation Portable and Nintendo DS. Warm Up
Based on Palfrey, J, Glasser, U. (2008). Introduction.
Born Digital: understanding the first generation of digital natives. New York: Basic Books. pp. 1-17.
Write fun, work, media, technology
While Listening
on the board and ask students:
How are these words related?
3 Listen to part 1 of Emilios interview and 4 Now listen to part 2 of Emilios interview
answer the following questions. and complete the chart with the correct
a
b
What does Emilio do at Behaviour?
What projects has he worked on there?
information.
Pre-Listening
a His interests
c Does he get to play a lot of video games?
Why? b He loves
d Does he speak English outside work? Why?
c He doesnt like
1. Students share their answers with
d His favourite the class. You may draw a question
video games
e His future plans
chart on the board to record some
f He thinks technology is of the students answers.
g His advice 2. Clarify any unknown vocabulary.
After reading, write students ideas
95 for title on the board. Answers will
vary.
Teacher: Would you like to have
Answers: His interests: music, pairs. Listen again and check their Emilios job? Why/ Why not? What
bikes, football; He loves: working answers. would be a good title for this article?
with the latest technology; He Answers: a He is a graphic designer.
doesnt like: extra hours; His b He has made games for Hollywood
While Listening
favourite video games: FPS, films. c Yes, he does. When he has
Quake live, Call of Duty; Future time.
3. 36 Students read the
plans: Masters degree in USA; d Yes, he does because he likes to
questions and then listen to part
He thinks technology is: part of socialise with his colleagues.
1 of Emilios interview. Encourage
everyones life; His advice: do 4. 37 Listen to part 2 of Emilios
students to answer the questions in
something you enjoy. interview to complete the chart.
135
Language in Use
Rewording questions with the
intention of repeating them to
LANGUAGE IN USE nciati o
someone else (reported speech) o nu n
He asked us if we went to the cinema often. Pr
Write these sentences on the He asked what time I usually went to bed.
When we report questions we make the same
board: The teacher asked if we changes to tenses, pronouns and references to
time and place as we do with statements. 7 Role-play the 2
knew the answer. Students asked dialogues. Which words
are stressed? Why?
where the teacher was. Ask Post Listening
A: Yolanda will be back on Friday.
students: What do both sentences 5 Choose the correct question. Write a sentence B: No, she wont. She will be back on Thursday.
have in common? (the word asked for each to explain why the answer you chose is
correct and the other option is incorrect.
A: I hear Derek passed his French exam.
B: French? No, he passed his Maths exam.
and that they are statements a What language do you speak at work?
i She asked if he spoke language at work.
not questions) Elicit examples of ii She asked what language he spoke at Vocabulary
direct questions and ask students work.
8 Look at the best paying jobs in Chile and place
b Do you get to play video games at work?
to change them into reported i She asked him if he got to play video
them in the categories below.
games at work.
questions. ii She asked him what do you get to play
Electric Operations Manager
video games at work. Professor
What you are doing? Jenny asked. Business Administrator
c What do you like about your work?
Legal Services Manager
When is your birthday? The teacher i She asked him what liked about his work Consultant
ii She asked him what he liked about his
asked me. work
Exploration Manager
Field Engineer
Remind students that reported 6 Rewrite some of Emilios questions reporting Business Analyst
the information. Use the following example as a Development Manager
questions are actually statements. model: Mining Engineer
Make sure they are aware that e.g., What do you do?
Electrical Engineering Manager
The reporter asked Emilio what he does.
there are two types of reported
a Is Behaviour a Chilean company? Legal x1
questions as shown in the Energy x2
examples. Check the Grammar Mining x1
b What are your future plans?
Reference at the back of the book. Teaching x1
Information
Technology x2
c Do you use English outside work? Banking x2
Post Listening Engineering x2
5. Students choose the best 96 UNIT 5
answer to report the questions

and explain their reasoning to a
partner. Pronunciation Vocabulary
6. Students re-write the reporters
questions using reported speech. 7. Choose a strong student to 8. Check students understand the
Draw their attention to the model the conversation. Elicit occupations shown in the chart
example as a model. Answers: reasons why certain words are such as professor, consultant, field
a The reporter asked Emilio if stressed. Model the sentences engineer and development manager.
Behaviour was a Chilean company. with different word stress. How words that give significance to the
b The reporter asked Emilio do they change? sentence and carry the content of
what his future plans were. c The the sentence.
reporter asked Emilio if he used
English outside work.
136 TEACHERS BOOK

Writing
9. Check students understand any
Writing unknown vocabulary. Write Snake
9 UNUSUAL CAREERS Milker and Laugher Therapist on the
Read the following paragraphs about very unusual jobs. Which job would you be willing to work in? Why?
Share your decision with your partner.
board. Ask students to brainstorm
ideas on what they think these
Snake Milker
Youve heard the phrase: What doesnt kill you makes you stronger. In this case, what jobs are about. Students read the
doesnt kill you may prove to be a life-saving substance. Snake venom is a bodily
poison and at the same time, the primary ingredient in serums that cure snakebites. descriptions and share their answers
In areas where poisonous snakes are common, animal care specialists employed to
extract venom by milking the reptiles fangs are crucial. with their partner.
Couch, C. (n.d.). Odd Jobs and Crazy Careers. ClassesUSA. Retrieved October 25, 2013 from http://www.wate.com/story/5427244/odd
10. Elicit a few unusual jobs. Ask
Laughter Therapist students to use the diagram and
If laughter truly is the best medicine, then a psychologist and Laughter Leader/
Joyologist is the doctor for you. Built on the philosophy that giggles, chuckles and belly complete it with the information
laughs is good for us, laughter therapists work with clients to help incorporate a smile
into patients daily lives. Regular doses of laughter are proven to alleviate stress, boost from the prompts. Answers will vary.
the bodys immune system, and reduce the signs of aging.
Lewis, T .(2013, June 10). Scatologist? Snake milker? Sexologist? 7 odd science careers. NBC News Science.
Retrieved October 25, 2013 from http://www.nbcnews.com/science/scatologist-snake-milker-sexologist-7-odd-science-careers-6C10271335
Speaking
10 Think of 2 unusual jobs you know or have read Speaking
about and write a description of each. If you 11. Model the dialogue to the class
dont know any, then make up the information. 11 To talk about job and professions we use
Use the following diagram to help you: the following language. Practise the with a volunteer. Then, ask students
dialogue in pairs.
to practice the dialogue with a
Where can What is A: What do you do for a living?
you work? it about? What is your occupation? partner.
B: Im a mechanic.
A: A mechanic? That must be a 12. Tell students to make their own
Name of the job lot of work.
B: It is. I fix cars every day.
conversation using the model in
A: How interesting. How many activity 11. This time they will use
cars can you fix a day?
Where can you
train for this job?
B: I can fix about 5 cars every the information from activity 10.
day, depending on how
complicated the problem is. Give them some time to practice
12 Talk about jobs and profession using the with their partners. Then ask some
following expressions in the conversation.
pairs to perform the conversation
to the class. Circulate and monitor.
97 Note language points for praise and
correction.
Wrap Up
Have students write a description of their perfect job. This can be a paragraph or a list of characteristics. It can be as
specific as students want.
For the second question, have them describe the differences between technical colleges and universities. Again, it
can be a paragraph or a list or any other type of diagram that expresses the students opinions. Afterwards, have a
conversation about both questions.
Teacher: Is a perfect job more about the actual work or the work environment?
Highlight common mistakes such as the sentence order in reported questions and reinforce the main points of the
class such as finding a career that you can enjoy.
137
Lesson Summary
3
O
Aims: develop reading L ES S N
comprehension skills and strategies
Positive and Successful
for fluent reading.
Suggested Time
Vocabulary 1 Match the following words to a definition or related idea. Can you predict the content of the text by
looking at these words?
Language related to skills, a profile f an occasion when someone does not understand something correctly.
personality, workplace and advice. b success e the way in which two things or people are connected.
c figure out a a short description of someones life, work, character, etc.
Communicative Aims d requirement b the achieving of the results wanted or hoped for.
Use context and relevant ideas to e relationship c to finally understand something or someone, or find the solution to a problem.
f misunderstanding g making you feel happy and satisfied.
communicate specific information. g satisfying d something that you must do or something you need.
(Second Conditional)
Materials NALITY
PERFECT JOB BY PERSO
38 There are many different personality profile tests around steps of the selection process.
and if you take one, they will always help you to reflect They also use it to filter when
Dictionary on who you are. It is important to keep in mind that they have too many applicants.
these tests should not be used to standardise ourselves If you knew all the requirements for
or other people, or to make people feel its not possible the job you would be more successful.
to change; they can be useful to try to understand Can personality affect your new relationships?
Warm Up important preferences for interaction. Here are the
answers to some frequently asked questions:
Yes, it certainly can. You need to identify the personality
of your supervisor/boss, realise how they understand what
How important is a personality evaluation in a you say and how they react to what you do. If you did
Write positive, successful, personality job choice? that you would probably avoid many misunderstandings
If you are thinking of professional success then personality that happen due to misinterpretations of your actions or
on the board. Then, ask students: is an important factor to consider. Frequently, people intentions.
choose a job because they want to do something Can your personality help you to be more successful
What words come to your mind while they figure out what to do. The problem is that in a new job?
they may find themselves trapped in a job or developing Yes. Sure. Whenever you decide to change your job, you
when thinking of these words? For a career they didnt like in the first place. People who have an opportunity to start your work life differently,
example: positive: nice, smile, happy, are successful in their careers are highly motivated and finding something that fits you better. The first step is to
find their jobs energizing. Their job is not a chore; its a understand yourself and find out what makes you really
optimistic, etc. Write some of challenge. happy. If you went job-hunting in these conditions you would
Could employers, who use personality tests, find more satisfactory jobs as you would look for a job that
their answers on the board. Draw stereotype applicants at some point? matches your competences, preferences and talents.
Yes, they could. However, competent and intelligent
students attention to the question: employers use personality tests as one of the many
Adapted from Ogallo, G. (2013). Importance of Personality Testing.
Wisdomexchangetv.com. Retrieved, October 28, 2013 from http://www.
wisdomexchangetv.com/importance-of-personality-testing/
How are these three words related?

Write some of their ideas on the 98 UNIT 5
board.
Pre-Reading Background Information

1. Encourage students to infer the You can find some career personality tests on the following links:
meanings of the words they dont http://www.careertest.net/cgi-bin/q.plhttp://www.quizrocket.com/career-
know. Students match the words personality-test
with the definitions. You can project the test on the board and complete it with the class.
Check the answers with the
class and ask them to predict the
content of the text below. Write
some of their ideas on the board.
138 TEACHERS BOOK

While Reading
2. Students use the information
form the reading to match the
adjectives to the possible jobs. Check
While Reading students understand any unknown
2
LANGUAGE IN USE
Based on the information in the reading, match
the personality traits to the job that best suits If you knew all the requirements for the job, you
vocabulary. There are many possible
them. Write your answers in your notebook. would be more successful. answers, whats important is the
We use if sentences to describe situations that
a caring
b patient
magazine editor
veterinarian
are imaginary or unreal. explanation they give.
c funny teacher
d demanding ski instructor
Practice
Post Reading Post Reading
4 Match the columns to make if sentences.
3 Read the Learning Tip. Do you use any of these Use the Language in Use box for help.
strategies to improve your reading? If you dont, a My boss would fire me...
3. Have students read the
practice them now.
b If I had talent for music... LEARNING TIP and do each of the
a Highlight at least five chunks in the text. c I would quit my job...
d If I had to take a personality test...
strategy exercises to practice reading
b Time your reading of the text for the first
time. Then re-read the text twice. Time e If I found myself trapped in a job I didnt like... in different ways. Monitor to make
yourself again. Was there a difference? f I would be very dissapointed..
c Read a paragraph aloud to your partner. Was
sure students are performing each
b I would be a rockstar.
___
it clear? Did it have the right stress? Listen to
e I would stop doing it.
___
task.
your partner now doing the same.
a if I came late to work again.
___
d What are your personal strategies in order
d I would try to be as honest as possible.
Language in Use
to improve your reading? ___
f if I couldnt find a job.
___
LEARNING TIP c if I had to work overtime every day.

___
Coming to conclusions based on
These are some fluency strategies you can use to 5 Now complete the following if sentences using
become a more proficient and self-confident reader.
Phrasing: the ability to read several words together
your own words. unreal situations
before pausing, as opposed to word-by-word reading.
e.g., Reading chunks of information.
a If I went job-hunting _______________ Write these sentences on the
b If I had my own company ___________
Rereading: When students repeat their reading,
their amount of word recognition errors decreases, c I would be a millionaire _____________ board: If I liked my job, I would be
their reading speed increases, and their oral reading
expression improves.
d If I had problems at work ___________ more motivated. I would be happier
e.g., Reading pattern-oriented books or texts. e I would tell my colleague off _________
at work if my boss understood me.
Teacher: Does the person like their
job? Are these phrases based in real
99 or unreal situations? Ask students
to identify the form. Students read
the example in the box.
Practice LEARNING TIP
5. Students complete the 4. Have students match the For future readings, have students
sentences. Ask for volunteers conditional clauses to create practice these strategies.
to give possibilities for option sentences. Do the first These strategies, especially re-
a. Have them share with question as a class so that reading texts, will help students to
a partner and then ask for the students have a model to grasp language visually and start to
answers for each option. As follow. see patterns that will help them
a class, decide if the answer read faster without thinking about
is correct. each word individually.
139
Pre-Listening
6. Students discuss ways to keep a Pre-Listening Post Listening
job. Encourage them to think beyond 6 If you had a good job, how would you keep it?
9
the obvious ways like arriving on Discuss with your partner and write down the
Work in pairs. Based on what you have read and
heard in this Unit and your own ideas write a letter
three most important ideas.
time and being focused. Share as a a
to a friend telling him/her what you plan to do
when you finish school. Use the following diagram
class afterward. b to organise your ideas and consider the questions.
c
a What would you do to find out what career
path to take?
While Listening While Listening b If you could choose an ideal job, what would it be?
c What features of your personality would you
7. 38 Have students read over 7 Listen to a person giving advice on how to choose to get a job?
keep your job and the words and phrases you
the words and clarify any unknown hear. Listen again and check.
d What would you do at work if you needed to
show team work?
vocabulary. Listen to the audio and a ...consistently
b ...mission statement
have students mark the phrases or c ...good attitude
d ...take initiative To find out my career
words they hear. e ...challenge yourself
path I would...
8. 38 Have students take notes f ...a good relationship with others

g ...appreciate
on advice to keep a job. Have them h ...neat and organised
i ...thankful
compare with a partner afterward j ...gossip
When I finish school I...
and then go over the activity as a k ...rumours

l ...derogatory terms
class. Play audio more than once m ...work without supervision
My ideal job
n ...a good and professional relationship.
so that students can hear all the would be...
different advice given and not just 8 Listen to the text again and take notes on 5
pieces of advice you should keep in mind for a
the 5 ideas they wrote down. future job. Share your ideas with your partner. Do
Pre-Reading
you have the same advice?
a 10 Look at the title and subtitles of these texts. Can
Post Listening b
c
you predict what the texts are about? Share
your ideas with your partners and check: Do you
d understand all the subtitles? Use a dictionary to
9. Elicit the structure of a letter e
help you.
from the class. Draw a model on

the board. Then, have students
work individually to write a letter
100 UNIT 5
to a friend about their future plans.
Tell them to use the diagram to
brainstorm various ideas before
writing. Brainstorm ideas for a Pre-Reading
fictional character first as a class 10. Students read the title and the
so that students understand that sub-sections of the text. Elicit ideas
they should be taking notes and about the content of the text.
not writing complete sentences. Teacher: What do you think hard
Their loose ideas will then be put and soft skills are? Can you give an
into letter format. After they have example of each? Why is it important
developed their ideas, monitor to to identify your specific skills?
make sure each student is using the
letter structure.
140 TEACHERS BOOK

While Reading
11. Have students skim the text
While Reading using the reading strategies from
the previous text. Were their
VOICES OF
11
NEW STUDENTS
Scan the texts carefully. Remember to use all
your reading skills and highlight the main ideas.
Were your predictions correct? Which were MMXI predictions correct? Check students
different? understand application, problem
HARD AND SOFT SKILLS solving, advantages, challenges,
TO CONSIDER FOR A JOB VOICES OF feedback, recruiters and wisely.
NEW STUDENTS
MOST IMPORTANT HARD JOB SKILLS
Hard skills are specific and the good news is that Read the text aloud as they follow.
they are abilities we can learn. These may be
required in a job application.The following skills are Then ask MMXI
them again if they understand
found in 9 out of the 10 most demanding jobs.
No. 1 Critical Thinking: The process of thinking what soft and hard skills are.
carefully about a subject or idea, without
allowing feelings or opinions to affect you. Try MOST IMPORTANT SOFT SKILLS
to identify the strengths and weaknesses of
different solutions to problems.
Most job recruiters value soft skills because they
can be as important as hard skills. Some of the most
Post Reading
No. 2 Complex Problem Solving: Identifying
common soft skills employers are looking for are the
complex problems and revising information
related to figuring out options and finding
following: 12. Students write down one
No.1.Strong work ethic: Motivation and dedication
solutions.
to get the job done no matter what challenges example of each skill. Before the
No. 3 Judgment and Decision-Making:Weighing
the advantages and challenges of the possible
come along are some of the characteristics of this
soft skill. Doing the best work you can and being
activity, ask why each skill is defined
actions to choose the ones that fit the best.
No. 4 Active Listening: Being able to actually
careful also counts. as hard or soft.
No. 2. Time management abilities: It has to do
listen to what the other person is saying,
understanding without interrupting while
with figuring out which tasks need to be done first Possible answers:
and how able the person is to work on different
speaking and asking questions or giving feedback
as appropriate.
projects at the same time managing time assigned N 1:You have a look at the
wisely.
No. 3. Acting as a team player: A person with information given and take only
Post Reading this skill is keen on working with other people in
groups or teams and will be cooperative and take
what is useful for the project.
12 Write one thing you could do to use each of the the leader role when necessary. N 2:You need to make the
following skills. No. 4.Ability to accept and learn from criticism: If
No. 1 Critical Thinking:

the person takes criticism as a way of learning, then presentation because your
he will be able to grow better as a professional.
. No. 5. Flexibility/Adaptability:The person should be colleague is absent.
No. 2 Complex Problem Solving: able to adapt to new situations and challenges.
. N 3:You ask some of your
Adapted from Doyle, A. (2013). Hard Skills vs. Soft Skills. About.com.
No. 3 Judgement and Decision-Making
.
Retrieved October 28, 2013 from http://jobsearch.about.com/od/skills/
qt/hard-soft-skills.htm
colleagues opinions and
No. 4 Time Management: participation to complete the
.
project proposal.
101 N 4:You deliver the project
proposal on time to my supervisor.
Wrap Up
Encourage students to answer the first question without much explanation. They should use the conditional tense
to describe an imaginary situation. Elicit answers from the students and write various examples on the board for
students to see the different possibilities.
The second question is more open ended. Tell students to think about how they can express their ideas using
English. When they dont know the words, what strategies do they use? When they are trying to make a specific
point, how do they make sure it is clear?
Highlight common mistakes such as the tense and structure in Second conditional and reinforce the main points of the
class such as hard and soft skills and personality traits as important factors to get the right job.
141
Lesson Summary
4
O
Aims: develop listening L ES S N
comprehension skills
Suggested Time
Excellence is an Attitude
90 minutes
Vocabulary Pre-Listening
CV, application letter terms, 1 Discuss the following questions with your class.
attitudes. What does it mean to have a good attitude?

Do you consider yourself a person with good manners?
Communicative Aims Why should you show both a good attitude and good manners at a job
interview?
Master expressions and fixed phrases a good attitude good manners
2 Read the following features necessary for a being alert, punctuality
related to specific communicative successful job interview. Which of these features motivated and self-confidence
enthusiastic. making eye-contact
functions (Future- Going to) do you possess? Mark them and ask your
partners to find out if they think the same.
Materials Post Listening
While Listening
39 5 a Work with a partner. Imagine you want the job
3 Listen to a job interview and decide if the Mr. Prez was interviewed for. Rewrite the
Dictionary following statements are True (T) or False (F). interview according to this information.
Map of the World a T Mr. Prez had worked at a computer

____
VACANCY ANNOUNCEMENT
company before.
b F Mr. Prez knows a lot about operating
____ The company Web Business is looking for an
systems. employee who fulfills the following requirements:
F Mr. Prez is competent in building web
Warm Up c ____
pages.
Knowledge about computer networks and
operating systems
d F
____ Mr. Prez specializes in editing films and Skilled at HTML and CSS validators
video games. Experience using Adobe
Write attitude, motivation, excellence, e T Mr. Prez thinks Adobe is something to
____
eat or drink.
job interview on the board. Then, ask f F The interviewer is going to consider Mr.
____ b Use the newspaper ad and these sentences to
Prez for the job. help you.
students: How are these words related? Personnel Manager: Good morning Mr/Mrs/
4 Listen to the interview again and complete
Ask students to discuss the question the missing information.
Miss... Lets start immediately. First of all, tell me
about your last job.
with their partner. Write some of their a Mr. Prez worked for Smart Computers for You: _________________________________
five (5)
______________________________ years. Personnel Manager: Ok, and what ___________
responses on the board and tick the b The person for this job should know ____________________________________?
about operating systems such as Windows, You: I have experience with _______________
ones that students agree the most with. Linux
Mac OS X , and __________________.
____________ Personnel Manager: What are _____________
c The interviewer is looking for someone who _____________________________________?
skilled at HTML and CSS validators
is _________________ You: _________________________________
create and manage the website.
to ___________
c Role-play the situation with your partner using
d computer games
Mr. Prez really likes playing _____________.
Pre-Listening the information from the box in exercise 2 to
help you improve the interview.
102 UNIT 5
1. Check students understand
good attitude, good manners. Ask
students to discuss the questions in While Listening Post Listening
pairs Write some of their answers
on the board and tick the best 3. 39 Students listen and 5. Using the previous exercise
ones. Circulate and monitor. Note decide if the statements are as a reference, students read
language points for praise and true or false. the notice and complete the
correction. 4. 39 Students listen to the sentences in the job interview.
2. Check students understand job interview again with more Afterward, students role-play
features, self-confidence. To answer detail and complete with the the interview in groups, taking
the question, they tick the features missing information. turns playing the interviewer
in the box on the right. Share partner. and the interviewee.
answers with their partner.
142 TEACHERS BOOK

Vocabulary
6. Have students read over the
vocabulary and have a discussion
about applying for a job in a foreign
Vocabulary CHECK THIS OUT! country. To start, write this phrase
These are real interview situations. What do you
6 Look at the following vocabulary. In pairs, talk
think about these candidates behaviour?
on the board as a model: Where
about applying for a job in a foreign country
of your choice. Think about how it might be She wore an MP3 player and said she could listen
to me and the music at the same time.
in the world would you apply
different from applying to a job in Chile.
inquire: to ask about something.
...announced she hadnt had lunch and for a job? Monitor to make sure
proceeded to eat a hamburger and French fries
qualify: to be suited, to have the necessary in the interviewers office. students are using the vocabulary
training. ...said he wasnt interested because the position
application: a form with questions you must paid too much. correctly.
answer when applying for a job. An applicant came in wearing only one shoe. She
references: persons who can give information explained that the other shoe was stolen off her
about someone else. foot in the bus.
7. Students look at the vocabulary
7 Look at the following sentences and use the appropriate form of the words from the table in order to words in the boxes and fill the
complete them.
recruit | paramount | overwork | wait tables | free time expenses | insertion

sentences in with the correct
words.
a John still hasnt been able to find a job related d I saw a newspaper add that said a company
to his field of expertise so he has been recruit
needed to ______________ employees. You
waiting tables at a restaurant.
_________________ should apply for it.
8. Draw students attention to the
b I have just started working for this company e The woman had been overworked
___________ for
and my salary isnt very high so I cant really a long time so she began to have health chart. Have students match the
free time expenses
afford______________. problems.
c insertion in the field of psychology
Job_____________ f paramount that you dont arrive
It is ______________
jobs to the qualities. Make sure
is very difficult because there are a lot late for your job interview. It doesnt project a students recognise that they are
professionals in the area. good image of yourself.
looking for traits that are NOT
8 Look at the following diagrams. Combine words from the two diagrams to form sentences about
personality traits which are NOT ideal for specific jobs. Try and use some of the words in the box from necessarily ideal for each job. If
exercise 7.
students have trouble coming up
e.g. Babysitters shouldnt have a short attention span because it is paramount that they are watching the children at all
times. with ideas, start a class discussion
babysitter detail oriented
about how some positive
competent visual
artist company
manager characteristics are not necessary
Jobs
Personality Traits for every job and some negative
professor salesperson
short attention
span structured characteristics are not detrimental
103 to every job. For instance, a
person who has bad attention
to detail will thrive in more
creative positions, while a neat and
Extra Activity
organised person might find such
Have students play the role of an angry boss. Have them write a positions overwhelming.
letter reprimanding an employee who is not performing well. This can b Students role-play the dialogue
be a babysitter or a more official position. Encourage them to use together. Choose volunteers to act
different tenses to describe how the employee was when they started out their dialogue in front of the class.
working and how his or her performance has become worse over
time. Tell them to use the words on the diagram as references, but
also encourage them to use the dictionary to find more specific words
related to the specific problem.
143
Writing
9. Ask students if they have ever
made a CV. What job were they
applying for? Have students discuss
the key components of a good CV Writing
9 What is the purpose of a CV or resume?
based on the example below. Have you ever written your own CV? Which are
10. a Ask students to brainstorm the characteristics that a CV should have?
Use the model below to talk about writing a
their ideas. good CV.
b Ask students to complete the CV JUAN PABLO LEMUS PREZ

following the structure of activity 9. 43824 lamos Street
Temuco
Education
10 Write the descriptions for each section below,
and then make any chages they Liceo Ines Matte Prez
base your answers in the CV of activity 9. Do not
Puerto Montt, Regin de los Lagos
think are necessary. Graduated December 2010 forget the process of writing:
d Tell students to exchange work Work Experience

5/2011 10/2012
a Pre-writing. Brainstorm ideas.
Skills
with a partner and correct their Mechanic Assistant, Kauffmann, Temuco, Regin
Araucana Eduaction
partners work. Part time job: Operated cash register and handled
tools, car parts and money. References
e Invite students to share their 5/2010 12/ 2010 Work Experience
Sales assistant, One: car parts, Puerto Montt,
work to the rest of the class. Regin de los Lagos
Part Time job: Assisted in car repairs, operated
b Drafting. Write a draft using the vocabulary
from activity 9 as a guide.
11. Have students complete their car repair machines and other car repair related
duties. c Revising. Once you have nished writing, read
own CV based on their experience. 01/2009 4/2010
your work and check it.
If they have no work experience, Job shadowing, Derco, Puerto Montt, Regin de
los Lagos
d Editing. Read your work again and check spelling
and punctuation.
Every other week. Learned from car mechanics
have them make a CV for a famous duties and car eld related duties.
e Publishing.Share your work with your classmates.
character or person (see Extra Skills
11 Design your CV now based on the sample given.
Ofce programmes users management
Activity). Holds English level B1 certicate
References
Available upon request
LIVING IN HARMONY
Draw students attention to the
importance of being responsible
in order to become independent.
Highlight the importance of being 104 UNIT 5
accountable for our actions, take

care of our duties and answer 4 medio U5.indd 104 16-12-14 13:25
for our actions. Then ask them

how they can relate their own
experiences to these concepts.
Elicit some examples if possible. To
close this activity, you could have
students personalise the OFT
by forming groups and making a Wrap Up
poster on the topic how to be
responsible at school with a list of Highlight common mistakes
tips for themselves to remember. and correct target language.
144 TEACHERS BOOK

vie Warm Up
Re w
5 These exercises can be done in
unit pairs or individually, but checking
answers in pairs before whole class
1 Write original sentences using the words given.
feedback. Have students decide
regularly CV personality compatible rumours technician
which they prefer and have them
defend their positions in order
a _______________________________________________________________________________.
b _______________________________________________________________________________.
to get them thinking about their
c _______________________________________________________________________________. learning process and the benefits
d _______________________________________________________________________________.
of working alone vs. with a partner.
e _______________________________________________________________________________.
f _______________________________________________________________________________.
2 Read the following paragraph and rewrite it in 3 Circle the correct choice for reporting information.
your own words.
a I work from Monday through Friday. 1. Check students understand the
My first job interview was a total disaster.The i She said she work from Monday through
Friday.
words in the table and have them
night before, my phone died and I woke up
very late. I didnt have time to take a shower ii She said she worked from Monday through write original sentences.
so I just threw my clothes on and ran to the Friday.
bus stop. The drivers were on a strike and 2. Students read the story once.
there were no buses on the street so I had b I am a computer programmer and I work at ICM.
to take a cab. I arrived one hour late and the i He said he was a computer programmer Encourage them to take notes to
employer didnt want to see me. Next time Ill and he worked at ICM.
make sure my phone is plugged in. make sure that they do not repeat
ii He said he was a computer programmer
and he works at ICM. the language of the story when the
4 Complete the following sentences using if sentences. rewrite it. Have students volunteer
a If I get the job at that company, I to share their versions of the story
to the class.
b I would quit my job if
3. Review the structure of reported
c If I was the company manager, I questions with the class by asking
them to change this sentence
into reported speech: I have class
tomorrow.
105 Students circle the correct sentence.
4. Students complete the conditional
sentences using words of their
choosing. When they are finished,
ask for volunteers to share their
Results will allow detecting Have students write a story that is similar answers. Make note of phrases for
weaknesses and strengths to the one in activity 2. Tell them to pay praise and correction and the end
and plan which exercises attention to the construction of the of the class.
in the Worksheets on the story and the words that signify different
following pages need to be changes in tone. Once they are done,
completed. they read their story to a partner, who
For more examples and must repeat it back. The students who
explanations go to Grammar are listening may take notes on their
Reference at the back of the partners stories and get 3 clarification
book. questions before speaking.
145
Warm Up
s h ee
5
W
practice, if so, which they need.
ts
These exercises can be done in unit
pairs or individually, but always
checking answers in pairs before 3
1 Complete the sentences with one of the words Circle the correct answer.
whole class feedback. given.
a I cant concentrate. - I told her, that ...
advice recruiters programmers subsidized i I could not concentrate.
ii I was able to concentrate.
iii I would not can concentrate.
a People who look for candidates for a job are
. b Youve got nothing to worry about. - They
1. Students complete the sentences b Schools that are financed by parents and told me that ...
i you had nothing to worry about.
with the words from the table. government: .
ii I had nothing to worry about.
c Something someone tells you as a suggestion iii I would have anything to worry about.
Check students understand the is a piece of .
meaning of words and context in d Information technology involves jobs like
c I believed in Richard. - Her excuse was, that...
i she did believed in him.
sentences. . ii she had believed in him.
iii she had had believed in him.
2. a Students match the words and 2 a Match the columns to complete the word groups.
d I am an optimist - He said ...
phrases to complete the job word a apply for d attitude
_____
i he was an optimist.
ii he would be an optimist.
b neat and f confidence
_____
groups. Do this activity as a class c technical a a job
_____
iii he had been an optimist.
so they understand that these are d positive e hunting

_____
4 Complete the dialogue with phrases in reported
e job b organized
_____
speech. Be creative!
general phrases and not concrete f self - c career
_____
A: I just went to a job interview, it was crazy,
vocabulary words. b Write six sentences that are true to you using
the manager screamed, Everyone has to
stay 3 hours extra!
all the word groups.
b Students write six original B: She really said ______________________?
a A: Yeah, unbelievable, right?
sentences using the phrases. b B: Once my boss started screaming like that.
3. Students circle the correct c A: I remember you told me he said ________
__________________________________
reported sentence based on the d B: Yeah, Im so happy I found a new job since then.
e
prompt. Have them check in pairs A: We are lucky, I was talking to my father
about the job situation when he was
f younger and he said _________________.
afterward. B: I know! my mum always tells me ________
4. Students complete the dialogue __________________________________
using reported speech. Review

106 UNIT 5
as a class afterward and ask
for volunteers to role-play the
dialogue as a class. Answers will
vary. Extra Activity
Using the dialogue in activity 4 as an example, have students create their
own dialogues using the vocabulary words from activity 2. Encourage
them to think outside the box and create a dialogue that is different from
the employer-employee dialogues that they have seen throughout the
unit. When possible, always encourage students to use the vocabulary
from the units in other contexts so that they avoid repeating things from
the unit.
146 TEACHERS BOOK

s h ee 5. Students complete the
or k sentences with their own ideas.
5
W
ts
Ask for a volunteer to complete
unit
sentence a and tell students to be
as creative as they wish.
5 Complete the sentences with your own ideas. 7 Look at the following newspaper ad from a
a If I had the chance to do it again, I
Government organisation. Imagine that you 6. Students read the situations
want to apply for the position and write a text
explaining why you would be an ideal candidate. and offer a piece of advice using
You must write between 120 and 150 words.
b I would go back to school and get more
conditional phrases. Introduce
qualifications, if exercise by writing My neighbours
JOB OPPORTUNITIES
c If I were you, I
say my music is too loud, on the
A Government organisation is looking for board. Have students offer you a
employees that comply with the following
requirements:
d If you dont follow the recommendations, I
Highly motivated
suggestion using the conditional
Proactive tense. Write their suggestions on
Neat and organised
e I would be able to buy a new car if
Flexible and adaptable
the board so they can refer to
Able to work without supervision them while doing the exercises.
If you are interested in applying to the
6 Read the following sentences and write a solution position, send us your CV to: government@ 7. Students write a paragraph
using if sentences and your own ideas. organisation.org
e.g., She got fired from her job.
explaining why they would be
If I got fired from my job, I would take long holidays. the perfect candidate for a job
a Bill doesnt like his job. offer. Check students have the
Pedro wants to go to USA but doesnt know vocabulary to write. Elicit one
English.
or two sample sentences on the
b Johanna wants to get a new job. board. Suggest using vocabulary
and expressions from the reading
c Alfredo didnt get the scholarship to study in
Australia. on page 101. Remind them to
start by brainstorming ideas of
d Pablo didnt qualify for that job.
what they would like to include
e My father got fired from his job in their paragraph. Reinforce the
use of connectors to join ideas.
107 Circulate and monitor students
work.

Highlight the good Activity 6 can be done as a class to make
results and write down sure that all students can see the thought
the common mistakes process behind the exercise. Sometimes it is
for recycling and extra easier for students to hear the explanations
practice during the and reasoning behind possible answers,
next units. which isnt possible when they are working
on their own. In the more open-ended
exercises, always consider this option as a
way to decide if the class is ready for the test
and which things are not as clear to them.
147
Lesson Summary ject

Pro
Aim: Revise and recycle contents 5
from the unit by personalising unit
context.
Interview
Suggested Time
1
45 minutes Look at the advert. Which job would you prefer
and why?
2 a Decide with your class and teacher how long
you need to prepare this interview. Decide
Materials what rubrics and criteria you will use to
Dictionary wanttowork.com evaluate the final presentation.

b Work in pairs. Read the advert again and
Job opportunities for students decide which job you are interested in.
Are you a student?
c Read the questions below and answer them
Are you looking for work? with your own information. If you want, you
can make up some information. Check the
We are looking for hard-working, enthusiastic people to fill
Warm Up vacancies in:

tips given in lesson 4 about job interviews.
Services: bars and hotels d Take turns with your partner to ask and
Retail: shops and petrol answer the questions mocking a job interview.
stations
e Decide with your partner who will be the
Ask students: What is the most
Sales and promotion
Events: sports, music interviewer and who the interviewee and
festivals, catering and practice to present it to the class.
important question to ask in a job stewarding
Mystery shoppers f While the rest of the class presents, remember
to evaluate according to the agreed rubrics
interview? As a class, debate which We also have vacancies in
the voluntary sector and and criteria.
single question is the most significant for the summer holidays.
for choosing an employee. Contact us to find out more! 012 345 6789
3 Interview Questions 9 3
a What job are you applying for?
1. Remind students about the b Tell me about yourself.
c Why are you interested in this job?
importance of a job interview and d What are some positive attributes you have that are related to this job?
what makes a candidate perfect for
e What do you know about our company?
a job. Refer to lesson 3 and 4. f What would you prefer a part-time or a full-time job?
Students have a look at the advert g What motivates you?
h How well can you handle pressure and stress?
and decide which job they prefer. i Why should I hire you?
2. Once they have decided on the j What are your salary expectations?
k Do you have any questions?
job, they answer the questions
individually and then take turns to 108 UNIT 5
ask and answer with their partner.

Remind them that they can make
up information if they dont have Wrap Up
it. Read the questions aloud so
3. Here, students can fill Have volunteers role-play their
students can clarify any doubts and
in their questions before dialogues in front of the class. Using
elicit some sample answers. Assign
asking them. Encourage the rubrics, have students evaluate
practice time before presenting to
students to use follow-up their classmates and vote on various
the class. Go over the rubric on
questions based on what categories. Who had the funniest
page 187 in the Students book
their partner says instead interview? Who had the most creative
before presenting.
of sticking to a script they interview? Who had the most difficult
have pre-written. questions?
148 TEACHERS BOOK

yP
5
ss
M
Aim: Assess performance of
unit students in themes and concepts
Listening revised in the unit.
1 Listen to a conversation between Sally and
d Sally plans to Suggested Time
i tell her mum about her plans immediately.
Paul and circle the correct answer.
ii give her mum different reasons for decision to 45 minutes
a Sallys mum wants her to. take a gap year.
i become an engineer. iii explain to her mum that she wants to live Materials
ii travel around the world permanently in Italy.
iii study architecture in Italy. 40
e Sally thinks her mother is
b Paul wants to do an apprenticeship because i too structured.
ii not well organized.
Dictionary
i he hates the idea of going to university.
ii he wants to work and learn at the same iii very chaotic.
points /5
time.
Writing
iii his mum thinks its a good idea.
c Paul has already spoken to
Warm Up
2 Write a brief summary about what you want to
i some plumbers.
do when you finish school. Use information from
ii an electrician.
iii some friends.
the Unit to do so. You may ask students to complete
Reading
points /10
this section individually or in pairs.
3 Read about the most demanding careers and answer the questions. Write sentences describing the skills
needed for each job.
TOP JOBS FOR THE NEXT10 YEARS. Listening
Computer Programmer: Developing new operating systems and common code bases has allowed many
more industries to develop custom software solutions.
Environmental Engineer: Environmental engineers are responsible for studying, evaluating and managing
1. 40 Students listen to a
the harmful effects of human activity on the environment. conversation and circle the correct
Networking Specialist: Different from a traditional computer programmer, a networking specialist is
responsible for installation, configuration, maintenance and support of networks server hardware, network answer. Play the audio twice.
infrastructure, and network operating systems.
ESL/EFL Teacher: Involves teaching students of all ages whose first language is not English, through the
development of language skills to ultimately be able to communicate in English.
a
b
Writing
c
d 2. Students write a summary
points /5 about what they want to do when
Keep practising Lets review Good job! Brilliant! they finish school. Ask them to
0-5 6-10 11-15 16-20 write on a separate sheet of paper.
109 Its suggested to assign time to
carry out these types of activities.
Check students have the vocabulary
to write. Elicit one or two sample
Wrap Up Reading sentences on the board. Suggest
students to use vocabulary and
Check students answers on 3. Students read a paragraph about expressions from lessons along the
the board and elicit correct the most demanding careers unit. Remind them as well, to start
answers when applicable. in the next 10 years and write with a brainstorming of ideas of
Try to give positive feedback a sentence describing the skills what they would like to include in
to students based on what needed for each job. Remind their summary. Reinforce the use
they achieved, reinforcing the them about the soft and hard skills of connectors to join ideas.
importance of lesson and text from earlier in the unit. Circulate and monitor to answer
practice time. students doubts.
149
Transcripts
Unit 5 Emilio: Yes, when I want to, but I also have a lot of work
to do.
Interviewer: What language do you speak at work?
Track 35 page: 91 Activities 3 and 4 Emilio: I speak mostly Spanish, but also English. A lot
of people speak different languages, but we
These days, many high school or university students are getting need English as a common language, especially
part-time jobs during the week. concerning computer technology.
The reasons why many of them are getting so enthusiastic to Interviewer: Do you use English outside of work?
get a job may be due to the following reasons: Emilio: Yes, I like to socialize with my foreign colleagues at work.
To get something else to do that is useful.
To make their own money for free time expenses.
To make money to help finance a degree.
Pros: Part 2
Jobs are opportunities for teenagers to learn work skills
Interviewer: What are some of your other interests?
they will need throughout their lives, such as how to fill
Emilio: Music, especially ska, punk, and hardcore. I also ride my
out an application, how to do well in an interview, how to
bike everywhere and play football when I have time.
work responsibly, and how to get along with co-workers
Interviewer: What do you like most about your job?
and superiors.
Emilio: I like working with the latest technology.
Jobs can be taken as opportunities to build confidence
Interviewer: And what do you like the least about it?
and independence.
Emilio: Working extra hours. We have deadlines and we
Jobs assist students in managing their finances responsibly.
need to work so that the game is finished on time.
Jobs are excellent chances for students to find the essence
Interviewer: What are your favourite video games?
of their career paths.
Emilio: II play online games like: Quake Live, Call Of Duty: Ghosts,
Cons:
and now I play Battlefield 4.
Students who work more than 13 to 20 hours a week are
Interviewer: What are your future plans?
more likely to feel stressed.
Emilio: I would like to do a masters degree in the United
Students who work may have more difficulty maintaining
States. I think it will improve my chances of getting
friendships or doing other extracurricular activities.
a better job with a higher salary. It would also be
Overworked students may have less time to sleep, exercise,
a great life experience to live in another country
and spend time with their families.
and learn about the culture.
Interviewer: How important do you think it is to be familiar with
Track 36 page: 95 Activity 3 computer and Internet technology nowadays?
Part 1 Emilio: I think today technology is part of everyones life and
Interviewer: What do you do? thats also why so many people play games just for fun,
Emilio: Im a graphic designer. My job title is User Interface too.
Graphic Designer. Interviewer: What advice would you give a student here in Chile
Interviewer: Where do you work? who is trying to decide what to study and where to
Emilio: At a video game company called Behaviour study?
Interactive. Emilio: I would tell them to look for something they really
Interviewer: What do you do at Behaviour? enjoy doing, because they will have to do it 8 hours a
Emilio: I create game interfaces, like splash screens, menus, day, every day! So its a difficult decision.
HUD, the tally, etc.The users need to be able to Interviewer: Thanks Emilio, that was great!
interact with all the screens. Emilio: Youre welcome.
Interviewer: What interesting projects have you worked on
there? Track 38 page: 100 Activities 7 and 8
Emilio: Weve done lots of work making games for
Hollywood films, such as the Ice Age movies, HOW TO KEEP YOUR JOB
and at the moment were making a game for Try to be on time. This shows they consistently count on you
a new Will Smith movie thats just about to be for work.
released. Have a good attitude everyday and you will do a better job.
Interviewer: That sounds like a lot of fun! Do you get to play Do your best work. Find new ways to challenge yourself through
video games? smarter, faster and more effective and efficient work.
150 TEACHERS BOOK

Cultivate a good relationship with others. Work in teams when my mother that you were going to study Aeronautic
appropriate. Engineering at university next year.
Always be alert to training possibilities and new assignments. Sally: Thats my mothers plan! I want to take a gap year and
Take on new duties or assignments no one wanted if you have time. travel to Italy and Spain.
Try to participate in your company celebrations, reunions, seminars Paul: Goodness! Im planning to become an apprentice. Its the
and any other extracurricular activities you are invited to. best of both worlds. You get paid and learn at the same
Be neat and organised in all your tasks. time. Ive already spoken to a local electrician. He works
Appreciate the job you have. with a team of apprentices. I start in July.
Dare to innovate and create in the position you have at work. Sally: Sounds good! You can learn a lot, and youll always have work!
If necessary, do what is required even though its not on your Paul: How are you planning to convince your mother about
list of duties. your gap year idea? Shell go mad.
Whenever you are not busy, see if you can help complete Sally: Well, my next argument is that twenty per cent of the
someone elses tasks in the spirit of team work. people who finish a degree course never work in that field
Do not waste your time gossiping or spreading rumours about in their life. I think many young people and their parents
a colleague or your company. are too structured.They think you have to go automatically
Show pride in yourself and respect toward others. from primary education, to secondary education to
Motivate yourself and learn the ability to work without university, and then to work. Other cultures dont think the
supervision. same way. I can go to university at any point in my life not
Work to have a good and professional relationship with your that I will ever want to be an engineer!
supervisor. Paul: Um, Im convinced, but knowing your mother
Sally: Then Ill remind her of my cousin Alfred. He studied for
Track 39 page: 102 Activities 3 and 4 nine years and after he left university he opened an
Internet caf!
Man: Okay, Mr. Prez. First of all, tell me about your last job.
Mr. Prez: Well, I worked for five years at Smart Computers. Track 41 Extra Test Unit 5 An English Course
Man: Okay. Smart Computers. And what do you know
about computer networks and operating systems Ian: Blarney Language Centre, Cork. Ian speaking.
including Windows, Mac OS X, Linux? Yvonne: Good morning. My name is Yvonne and Im from Chile
Mr. Prez: Well, let me see. I dont know those films but I can and I want to take an English course this summer.
tell you for sure that I did use computers to watch Ian: Good! Now, how can I help you?
free movies every night at my last job. Yvonne: Well, I need some advice about what course to take.
Ian: All our courses are for small groups of adult students.
Man: Right. And how about tools and skills for building We offer good-quality classes, great teachers and a
web pages? We are looking for someone who is social programme with interesting cultural activities.
skilled at HTML and CSS validators, link checkers, Yvonne: Id like to have some classes and some fun, too.
and an understanding of content on the web to Ian: Then Id recommend our three-week General
create and manage our site. English course.
Mr. Prez: Umm . . . uh, web page, web page. Huh . . . I dont Yvonne: OK.
think Ive watched that film or is it a bookand Im Ian: Classes are held in the mornings from Monday to
afraid Ive never used thowse HTML things. Friday and run from 8.30 until 2.15. Usually you
Man: Huh?! And what about Adobe? have two teachers.
Mr. Prez: Well . . . I think Ive tried Adobe at a foreign friends Yvonne: What are the teachers like?
home or one time but I didnt like it very much! It Ian: Most of our teachers have been with us for a
tasted weird, if thats what you mean. few years. They are all fully qualified and very
experienced.
Man: Okay, Mr. Prez, I believe I dont have any more
Yvonne: What activities can students do?
questions for you.Your information has been very clear!
Ian: The activity programme starts with a tour of the city
Mr. Prez: Oh, and I dont only watch films I also play computer so you can meet the other students and see around.
games. Yvonne: Thats good! How much is it?
Man: Right, right.Thanks Mr. Prez. Please dont call us, we will Ian: For the three-week course Ive described, including
call you. classes, activities and accommodation, the price is 1,000.
Yvonne: And where do I go when I arrive at the airport?
Track 40 page: 109 My Progress Unit 5 Activity 1 Ian: You dont need to worry about that because we
collect all our students at the airport.
Sally: Hello Paul, are you here to see the career counsellor too? Yvonne: Thats wonderful! Ill fill in the registration form today!
Paul: I am. Im surprised to see you, though. Your mother told Thanks for your help.
Ian: No, thank you!
151
PHOTOCOPIABLE
tra Tes
x
5
t
E
unit
Listening
1 Listen to Yvonne, who is from Chile speaking to Ian in Ireland. Yvonne wants to study English in Cork, a city in
Ireland. You will hear the conversation twice.
Take notes on what Ian says about the following things:
a the classes
b the teachers
c the activities
d price
e arriving in Cork
points /7.5
Reading
2 Read this article about a very lazy man and hard-working wife. Then answer the questions below.
A recent United Nations report states that South African men work on average just four-and-a-half hours a
day. However, they are workaholics in comparison to Jon Ecclestone from England.
The man, who has been married for twenty-two years, makes his wife and two children do everything around
the home. He hardly ever does anything to help.
His wife, Margaret, takes a cooked breakfast to him in bed every morning before he leaves for his job as a
mechanic. Then, its a rush to get all his washing and ironing done before starting on the chores around the
home. I do all the DIY jobs, like painting the garden fence and fixing the taps in the kitchen and bathroom.
And thats as well as all the vacuuming and dusting. I also work outside the home of course she says.
Jon hopes his dinner will be on a tray waiting for him when he gets home so that he can take it upstairs to
eat on the bed while watching TV. He never buys his family birthday or Christmas presents. Instead he gives
them a ten-pound note each from his wallet, if he remembers! I havent bought myself any clothes since weve
been married, he says. My wife buys me everything. I dont even know my size. Jon is so lazy that instead of
walking the dog, he holds the leash out of the car window as his son drives the car slowly round the block.
a Have Jon and his wife been together for over two decades?
b What does Jon do for a living?
c What does Margaret do at home?
d Who does Jon have his meals with?
e How does Jon walk the dog? points /5
Writing
3 Would you study English in a place like the language centre described above? Write approximately 120 words on
the advantages and disadvantages. Mention the benefits for your CV.
points /7.5
0-5 6-10 11-15 16-20
152 TEACHERS BOOK

tra Tes
x
5
t
E
unit
Warm Up
Ask students: Would you ever take a private English class? Would you like to travel to an English speaking country?
Which one? Why? Have a discussion about how travel can help people improve their English skills.
Listening
1. 41Have students listen to the conversation and take notes on specific points while they listen. Encourage
them to listen more casually the first time the audio is played to see if they can follow the flow of the
conversation.
Reading
2. Students read the article about a couple. Set a time limit for them to read (10 minutes)
Answer: False Solutions
Writing
3. Students write about the pros and cons of studying in a language centre like the one described in the listening.
Wrap Up
Have students swap their tests with the person in front of them. Go over the answers as a class
and clear up any doubts the students might have. Play the audio again if students have doubts about its
contents. Poll the class to see what the most difficult part of the test was. As a group, decide on strategies that
students can use to improve in that particular area. Collect the tests to correct the writing section.

In Chile, more and more women are entering the Some common note taking mistakes are
workforce and helping to provide for their families.
Poor labelling: Students tend to write everything
In the article, the woman states that she also works
they here without thinking about how they will
outside the home, of course. This is an increasingly
find information later.
relevant problem to discuss in a classroom, as a many
Chilean women are faced with both a job and an No numbering or emphasis: A key element of
entire house to run. Many men have risen to the note taking is putting emphasis on the main ideas.
occasion and divide the work equally, but it is still very When students write every word and do not
common for men to assume that they do not have to organize their notes in a clear way, they are not
help out in the house merely because of their gender. as helpful and can end up confusing the student
If there is extra time, talk with students about a way more.
to change this pattern.
153
PHOTOCOPIABLE
5
1 a Add 3 adjectives to the box. 2 should be negative.
Careful, interesting, clever, cool, confident, pessimistic, polite, quiet,
b Think of a person you admire and use three of these words to describe the person
c Choose 5 words to describe yourself. Use a dictionary if necessary.
2 Choose a word from each circle. In three minutes write as many phrases as possible. eg., earn a salary
fill out recruit a CV - a photo

earn - do - take a salary - your father
VERBS NOUNS
get ask for a reference - an exam
look like - write a form a job employees
3 a Look at the table. Which adjectives apply to the people who are good at the job? Share with your partner
Jobs Adjectives
Actors Confident
Artists Decisive
Doctors Motivated
Nurses Creative
Waiters Organized
Farmers Strong
Pilots Honest
Miners Flexible
Lawyers Hard-working
Carpenters Responsible
Bricklayers Capable
Police officers Inspirational
Journalists Patient
Undertakers
Receptionists
b Choose five and write about the skills the people need to do a good job.
e.g., Pilots need to be very responsible and well organized to follow all the safety procedures.
154 TEACHERS BOOK

5
Warm Up
Draw students attention to the list of jobs in activity 3 and place them into groups. Have them pick jobs for
the other people in their group and describe why they chose them.
1. a Students add 3 words to the box, 2 of which must be negative. Answers will vary.
b Students use three of the words to describe a person that they admire. Remind them that the negative
words can also apply to someone admirable; no one is perfect.
c Students use either the words from the activity or other words from the dictionary to describe themselves.
This can be in paragraph form or in 5 separate sentences.

2. Time students for three minutes while they match 2 phrases from each circle and write as many different
sentences as possible. Ask students to share their best sentences.
Answers: fill out a form recruit employees earn a salary - do an exam take photos - get a job ask
for a reference - look like my father write a CV
Wrap Up
Have students share some of their answers to activity 3 and start a discussion about skills and jobs. Ask
students: These are all positive qualities, but what about the negative qualities people have? Is there a way to adapt
your flaws to your job? What are some examples? Elicit ideas about how to make your flaws work for you in
every aspect of life. What strategies can the students offer you?

Learning, for visual-spatial learners, Language students tend to literally translate phrases
takes place all at once, with large chunks of they do not know how to say in their second
information grasped in intuitive leaps, rather language. In Spanish, this happens all the time with
than in the gradual collection of isolated facts, phrases such as, practice sport and make a party.
habits gained through practice.
Make sure students are using the correct word
In these exercises, the information is presented
groups to talk about jobs.
in a visual way to benefit not only the students
who can memorize facts, but also those who Pay attention to:
need to see the content as a whole before Earn, make in Spanish, people win their salary or
breaking it down into sections. Pay attention living.
to the students who gravitate more to this Take in Spanish, people give an academic test.
material so you can be aware of the different Look like- in Spanish, people appear like their parents.
learning patterns of each student.
155
UNIT 6
Spending Time Together 6 Spending Time Together
unit
Getting Started
Students work in small groups.
Give them a topic connected to
each lesson in this unit, e.g. Going
Out with Friends, Free Time, Travel,
Sports. Start by giving one topic,
e.g. Make a list of the 10 most
popular sports in Chile. Each group
makes a list and the first to finish
gets a point. Give additional points
to any group with creative and
original ideas. Continue with other
topics, for example:
10 things to do when you go Discriminate between the main idea/s and Integrate listening skills as a basic for oral
irrelevant information to summarize the interaction.
out with friends. central meaning of the message. Signal attention, understanding agrrement and
Distinguish between fact and opinion by disagreement to initiate, maintain and close a
10 things you shouldnt do on a identifying explicit and implicit information. conversation.
date. Listening and Understanding Writing
10 things to do in (name of city/ Use previous knowledge of different Use connectors to sequence sentences in
topics, non-verbal clues, gestures and a logical, cohesive and coherent way for
town) intonation to anticipate the content of the communicational purposes.
message and to whom it is directed. Correction of cohesion and coherence of their
10 things to do on a rainy day. Identify relevant details to find out the writing tasks according to its communicational
main points of a listening text. purpose and audience.
10 most popular tourist
destinations in Chile. Living in Harmony
Understanding relationships with friends and family while respecting other cultures.
10 extreme sports.
10 places to eat in the city 110 UNIT 6
where you live in.
Find things to do in Chile the easy way, by booking Chile tours and
Read the Living in Harmony section,
activities through Expedia. Whether youre traveling with friends,
keeping in mind that this is an OFT. Draw
family or that special someone, Chile has something for you.You can
students attention to understanding
count on Expedia to have great rates on trips to tourist attractions
relationships with friends and family
in Chile where you can experience the culture or find the best
while respecting other cultures. Then,
local things to do.
ask them how they can relate their own
http://thingstodo.expedia.ca/chile-activities/
experiences to these concepts.
156 TEACHERS BOOK

Lesson Summary
1
O
L ES S N Aim: Give advice and
recommendations in English.
Going Out with Friends Suggested Time
90 minutes
Pre-Reading Vocabulary
1 Answer the following questions. In pairs, compare your ideas. Dating, relationships, love
a What can you see in the picture? Communicative Aims
b What do you think is taking place?
c Who are the people on the picture? Integrate oral and written
d Why are they there?
expressions when giving advice
While Reading (Modal Verb - Should)
2 Read the subheading of the article. In pairs, make some predictions about what the article is about. Materials
a What specific things are parents worried about?
b What recommendations do you think the experts will give? 42-43
Some parents are worried about their teenagers find partners and friends who have similar interests and abilities Dictionary
relationships during their school years. to their own. This is especially true for the girls who are more
Here are a few recommendations from the experts. interested in their future.
When teenagers start going out with their friends or
dating, parents should never forbid it. Experts consider
Once teenagers start having boyfriends or girlfriends, parents
are not sure when to meet them. Parents should be attentive to
Warm Up
this to be the worst strategy. Adults should try keeping these situations and when they notice their kids growing interest,
open communication with their youngsters and monitor that is the moment to invite the friend to their homes. Pre-teach the following words:
their outings. However, if most of their time is spent going Experts say that healthy and non-violent relationships among
out with their friends and not studying and their marks teens will help them to develop non-cognitive skills such as ask someone out: ask someone
communication, empathy and negotiation.These are all skills they
at school are affected as a result, parents should speak
to their son or daughter openly to address the problem. are going to need in the adult world they are about to enter. to go and do something together.
Many parents think that their kids friends are a bad
influence on their own teenagers.The experts ask them to
One last thing to keep in mind: according to research, if
adolescents are able to adapt to their environment and develop
a blind date: a romantic meeting
consider that not all the blame should be on the outsider
and to reflect on why their adolescents were attracted to
good relationships with their peers during school life, there are
strong probabilities of them choosing a partner who will have
between two people who have
that kind of company in the first place. Experts agree that similar aspirations. never met before.
the more children grow up, the more they search for and Adapted from Madsen, S. D. (2008). Parents Management of Adolescents
Romantic Relationships Through Dating Rules: Gender Variations and Correlates
of Relationship Qualities. Journal of Youth and Adolescence 37.9. Pp. 1044-1058.
go on a date: to go somewhere
with someone you are
Post Reading
romantically interested in.
3 In your notebook, make a list of recommendations 4 Discuss the questions in groups.
from the article.
a Were your predictions correct?
love at first sight: when you feel
b What do you think about the experts
recommendations?
romantic attraction to someone
c What do parents usually do in your region? you see for the first time.
111
Pre-Reading
1. Students get together in pairs,
read and discuss the questions and
write down their ideas. Circulate
and monitor.
Post Reading
While Reading
4. Have students discuss possible 3. After reading, students make
answers to the questions in groups a list of recommendations. Pre- 2. Students read the subheading
and then share ideas with the class. teach the use of should by and then discuss the questions
Answers will vary. eliciting from students and get with a partner. Clarify any
them to work in pairs or small important vocabulary they might
groups. Answers will vary. not know.
157
Writing
5. Read and explain the topic of
the article to students and have Writing Pre-Listening
them brainstorm their ideas on 5 8
Write an article (100 / 120 words). Give your In pairs, discuss these questions.
paper before writing. parents advice on how to act when meeting
What kind of problems do teenagers have?
your boyfriend/girlfriend for the first time. Use
a diagram to organize your ideas and put the
Have you ever asked for advice? Why/why not?
information in several paragraphs. What was your problem?
Pronunciation
While Listening
6. Elicit examples of contractions
in English, e.g., its, hell, isnt, etc.
STEP IT UP! s
Do these words have the same or different meaning in
9 Listen to teenagers asking for advice. What
are their problems?
Students rewrite the sentences English as in Spanish? Find 5 more words that have the
same characteristic.
a
b
using contractions. relation
c
popular
Answers: a I dont like people who result
10 Listen again and complete the sentences.
are egocentric. b I wouldnt go

negative
adolescent
a The first callers friend is quite popular; he
out on a blind date. c I have a few These words are called cognates and will usually help
marks
gets good ______________ and hes very
athletic.
friends and theyre like family to you understand a text. But be careful with the false
cognates. e.g., Compromiso means commitment not to b She thinks that if she asks him out, it might
me. d I cant see the point in speed compromise.
friendship
ruin their __________________.
dating. e It doesnt bother me if my c The second caller is quite

nciati o
o nu
_______________.
shy
friends call me all the time. n
Pr d He cant sleep at night and gets terrible
7. Wait for students to work headaches
__________________.
together and correct each other. 6 Rewrite these e The last callers brother doesnt accept
any help
__________________ from her.
sentences with
Then have whole class feedback contractions. f She thinks her brother needs to
relax
___________________ more.
for clarification. a I do not like
people who are egocentric.
b I would not go out on a blind date.
Post Listening
Pre-Listening c I have a few friends and they are like family
to me.
d I cannot see the point in speed dating. 11 What advice would you give the teens about
8. Read and explain the questions e It does not bother me if my friends call me their problems? Discuss in pairs.
all the time.
to students and then have them 7 Work in pairs. Say the sentences with
get together in pairs and take contractions.
notes of their ideas in order

to share them with the class.
112 UNIT 6
Incorporate the LEARNING TIP
box for this activity as well.
While Listening
STEP IT UP
track and write down the answers. Use this section for extra practice
Answers: a Shes too shy to ask her or for fast learners. Students think of
friend out. b Hes stressed because examples of cognate words, as well as
he started going to a new school. false cognates.
c She wants to help her brother Post Listening False cognates:
but he always gets angry. actual: real, fact
10. 42 Have students read the 11. Have students get la asistencia: attendance
sentences first and complete. Play together in pairs and discuss la red: network, net
the track again so that students can the advice they would give. sensible: sensitive
check.
158 TEACHERS BOOK

SPEAK OUT!
Draw students attention to these
While Reading alternatives for giving advice. As a
SPEAK OUT!
Giving advice: 14 Read the poem. What do you think the class, discuss one of the problems
You should/shouldnt
Its a good idea to...
title is? With a partner, give the poem a title.
from the listening activity on
My suggestion/advice is (to)...
If I were (you, him, her) Id... I never dreamed I could love page 112 and offer advice. Elicit
Have you tried + verb-ing...? someone like you
In my wildest dreams did I think examples using the prompts.
Id meet you
Speaking But one sunny day, you walked into my life Teacher: Which expression sounds
And I fell head over heels in love with you
12 Think of three problems that you or someone I had never been in love before
more familiar to you? In which cases
Until the moment I met you
you know has at the moment. Take turns asking
your partner for advice and giving advice. Use and opened my eyes
would you use it?
the Speak Out! box for help. To all those wonderful things in my life
I thought my first love would last forever.
But here I am with my thoughts
Gone are your smiles, gone is your love
CHECK THIS OUT! Wondering where you are now
Public displays of affection (PDA) are acts of physical What is the cure for so much hurt?
intimacy in the view of others. What is an acceptable
display of affection may be different depending on
Theresa - 18 SpeakING
the culture and context. In some cultures people are
offended by displays of affection in public places, such 12. Students work in pairs
as the street or a park. Some organizations even have Post Reading
rules limiting or prohibiting public displays of affection.
What are your countrys norms or laws on displays of
and think of problems they or
15 Discuss the questions with your partner.
public affection? someone else may have and ask
a What is the poem about?
b What is the best advice for someone who their partner what advice they
has a broken heart as in the poem?
Pre-Reading would give. Monitor to check
13 What do you think the expression fall head over 16 Match the words and phrases with the definition. they use should and other
heels means? a in my wildest dreams
b fall head over heels
structures to give advice from the
c last forever SPEAK OUT box. Make notes of
d the cure
utterances for delayed correction.
d the remedy or something that helps you
___
Answers will vary.
recover
c never-ending
___
a unbelievable
___
b be infatuated
___
CHECK THIS OUT!

113
Students read the information in
the box. Discuss with the class
what is acceptable in Chile.
While Reading
14. Students read the poem and
Post Reading decide on a title in pairs. Ask for Pre-Reading
16. Students match the volunteers to share their titles and 13. Write the expression fall head
definitions with the words and to write them on the board. Decide over heels on the board, then ask
phrases. Then they check with as a class which is the best title. students to look at the picture
their partner to see if they have 15. Have students discuss the of the couple and relate it to the
the same answers. questions in pairs. Answers will vary. expression.
159
The Cure is an English rock band
that first released music in the late
1970s. The band plays gothic pop-
Pre-Listening
rock music. The Cure played at the
17 Song: Boys Dont Cry The Cure
National Stadium in Santiago on the
What do you know about the band The Cure? Which type of music do they play? Are they popular among
14th of April 2013. teenagers nowadays? Why/Why not?
While Listening
18 Listen to the song. Put the words in the box into the song.
Pre Listening plead unkind mind hiding stay granted
17. Have students read the questions I would say Im sorry
and elicit what they know about the I would say Im sorry
mind
Cure. Before listening, students can If I thought that it would change your (a)____________
But I know that this time
Ive said too much
try to predict which words go in the unkind
Been too (b)____________
gaps. I try to laugh about it

Cover it all up with lies
I try and
Laugh about it
hiding the tears in my eyes
(c)____________
While Listening
cause boys dont cry
Boys dont cry
I would break down at your feet That I loved you

stay
18. 43 Students listen to the And beg forgiveness
plead with you
(d)____________
If I thought that you would (e)____________
But I know that its no use
track and check their answers. But I know that

Its too late
That youve already
Gone away
And now theres nothing I can do
Misjudged your limits
So I try to laugh about it Pushed you too far
Cover it all up with lies granted
took you for (f)____________
Post Listening I try to laugh about it I thought that you needed me more
Hiding the tears in my eyes
cause boys dont cry Boys dont cry
I would tell you Boys dont cry
19. 43 Students listen again and
discuss the message of the song. Post Listening
Clarify any unknown vocabulary. 19 Listen again. What is the message of the song?
114 UNIT 6
Extra Activity
Have students get together in
groups of three and write a new
verse for the song using the
words from the box. Students Wrap Up
present their verses to the class Students write down one question related to the topic of the lesson or about
and together with their classmates a point which was not clear. Students ask and answer in pairs. Give them
they decide which one fits best three minutes to discuss the questions and then have them change partners.
for the song.
160 TEACHERS BOOK

Lesson Summary
2
O
L ES S N
Aim: Develop the ability to speak
Free Time! fluently about free time activities.
the second book of a trilogy and is based on a
true story. Its on the best-sellers list this month.
Suggested Time
90 minutes
Pre-Reading Post Reading
Vocabulary
1 3
Read the questions and discuss with your partner. Quickly scan the text and find the words for...
Free time activities
a How often do you watch foreign films a three people who work in the film industry
b with subtitles? b a series of three books Communicative Aims
c Do you collect anything? If yes, what?
d Do you prefer to travel by bus, car, tube or
c two types of films Apply cohesion and coherence
d two words that together mean to occur
bicycle? Why? in production according to its
e Where would you like to go this weekend? e a synonym of famous
Why? f a group of people communicational purpose.
f What do you like to do after school? Why?
g a type of novel Materials
While Reading 4 Complete the following puzzle using words from 44
exercise 3.
2 Read the three extracts. Who is similar to you?
a b
Dictionary
c
Warm Up
Tell students to work in small
a I love going to the cinema and sometimes I
rent DVDs. I really enjoy comedies and action groups. Give them 2 minutes to
films. I havent got a favourite well-known actor,
but I think Ken Loach is a brilliant director. Id
a The person in charge of the whole film make a list of free time activities. The
making process is the__________.
love to be an extra in a crowd scene in a film.
b The Lord of the Rings, written by J.R.R. Tolkien,
team with the most items on their
b When I want to have a good time, I go out with
my friends and play sports. Ive been playing
is a famous __________. list wins.
football on a team for years. Theres nothing c A person who participates in a dramatic
quite like watching a live match at the stadium, production is called an__________.
where you can feel the energy. d Harry Potter is a worldwide__________. It
c Reading is my favourite hobby. I read at home, has been translated to at least 67 languages.
on the bus, everywhere. Now Im reading a
crime novel, which takes place in Scotland. Its
Pre-Reading
115
1. Have students get together in
groups of three and discuss the
questions. Monitor students around
the class and encourage weaker
Post Reading students to speak within the groups.
3. Students look back in the texts to find the words.
Answers:
a actor, director, and extra;
b trilogy; c comedies and action films; d takes place; e well-known; f crowd; While Reading
g best-seller
4. Students complete the puzzle and then check in pairs. 2. Clarify any unknown vocabulary.
Answers: Students read the extracts and
a director b trilogy c actor d best-seller decide which one they agree with.
161
Pre-Listening
5. Students look at the photos
and predict the topics of the two Pre-Listening
dialogues. 5 Look at the photos. What do you think the
people are doing?
While Listening
Post Listening
6. 44 Have students listen to
8
the dialogues and take notes in a In groups of 4, interview 4 classmates each. Fill
in the table with the answers.
the chart.
Name Hobby? When? Where?
Answers: While Listening
Annie: listening to music often, on 6 Ben is conducting a survey. Listen to his
results and complete the table.
the bus, at home, doing exercise;
Name Hobby? When? Where?
Mario: skateboarding and surfing,
Annie
in the evenings, once a week,
Mario b Using the information from the surveys. Make
park, beach; Ruth: photography, a bar chart.
whenever but mainly weekends. Ruth e.g.,
Class Survey
7. 44 Students should try to
7 Listen again. Answer the questions using
answer the questions in their own your own words.
words before listening again. a What do Annies parents worry about?

b Where does Annie want to go at the end of
Possible Answers: the month?
a They worry about her safety at
sport music other
c Why is it difficult for Mario to go surfing? art literature
d What does Ruth take photos of?

concerts and going to concerts. Speaking
e Was Ruths camera expensive?
b The Great Band concert. 9 Using the information your group gathered in
c It depends on the weather. exercise 7, present the results.
e.g.,
d Buildings in city centres, We interviewed 4 classmates...
We asked...
especially in winter. The results were...
e Yes
116 UNIT 6
Post Listening
Speaking
8. a Students get together in
groups of four and complete the 9. Students present their results to
the class. Find out with students what
chart with the classmates answers. Extra Activity
b Have them create their own bar is the most popular free time activity
chart and then share the results among the class and ask. Pictionary: Students can play
with the rest of the class. Teacher: Why do you think this activity in small groups. One person
Teacher: Why do you think this is so popular among the class? Would in the group thinks of a free
hobby is the most popular? Did you you say that this activity is carried out time activity and draws it as the
get useful information from your by the majority of teens at your age? others in the group try to guess
partners? Why? Discuss with the class. the activity.
162 TEACHERS BOOK

Writing
10. Students look at the pictures
and predict what they think the
Writing
s
blog is about. Elicit answers. Then,
10 Read Janes blog. What is it about? What do you
STEP IT UP! have them read the text and check
like about it? What would you change?
Read the following tips. Discuss in pairs. their answers. Clarify any unknown
Janes Blog
Janes Blog
The topic is important, but so is the design.
Your blog must be attractive and easy to read.
vocabulary.
Keep things simple with a clear font and a white
Janes Blog
background. You shouldnt make blog entries too
long, and you must use paragraphs. It isnt a good
idea to update your blog every day because your
followers may get a bit bored of it. Make it more
interesting to read. STEP IT UP!
You should be careful about what you post on
your blog. Anyone with Internet access can read
what you write.This means your parents, teachers
Elicit ideas from students about how
and your employers if you work. Remember
there are some very unpleasant people using
to create a blog. Refer them to the
Saturday, 28 March
the Internet too. Make sure you use the privacy
settings available on your blog to choose who can
box and have them create a sketch
Is there anyone out there? read it and who can write comments. Only give
your URL to people you know and trust.
of what they would like a blog to
My name is Jane and I am
seventeen years old. Im in
my final year of high school. I
look like. Remind students that these
want to study at a university
in the United States, but I sketches are called wireframes, and
need to get a scholarship first. 11 Together with the teacher create a class blog and
I plan to become a journalist
decide on a list of topics (e.g., free time activities, that they are an essential step in
movies that you like, books you are reading,
so I can travel the world; going wherever the
news is. It seems like an amazing job at the
current issues of the country) to write about and
web design.You could bring some
moment. The perfect combination of my three
passions: writing, travel, and current events.
So you never know, maybe I will see my name
publish your entries every week. pictures of wireframes so students
in a headline of a big news story one day. I am
crossing my fingers. can get inspiration.
I live in New Zealand, which is very far from
absolutely everywhere - the middle of nowhere!!
I love it, though, because its a really beautiful
country and people are always friendly.
Tuesday, 31 March
Bad news
I got a bad score on my maths test today. Im

a little worried, but I believe that everything 11. Have a class discussion about
happens for a reason. In fact, when I went to
the school guidance councelor to talk about my
options, I met a cute boy. I hope he asks me out
using blogs. Ask them if they
sometime.
regularly read any blogs or if they
have their own blog. Have students
suggest topics you could include
117
in the class blog and later create it
online on http://www.blogger.com/
or http://edublogs.org/ following the
Wrap Up
steps presented. This can become
Remind students that they should be careful with the difference in meaning a regular feature of your lessons if
of words that sound similar in English and in Spanish (false cognates). Ask you create a class blog and you can
for examples. have students post interesting pieces
Ask students to create a cheat sheet summarizing the main points of the every week. Make sure you check
lesson. Encourage them to use diagrams and word maps to organize the the content and language of their
information. posts before uploading them.
163
Lesson Summary
3
O
L ES S N
Aims: Develop reading
comprehension skills Travel Broadens Your Horizons
Suggested Time
Vocabulary 1 Complete the questionnaire. They Do Things Differently Here
a Have you ever been on a blind date?

Travel and culture b Have you ever done an extreme sport?
Travel broadens the mind, but as experienced
travellers know, you need to adjust your mindset
Communicative Aims c
d
Have you ever sung in public?
Have you ever been lost?
to enjoy your travels. Different destinations have
different cultures and it is easy to make cross-
Sequence sentences in a logical way e Have you ever started a conversation with a
stranger? cultural mistakes which lead to misunderstandings.
A quick look at eating customs around the
(Connectors) f Have you ever eaten strange food?
world highlights some typical problems. Anyone
Materials 2 Count your points according to your answers to expecting to have dinner at 10 p.m. in the UK
will find many restaurants closing for the night.
question 1 and find out how adventurous you are.
45 In fact, eating in someones house can be just as
No, I havent and I dont want to = 1 point problematic. Chinese hosts can press guests to eat
No, I havent but I would like to = 2 points
Dictionary Yes, I have = 3 points
and drink more than they wish, and it is difficult
to say no without causing offence. Refusing coffee
in a Muslim house is also considered impolite. To
15+ You are very adventurous! You like to take
avoid being rude, accept the coffee and a couple
points risks and try new things. You enjoy being
of the refills: drinking an odd number of cups is
Warm Up
with people who are similar to you and you
get bored easily. Be careful though dont politer than drinking an even number.
do anything too dangerous! Be careful how you show your enjoyment of a
meal: even simple gestures can lead to problems.
Form groups of 10 students to sit 7 - 14 You are quite adventurous but you are
points cautious, too. You are interested in new
Joining the thumb and forefinger in a circle
things, but at the same time you always might mean OK in the USA, but in France it can
in circles with 9 chairs. The person think before you act. You are a fun travel actually mean zero and in Japan, money. Belching
companion. after dinner is a sign of appreciation and thanks
without a chair says a sentence in some Arabic cultures, although in the UK this
0-6 You like to stay with what you know. And
would not be taken as a compliment to the chef.
using If you have. For example, If points you like your home comforts. Dont worry
theres nothing wrong with that. Likewise, resting your elbows on the dining table
you have been to the beach, change is considered bad manners in Dutch and Russian
homes although it is more acceptable in some
chairs. The person without a chair While Reading Mediterranean countries.
also finds a chair and sits down. 3 Quickly look through the text, find the
information and finish these sentences
The person left without a chair a Restaurants in the UK close .
continues with a new sentence. b
c
Chinese hosts
Resting your elbows on the dining table is
.
considered .
d In the USA, thirteen is .
e The colour red has .
118 UNIT 6
Cultural differences around the
world:
Shaking the head in a horizontal Pre-Reading While Reading
direction in most countries
means no, while in India it 1. Students answer 3. Elicit what students know about how some
means yes. the questions cultures may do things differently from Chileans.
Laughing is connoted in most individually. Students read the text and check their answers
countries with happiness - 2. Students calculate for activity 3. Clarify any unknown vocabulary.
in Japan it is often a sign of their score and share Answers:
confusion, insecureness and with their partner. a before 10pm.
embarrassment. Encourage them b can pressure guests to eat and drink.
Source: http://www.cicb.net/en/home/ to ask follow up c bad manners in Dutch and Russian homes.
examples questions. d the unlucky number.
e blood and anger connotations.
164 TEACHERS BOOK

4. Remind students how to scan
for details in a text. When you
discuss the answers ask them to
provide evidence for their answers.
Post Reading
5 In pairs or groups, discuss the article and make a Answers:
list of cultural differences between Chile and the
countries mentioned in the text. Use a diagram for a Because cross cultural mistakes
help.
can lead to misunderstandings;
Writing
b an odd number; c OK in the
6 Choose the correct option for the following
connectors. Some of these words can be used for
USA, zero in France, money in
different purposes. Put them in the correct box
according to how they are used in the text.
Japan; d Arabic cultures; e when in
Even number and colour associations change from
Rome, do as the Romans do.
culture to culture.You will find that American hotels in fact | likewise | however | although
do not have a thirteenth floor, while in Korea and but | and | also
Vietnam four is thought to be the unlucky number.
Red, the colour of good luck and fortune in China,
is often associated with blood and anger in many
adds similar
information
adds contrasting
information Post Reading
Western societies. For many Europeans, black is
the colour of sadness. However, for the Massai in fact however
people in Kenya and Tanzania, black represents rain likewise although
5. Students get together in pairs
clouds and is a very lucky colour.
So what is the best advice for travellers facing
and but and discuss the differences. Monitor
also
cultural confusion? Perhaps the most useful thing
to remember is the old proverb: when in Rome,
around the class and encourage
do as the Romans do. Be prepared and enjoy your
trip.
7 Write a short paragraph about different cultural weaker students to express their
aspects that you found interesting in the text.
a Pre-writing. Brainstorm ideas using
opinions orally.
4 Scan the text to find the answers to the questions. connectors to join or introduce ideas. Then,
organize them.
a Why should travellers be aware of cultural
b Drafting. Write a draft of your paragraph and
b
differences?
How many cups of coffee should you drink in
c
check the main, second and closing ideas.
Revising. Once you have finished writing, read
Writing
a Muslim house? your work and check it.
c What are the different connotations of joining d Editing. Read your work again and edit it 6. Ask students to scan the text
your thumb and forefinger?
d Where is it acceptable to belch after a meal?
to improve. quickly and identify all the linking
e How can travellers avoid cultural confusion? e Publishing. Share your work with your words. Then students place the
classmates.
connectors in the chart under the
119
appropriate category.
7. Have students brainstorm ideas
in groups of 3 and then write their
paragraphs. This could be set as
homework.
Cultural differences between Americans and Europeans:
Europeans are more likely to be found eating as a family around the
dinner table than many Americans who prefer the convenience of Extra Activity
eating in front of the television.
Grocery delivery is very common in England, while it is still only Students get in groups of 5 and
seen occasionally in the US. think of a situation that involves
In the U.S. the four major sports are Baseball, American Football, a cultural misunderstanding. Ask
Basketball, and Hockey, whereas in England they are Football, them to prepare a role-play and
Cricket, Rugby, and Tennis. then present it to the class.
165
Vocabulary
8. Have students read all the words
from the box and ask the class to Vocabulary
explain the concepts using their 8 Write a paragraph using at least 5 words from
the box. Use a dictionary if necessary.
own words. Then students must
boarding pass gate board carry-on
complete the exercise. Check the departure lounge flight check in
answers with the class.
Speaking Practice
9. As a class, elicit ideas to develop 10 Complete the sentences by circling the correct
option.
the role-play activity using basic a This was a last minute decision, so / however
Speaking
questions, e.g., Why are you going we had thought about it for quite a long time
during the last years.
9 Role-play the following situation in pairs. One of
to Peru?, What are you going to you is flying to Peru this morning and the other
b I was watching the telly and / although they
started showing a documentary on Chile.
do there?, etc. Have them write friend is phoning to ask him/her where they
are and what they have done already. Choose c Therefore / But I immediately phoned my
the dialogues first so that you American or British English for your questions.
husband and asked him if he could take his
holidays during the following month.
Use vocabulary words form exercise 8.
can monitor and help them d He came home that evening with some shiny
e.g., Have you checked your bags? / Did you check brochures also / and we sat down to look at
with vocabulary or structures. your bags? them.
e We decided it was time to take a long holiday,
One way to role-play telephone f in fact / even, we hadnt had one for several
conversations is to have students years.
g The next week we were nearly set, the travel
sit back to back, which helps agent had taken care of everything, however
/ even the transfer from the airport to the
develop communication without hotel.
gestures, lip reading, or visual aids. h Having booked everything, our next step
was to check if we needed any shots and /

however, check our passports were in order.
i We are very pleased to be going, likewise /
although it is obviously going to be one of the
most expensive holidays weve ever planned.
Practice
10. Ask students to indicate the
function of each connector without 120 UNIT 6
looking at the previous page. Then

have students read and choose
the most adequate connector. Ask
Extra Activity
them to justify their answer and
check the results on the board. Based on the vocabulary from exercise 8, ask students to write a
Teacher: Why should we use letter to a friend who has never travelled by plane before. They should
however and not so in this case? indicate step by step what the person has to do from the moment they
Which one sound better to you? arrive to the airport until they get into the plane.
166 TEACHERS BOOK

Pre-Listening
11. Have students look at the
Pre-Listening
pictures and discuss them. Ask
11 Look at the pictures. Can you guess where the
pictures were taken? Where do they use that students if they ever had any
mode of transport?
problems when they were on
While Listening holiday. You can also tell a story
12 Listen to Amalia talking about her holiday and
put the paragraphs in the correct order.
about an experience you have
Our Holiday Adventure had. Ask students to describe
a Finally, we got a phone call from our national the problem and if they found a
airline who offered to fly us home three days
early. The weather had been getting worse solution to it.
all week, but on our last day it was terrible.
Before getting on the plane, it had been
raining heavily all morning and the wind was
blowing strongly. When I was walking to the Post Listening
taxi, I was nearly lifted off the ground by a
powerful gust. I was unbelievably lucky; I was 13 Answer the questions in your own words. While Listening
carrying my suitcase and the weight of it kept a Why was the Amalias holiday a time of
me on the ground. contrasts? 12. 45 Have students scan
b We arrived home safely after a nine-hour b What happened at the end of the first week?
flight. We didnt feel completely calm until c What did the manager advise them to do?
the paragraphs and put them in
we heard that the hurricane had avoided the
island and all the lovely people we had met
d How did they get home? the correct order. Then listen and
e What was the best news?
c
were unharmed.
The weather forecast predicted powerful
check the answers.
14 In pairs, create a leaflet with 4 recommendations
hurricanes for the last day on the island. My you must consider when you are going to travel Answers: 1 d; 2 c; 3 e; 4 a; 5 b
friends and I were terrified. The first thing we and while you are travelling. Share!
did was speak to our hotel manager about
the situation on the island. He advised us to
return home before the storm arrived.
d Ill never forget my holiday in Cuba. It was a
time of contrasts: fun and fright, relaxation Post Listening
and panic, sun and rain. I had gone there with
my friends. We spent our time on amazing
beaches, going to discos, and eating delicious 13. Have students go back to the
local cuisine. We had been having a fantastic
time until the end of the first week. text and use evidence to explain
e Then we called our travel agent to see if we
could change our flights and go home early.
their answers.
It was a very difficult time. We spent most of Answers: a It was a mix of good
our time making lots of phone calls and not
doing the things we had arranged to do. and bad things. b They began to
121 worry about the weather forecast.
c Go home before the storm
arrived. d They flew home 3 days
early. e The storm had avoided the
Extra Activity island and the people they had met
were unharmed.
Refer students back to the
problems discussed at the 14. Students get together in pairs
Wrap Up beginning of the lesson. and create a tourist leaflet. You
Elicit different problems that can encourage them to write
Students write down a short TV
happen on holidays. Students about the city where they live in
spot including the main points
choose which problems to or a touristic destination that they
of the lesson in groups. Ask for
write about. Monitor and help would like to visit in the future.
volunteers to present their spot
students as they write their Ask for volunteers to present their
to the rest of the class.
recommendations. brochures to the rest of the class.
167
Lesson Summary
4
O
L ES S N
Aims: Develop listening
comprehension skills We Love Sports
Suggested Time
90 minutes
Vocabulary
Pre-Listening Vocabulary
Sport
1 Do you know how to swim? Can you remember 4 Look at the diagrams and complete with the
Communicative Aims the first time you went swimming? In pairs, ask sports from the box.
Locate evidence that allows to ask for and answer the questions.
a When was it?
more information (Question tags) b Was it in the ocean, a lake or a swimming
cycling
swimming
skateboarding
Materials pool? skiing go climbing

c Who did you go with?
46-47 surfing jogging
basketball
d What happened? volleyball
Dictionary While Listening
tennis play golf
football hockey
2 Listen to Alex describe the first time he went
Warm Up swimming. Choose the correct options.
judo
gymnastics
do
yoga
karate
a eight / nine years old
Give groups one minute to make b drove / walked to the local public pool
surfing volleyball basketball
a list of sports. Then ask them to c really worried / excited
cycling football gymnastics
d the instructor / my dad was waiting
make sub-lists of sports that are e I jumped / ran away
hockey jogging skateboarding
popular, boring, dangerous, etc. f my feet / my hands didnt touch the bottom
swimming yoga
g I was swimming / sinking

h I was splashing my arms / moving my legs 5 a Complete the rules for using play, do or go
Pre-Listening i Someone pushed me down / pulled me up
before a sport.
i play
We use ____________ with ball sports.
j exhausted / scared
ii We use ____________
go with sporting
1. Students work in pairs answering activities ending in ing.
Post Listening
the questions about their personal do
iii We use ____________ with other sports.
3 Write a short version of what happened to Alex b Using the verbs from the previous activity,
experience. the first day he went swimming. write a short paragraph about the sports
you have practised. Remember to give your
opinion about them.
While Listening
2. 46 Before listening, have
122 UNIT 6
students skim the options. Clarify
any unknown vocabulary. As you
play the CD, pause it occasionally
and ask students to predict what
the speaker will say next.
Vocabulary
4. Ask students to name different sports and write them on the board
Post Listening in three columns (go, play, do). Do not tell the students why there are
3. Ask students to write down the different columns. Ask students if they can see any pattern with the sports
key elements of Alexs story and in each column. Then, draw their attention to the diagram.
elaborate a short summary. Then 5. a Students complete the rules for using do, go and play.
have students get together in pairs b Students write a paragraph considering their own experiences and
and tell the story to each other. giving their opinion.
168 TEACHERS BOOK

Pronunciation
6. 47 Before students listen; say
the example words to demonstrate
the sound. Draw students attention
nciati o to how the target sound is made,
o nu n
Pr BRITISH / AMERICAN especially the /f/. Then, drill the
6 Listen to each pitch field words so that students can hear
word. Put each football soccer
word under the practise (verb) practice (verb) and notice the differences. After
correct gh sound.
listening, elicit the words and write
g sound (go) f sound (stuff) silent (high) Speaking them on the board so that students
cough eight
ghost laugh thought
weigh
8 Look at the pictures.
can correct their spelling and notice
What are they famous for? Make sentences
Add two more words in each column. about these people using questions to check the various sounds of words with
information. Practice your sentences in groups.
-gh, e.g. ghetto, tough, tight.
b
LANGUAGE IN USE
We add a question at the end of a statement to check
information. Can you see a pattern in how the phrases
Language in Use
are made? Explain.
e.g., You are coming to the party, arent you?
Locate evidence that allows to
You arent coming to the party, are you? ask for more information
He can drive, cant he?
She doesnt own a car, does she? (Question tags)
They will camping, wont they? d
Write the following sentences on
a
the board: You did your homework,
Practice c
didnt you? You didnt do your
7 Match each statement with the correct question.
a You want to go skateboarding,
homework, did you? Use one of these
b Carlos loves surfing, question tags in a conversation with
c Jogging is boring,
d Teresa didnt play football last year, one of the students. For further
e Everybody should do exercise regularly,
explanation check the Grammar
f Hes a famous tennis player,
a dont you?
____ b doesnt he?
____
Reference at the back of the book.
a ___________________ c ___________________
f isnt it?
____ e shouldnt they?
____ Teacher: Did I ask the question
c isnt he?
____ d did she?
____ b ___________________ d ___________________
because I didnt know the answer? Or
123
was I checking information that I was
quite certain about? Highlight the
form on the board.
Background Information Speaking
Serena Williams is a tennis 8. Draw students attention to Practice
superstar, from the United States the pictures. Ask if they know
who has been ranked World who the people on the pictures 7. Students match the statement
No.1 in singles six times in her are and to tell what they know with the appropriate question tag.
career. She has won 17 Grand about them.
Slam titles. Her older sister Venus Students interview each other in
is also a highly ranked professional pairs or groups. This activity can BRITISH / AMERICAN
tennis player. They have competed be extended into a presentation Draw students attention to the
together in doubles as well as or a written assignment.
different words and spelling.
against each other in singles.
169
Pre-Reading
9. Students read the questions
from the survey and then interview
5 classmates. After they have the Pre-Reading Post Reading
results, they compare them with 9 Answer the questions in the sports survey. 12 a Look at the images. Can you explain what
they are doing in each one?
their partner.
What is your favourite sport? a b
While Reading How often do you play it?

Do you enjoy watching sports on TV?
10. Students read the two texts Which famous athlete do you admire?
and guess the sports. Elicit the c d
evidence from the class. While Reading

Answers: a rugby; b bowling 10 Read the descriptions and guess what sports they are.
11. Students skim the text and a This sport was first developed in England in
the 19th century. It is played by two teams of
highlight the key words or phrases 13 to15 players. The match is played outdoors b Match the names to the pictures.
on a pitch with goal posts at either end. The
in each paragraph. Write down object of the game is to run with an oval i bungee jumping iii sandboarding
shaped ball in the players arms across the ii zorbing iv coasteering.
the main ideas on the board. opponents goal line or kick the ball through
the goal posts. The players cannot pass the
ball in a forward direction and there are no
Writing
Post Reading b
time-outs.
This is a sport in which a player rolls a heavy
13 In pairs, research about a sport and write a
description of it in at least 100 words. Include the
ball down a wooden lane. The object is to following information and remember to follow the
12. Students work in pairs score points by knocking down as many writing steps.
pins as possible. The earliest version of the
describing the sports. Compare game was seen in Egypt in 3200 B.C., but the a Pre-writing. Brainstorm ideas.
modern version was developed in Germany b Drafting. Write a draft of your description
the different descriptions from in the mid-19th century when competitive and check the main, second and closing ideas.
clubs were created and it is now very popular
the whole class. all over the world.
c Revising. Once you have finished writing, read
Answers: 11 Indicate words, phrases or sentences in the text d Editing. Read your work again and edit it
that helped you decide what sport it was.
a sand boarding; b zorbing; c to improve.
s
bungee jumping; d coasteeering classmates and debate about your different
ideas.
STEP IT UP!
Writing Find out what extreme sport is popular in Chile
and where people meet to do them.
13. In pairs students decide which

124 UNIT 6
sport to describe. As students
write, check the accuracy of their
work. This activity can be extended
by posting the descriptions on the c Ask students to read their work and then Wrap Up
walls around the room and having make any changes they think are necessary. Prepare questions
students guess the sports. d Tell students to exchange work with a related to the lesson
It is also important to highlight the partner and correct their partners work. and divide the class in
writing steps: e Invite students to share their works with two groups. Read the
a Tell your students to read carefully the class. questions and wait for
and write their ideas in their answers. The group
notebooks. STEP IT UP! that answers more
b Ask students to write the Students can look up on the Internet to find questions correctly
description following the structure what extreme sports are popular in Chile wins.
given. and prepare an oral presentation in groups.
170 TEACHERS BOOK

vie Warm Up
Re w
Organise students into teams.
6 Briefly remind them how to
unit
complete question tags. Have a
1 Make a list of three... 4 Respond to the negative questions with a positive prepared set of sentences with
or negative answer.
a
b
expressions about love and relationships.
things you do in the airport before a trip. a Dont you want something to eat?
missing tags. Say the sentence and
c
d
sports that end in -ing.
connectors used to show a contrast.
(+) ________________________________. give students 30 seconds to write
2 How sporty are you? Complete the sentences
b Werent you at the party last night?
(-) _________________________________.
a question tag on the board. The
with the correct form of play, do and go. For c Isnt that the best song? team with the most points at the
letters e, f and g, write your own sentences using
(+) ________________________________.
the verbs.
d Wouldnt you like to do more homework?
end of the game is the winner.
a Do you prefer to _______________
go
(-) _________________________________.
do
cycling or to _______________ karate?
e Doesnt that cake look delicious?
play
b Can you _______________ basketball?
(+) ________________________________.
go
c Which is more exciting: to _______________
do
skiing or to _______________ snowboarding? 5
d What is the most dangerous sport you
Finish the sentence with a question.
1. Students write a list of three
was it
have done
_______________? a That party wasnt bad, _________________?
items for each point. Have them
e ____________________________________ b wouldnt you
Youd like to go to the beach, ___________?
f ____________________________________ c Everybody went home early, ____________?
didnt they
compare with a partner. Extend
g ____________________________________
d Your brothers going to go, _____________?
isnt he? the activity by comparing answers
3 Scrumble the words in the box. Then, complete e They havent been there before, _________?
have they as a class and clarifying any doubts.
the senteces with the appropiare words.
6 Explain what is the difference between the two a fall in love, broken heart, go out
torpssap kcehc ni retnuoc erutraped sentences to your partner.
egnuol gnidraob ssap a Ive seen that film. with; b check in, get your boarding
a If you want to travel abroad, you need to have
I saw that film last week. pass, wait in the departure
b Theyve been going out for two years.
passport
a __________________________________.
They went out for two years. lounge; c skateboarding, canoeing,
b The first thing you need to do in the airport is
arrive
go to the ____________________________.
swimming; d but, however,
c You can wait for your flight in the although.
check in counter
____________________________________. 2. Students fill in the blanks with
d Before you board the airplane, you need to
departure lounge
show your ___________________________.
the correct form of the verb.
3. Students scrumble the words
in the box and then complete the
125 sentences with the correct word.
4. Students respond to the
negative questions with an answer
Wrap Up according to the symbol. Extend
Use the review to assess 6. Ive seen that film. We use present perfect the activity by having students
the students strengths to talk about life experiences. I saw that practice the mini dialogues in
and weaknesses and film last week. We use past simple to talk pairs, noting the importance of
plan which exercises about events that happened in the past at intonation.
to emphasize in the definite times. b Theyve been going out for 5. Students finish the sentences
Worksheets. For two years. This action started in the past and with a question tag. Mention to
more examples and will perhaps continue into the future. They students that question tags are
explanations go to the went out for two years. They are not together more common in British English
Grammar Reference on anymore. c Hes been to the stadium. He went and not very much used in
page 180 in the Students to the stadium and has already returned. Hes American English.
Book. gone to the stadium. Hes still at the stadium.
171
Warm Up s h ee
or k
W
Decide if students need the extra
6
ts
practice, and if so, which exercises unit
they should do. These exercises
can be done in pairs or individually.
Students can check their answers 1 Using the expressions from the text on page 111, fill in the gaps.
in pairs before looking them up in a ask Diego ______?

Are you going to ______ out I think you would like him. You should go to the cinema.
the answer key. b blind ______
I went on a ______ datez last night with my cousins friend. I had never met her before.
c love ___
I dont believe in _______ at ______
first ________,
sight because I think you need to really know someone
before you can fall in love.
d go _____
Did you _______ out ______
with with Enrique last weekend? Where did you go?
1.Students fill in the gaps with the

2 3 Put the words in order to make negative
relationship expressions. Have them Fill in the gaps with an advice.
questions. Then respond with a positive or
refer back to Lesson 1 if they a Im really tired. I _______________________ negative answer.
b I think they are too young. They ___________ a what / hear / didnt / hear / you / she / said /?
need help. ____________________________________ (+) .
2. Students fill in the blanks with a c If you want to feel better, you ____________ b we / before / met / / havent / ?
(-) .
form of should, and then have them ____________________________________
c goal / beautiful / that / wasnt / a / ?
d You cant always trust him. You ____________
check their answers in pairs. Extend ____________________________________
(+) .
the activity by asking them to role- e I failed all my tests. I_____________________

d practice / football / dont / have / tomorrow
/ we / ?
play the problems and to continue ____________________________________ (-) .
the dialogue in their own way. e you / arent / to / going / Valparaiso /

weekend / this / ?
3. Students complete the questions (+) .
and then respond according to the 4 Give advice for each problem.
prompt. Responses to the questions a I bought a new backpack but the zipper is broken.
may vary. b My tooth hurts.

c I want to lose weight.
a Didnt you hear what she said? (+) d Im getting bad marks.
Yes I did. b Havent we met before? e Cycling in the city can be dangerous.
(-) No we havent. c Wasnt that a

beautiful goal? (+) Yes, it was.
d Dont we have football practice 126 UNIT 6
tomorrow? (-) No, we dont.

e Arent you going to Valparaiso this Extra Activity Extra Activity
weekend? (+) Yes, I am. Students work in pairs creating Group work. Each group writes
4. This activity could be done in a dialogue between two 5 sentences related to the
groups. Take 5 slips of paper for each teenagers using at least three unit. Monitor and correct. Then
group. Write the different problems negative questions. They can students transform them into
on the papers. Put them face down choose the topic from any jumbled sentences, which they
in the centre of the group. Ask of the lessons of this unit. hand over to another group that
them to take turns reading out Go around monitoring and will have to write the original
their problem while the rest of correcting. The winners will be sentences out. Winners are the
the students offer suggestions or the first to finish and role-play first to complete the task and
recommendations. their dialogue. Set time limit. whose sentences are correct.
172 TEACHERS BOOK

s h ee
or k
with the past simple or present
W
6
ts
unit perfect simple. If students have
difficulty, draw their attention to time
indicators and the tenses they usually
5 Using the words given, write sentences about the past. 7 Create your own sentences using the following
connectors.
go with.
a Javier / Santiago / last week:
b Fran and I / since 2008:

therefore although but
in fact even
6. Students complete the text with
c We/ project / yet: words from the box.
a
d mobile phone / June 2013
e breakfast / this morning:

b 7. Students complete the sentence
c with the correct connector.
d
6 Complete the text with words from the box. 8. Students create an interrogative
e
passport boarding pass check-in
sentence using question tags.
board gate carry-on bag
luggage departure lounge Answers
8 Read the situation. Write a question to check
information.
a Fred looks sick, doesnt he?
When you go to the airport, you first need to
check in
(a)_____________. For international flights, you a Fred doesnt look good. He looks sick.
b It is very hot, isnt it?

are required passport
to present your (b)_____________,
c Mario is from Concepcin, isnt he?
When you reserved your ticket, you probably
got a confirmation number. The airline agent will b Kate is wearing a sweater and its very hot. d You dont want to go shopping,
ask if luggage
you want to check(c) _____________ do you?
carry-on bag You
or if you only have a (d) _____________.
should check your large luggage, but you can
c Mario is studying in Santiago but hes from e Pablo is on holiday, isnt he?
Concepcion.
carry smaller suitcases on the plane. The agent
d You are very tired and dont want to go
give you your (e) _____________
will then boarding pass and
shopping.
tell you which (f) _____________
gate number your
e Pablo isnt at the office, hes probably on
flight leaves from. Next you go through security.
holiday.
After that you can buy any last minute souvenirs
a coffee in the (g) departure
or have lounge
_____________
board
before you (h) _____________ the aeroplane.
Common Mistakes
127
Past Simple vs. Present perfect
I visited Paris in 2004.I went to
Wrap Up Extra Activity Paris a few years ago.
Make a worksheet for the song I still havent Note that the moment in time is
Have students get in
found what Im looking for by U2. specificin 2004, a few years ago.
pairs and check their
answers. Discuss as a Ask for and write the past participle for the Ive been to Paris.Ive visited Paris.
class and write down following verbs: climb, scale, feel, run find, In this case, the moment of my
the common mistakes speak, crawl, kiss, hold. visit is not specific. I am speaking
for recycling and Then, students listen and complete the lyrics. about an experience that I have
extra practice during Afterwards, talk about the meaning had in my life up to this moment
the next units. considering the verb tenses involved. in time.
173
Lesson Summary ject

Pro
Aims: Revise and recycle contents
from the unit by personalising 6
unit
context.
Suggested Time A Holiday Trip with a Purpose
45 minutes
1 Community Service a
Materials Volunteers (CSV)
Pictures of charity activities Spend time in the UK providing social care to people in need: university
students with disabilities; working parents of children with special needs;
Dictionary people in hostels for the homeless. Free food and accommodation with
weekly allowances.
www.csv.org.uk
b
2
Project Trust
Warm Up Placement in twenty four destinations lasting a full year. Assignments range
from running a newspaper in Namibia to working in the childrens ward
of a
hospital in South Africa.
Introduce the subject by www.projecttrust.org.uk
brainstorming different kinds of c

3 Summer Sports
holiday plans that students know Help run childens sports projects in Africa and Latin America: football
about. Mention examples of Un

instructor courses and professional training at golf, rugby, cricket and
scuba academies.
www.summersports.co.in
Techo para Chile, reconstruction

after the earthquake, etc. Share 1 Read the following adverts and match them 4 Plan tour trip:
ideas with the whole class. with the photos. transport
housing
2 In groups of four, create a project that you can do meals
during your school holidays. Schedule

Choose one of the following topics: 5 Present your project to the class. Use a PPT
help a community in need. presentation including music, sounds and pictures.
1. In pairs students read the ads take part in an environmental campaign.
run sports camps.
and match them with the pictures.
3
Share results and ask them to Decide: What? Where? When? Why? How?
imagine a full day in each of the

projects. Write ideas on the board.
93
2. Divide students in groups of 4
128 UNIT 6
to work on their project. Ask them
to choose from the following
possibilities: Wrap Up
3. Ask each group to define the
4. To do their plan, they Students present their projects to the
location and then find out about
must add what theyll do rest of the class in not more than 5
geographical characteristics, the
in their free time as well minutes. The most interesting can be
climate, the people who live there,
as preparations for the voted according criteria you need to
their culture, etc. This can be set
trip. They can add a few define with the students previously. If
as homework. Each member of
basic rules for their stay: you have a small group of students who
the group should find specific
responsibilities of each enjoy working on the computer, they
information.
member, how to respect could edit a magazine including all the
each other, etc. projects on a blog.
174 TEACHERS BOOK

Lesson Summary
rogres Aims: Assess performance of
yP students in themes and concepts
s
6 revised in the unit.
unit
Suggested Time
Reading Listening
45 minutes
1 Read the description and answer the questions. 2 Listen to Mandy and Alistair talking about
a Where is Llandudno?
football. Put Alistairs statements in the order you Materials
hear them. You will hear the recording twice.
b What is special about the local people? 48
a 4 Both sides had scored three goals.
_____
c Why was Llandudno important to Lewis
Carroll? b 2 Liverpool and AC Milan.
_____ Dictionary
d What can you do and see in Llandudno? c 5 Liverpool won the cup for the fifth
_____
e Why does the writer recommend Llandudno?

d
time.
1 The matches are boring these days.
_____
Warm Up
My favourite place is a town called Llandudno. e 3 Well the second half was brilliant.
_____
Its on the Welsh coast between Great Orme, Review reading and listening
Little Orme and the sea. Llandudno has a
long history as a mining and fishing town. Its points /5 comprehension strategies with the
famous for its incredible Bronze Age copper
mines.Visitors can see how the mining process class before doing the test. Quickly
was during that time.In 1854, Llandudno Writing
became a seaside resort for Victorian tourists. go through the test exercises to
3 Write a paragraph about an activity that you
Today, it maintains its Victorian buildings and is
still a popular tourist town. The local people
do in your free time (100-120 words). Use the make sure students understand
questions to help you. Organize the information in
speak two languages: English and Welsh,
which is nothing like English. One of the most
at least 3 paragraphs. what is expected of them and
interesting stories about Llandudno is that the how to complete the activities.
writer, Lewis Carroll, spent some time there
and its where he met his wife, Alice. He based How often?
his most famous book, Alice in Wonderland, on
his wife, and some of the Llandudno scenery
WHY? ACTIVITY
WHEN? Answers:
is described in scenes of the book. I really Since
When?
recommend Llandudno because there is lots
to see and do. Visitors can spend time on the
1 a Students read and answer
With who? WHERE?
beach sunbathing, swimming or surfing. Hiking
up and skiing down the Great Orme (on the
questions. Answers: a Its on the
dry ski slope) is another possibility. If thats too Welsh coast between Great Orme,
much exercise, you can enjoy the views from
Britains longest cable car system. Llandudno Little Orme and the sea. b The local
has something for everyone.
points /5 points /10 people speak two languages: English
and Welsh, which is nothing like
Keep practicing Lets review Good job! Brilliant!
English. c Lewis Carroll spent some
0-5 6-10 11-15 16-20
time there and its where he met his
129 wife, Alice. d Visitors can spend time
on the beach sunbathing, swimming
or surfing. Hiking up and skiing
down the Great Orme (on the dry
ski slope) is another possibility.
e Because Llandudno has something
for everyone.
Wrap Up
2. 48 Read the sentences
Correcting errors. This can be done through self-correction, peer together with the students and then
correction or corrected by the teacher. Exercise 3 needs to be checked play the track twice.
by the teacher to give feedback. For General Writing Rubrics, go to 3. Ask students to brainstorm ideas
page 187 of the Students Book. Any other rubric can be used as long related to their favourite free time
as students know which it will be before doing their writing. Keep a activity. Encourage the use of linking
note with the common mistakes for review in future units. words and the vocabulary of the unit.
175
Transcripts
Unit 6
Track 42 page: 112 Activities 9 and 10 Track 44 page: 116 Activities 6 and 7
Caller 1: I really like the boy next door. Weve known each other Conversation 1
for five years and we are friends. Hes quite popular: he Ben: Hi, Annie. Im doing a survey on hobbies and Id like to ask
gets good marks at school and hes very athletic. The you a few questions.
problem is Id like to go out with him. But Im not sure if Annie: OK.
he likes me in that way. Id love to ask him out, but I dont
want to ruin our friendship. Ben: What do you like doing in your free time?
Annie: Im really keen on listening to music.
Caller 2: I started a new school last week and as Im quite shy, I
find it difficult to make friends. I cant sleep at night, and Ben: I see. Where do you listen to music?
Ive been getting very bad headaches. I find it hard to Annie: Everywhere I can: on the bus, at home, doing exercise...
concentrate when Im in class. What can I do to feel less
stressed? Ben: Do you ever listen to music with your friends?
Caller 3: My brother is doing his exams and every time I talk to Annie: Oh yes, we go to each others houses and listen to music
him he gets angry and shouts at me. He doesnt want to together there. My friends also go to concerts, but I cant go
accept any help or advice from me. I cant understand with them because my parents worry a lot about safety, the
him! I think he needs to relax more. What should I do to people there and transport to and from the concert.
help him? Ben: It sounds difficult.
Annie: It is, and Id really like to go to the Great Band concert at
Track 43 page: 114 Activities 18 and 19 the end of the month and I dont know what to do so my
parents will let me go!
I would say Im sorry Ben: Oh, Good luck with your parents! Thanks for answering my
If I thought that it would change your mind questions Annie.
But I know that this time Annie: Bye Ben
Ive said too much
Conversation 2
Been too unkind
I try to laugh about it Ben: Hello to both of you. Im doing a survey on teen hobbies.
Cover it all up with lies Can you answer a few questions?
I try and Mario: OK, but we havent got much time.
Laugh about it Ben: It will only take a few minutes Mario.The first question is for
Hiding the tears in my eyes you then: How do you spend your free time?
cause boys dont cry Mario: Im mad about skateboarding and surfing.
Boys dont cry Ben: Do you skate and surf often?
I would break down at your feet
Mario: Not very often. My friends and I meet up in the evenings
And beg forgiveness and go skating in the park. It isnt easy to go surfing: you
Plead with you have to go to the beach and it depends on the weather. I
But I know that normally go about once a week.
Its too late Ben: And what about you Ruth? Do you like surfing?
And now theres nothing I can do
Ruth: Not really, no. Im not mad about sports. My favourite hobby
So I try to laugh about it
is photography.
Cover it all up with lies
Ben: Great! and what types of photos do you like taking?
I try to laugh about it
Hiding the tears in my eyes Ruth: I love taking photos of buildings in city centres. And, of
cause boys dont cry course, I take lots of photos of my friends.
I would tell you Ben: When do you take your photos?
That I loved you Ruth: Mainly at weekends.
If I thought that you would stay Ben: What a great hobby! Is it expensive?
But I know that its no use
Ruth: I spent a lot of money on my camera, but other than that,
That youve already you just need time and patience.
Gone away Ben: OK.Thanks for answering my questions.
Misjudged your limits
Pushed you too far Ruth: No problem. Bye.
took you for granted Mario: Bye Ben, see you around.
I thought that you needed me more
176 TEACHERS BOOK

Track 45 page: 121 Activity 12 Mandy: So that was three goals for AC Milan, but only two for
Liverpool.
Ill never forget my holiday in Cuba. It was a time of contrasts: Alastair: Yeah, but Liverpool scored again! Both sides had scored three
fun and fright, relaxation and panic, sun and rain. I had gone there goals. It was so exciting - The atmosphere was incredible, even
with my friends. We spent our time on amazing beaches, going on TV!
to discos, and eating delicious local cuisine. We had been having a Mandy: But why? Liverpool hadnt won.
fantastic time until the end of the first week. Alastair: No, but the game went to penalties and thats when Liverpool
The weather forecast predicted powerful hurricanes for the last won.
day on the island. My friends and I were terrified. The first thing Mandy: It sounds like an exciting match!
we did was speak to our hotel manager about the situation on the Alastair: It was! Liverpool won the cup for the fifth time.
island. He advised us to return home before the storm arrived. Mandy: Five times.Thats a lot of cups.
Then we called our travel agent to see if we could change our Alastair: Well, AC Milan werent too unhappy theyve won the
flights and go home early. It was a very difficult time. We spent competition six times!
most of our time making lots of phone calls and not doing the
things we had arranged to do.
Finally, we got a phone call from our national airline who offered to Track 49 Extra Test Yoga
fly us home three days early.The weather had been getting worse
Presenter: Hello! Today were talking to Tom, who teaches yoga to
all week, but on our last day it was very bad. Before getting on the teenagers. Welcome to the show.
plane, it had been raining heavily all morning and the wind was Tom: Good morning. Its good to be here.
blowing strongly. When I was walking to the taxi, I was nearly lifted
off the ground by a powerful gust. I was unbelievably lucky: I was Presenter: Yoga seems to be increasingly popular in gyms and now
carrying my suitcase and the weight of it kept me on the ground. even in schools. Why is that?
Tom: Well, yoga is an ancient activity. Images of yoga postures
We arrived home safely after a nine-hour flight. We didnt feel have been found in regions of present-day Pakistan and
completely calm until we heard that the hurricane had avoided India from over 5,000 years ago.
the island and all the lovely people we had met were unharmed.
Presenter: And whats the point of yoga?
Tom: Well, for most people, yoga is a form of exercise, but there
Track 46 page: 122 Activity 2 is a bit more to it.Yoga is really about balancing body and
mind; in fact, yoga means union.
The first time I went swimming I was eight years old and I went
with the school. We all walked to the local public pool. Presenter: I see. And Tom, if I decided to take up yoga, where should
I start?
When we arrived, my best friend was very relaxed, but I was Tom: The most common form of yoga in the west is hatha
really nervous. This was my first time. The instructor was waiting yoga. It focuses on movements, postures, and breathing
for us. Jump in! he shouted. There were thirty of us. I looked techniques, known as pranayama.
nervously at the water and jumped. My feet didnt touch the
Presenter: And whats a yoga class like?
bottom and I realised I was sinking in the water. I panicked and I
started splashing my arms frantically but I was still sinking, when Tom: A typical class might start off with breathing techniques
suddenly someone pulled me up. It was my best friend. What and then move on to exercises that stretch and work your
entire body.
are you doing? he asked me. I was exhausted, but coughed back,
Swimming...I think! We both laughed. Presenter: It sounds like hard work.
Tom: It is! But yoga keeps you fit and prevents many things like
heart attacks and depression.
Presenter: But, what are the benefits for teenagers then, as they dont
tend to suffer from heart disease?
eight ghost cough laugh thought weigh ghetto Tom: Well, the main benefit of yoga for teenagers is that its
an anti stress exercise. So learning about breathing and
relaxation helps teenagers deal with it.
Presenter: And what advice would you give to our teenage listeners?
Mandy: Did you see the game last night?
Tom: Id say that if you want to be healthier, yoga will help you!
Alastair: No, the matches are boring these days. Give it a try!
Mandy: What was your favourite game then? Presenter: Thanks for your advice and for being with us,Tom.
Alastair: I think Liverpool and AC Milan in the 2005 UEFA Championship. Tom: No problem!
Mandy: Was it good?
Alastair: Yes! AC Milan scored three goals in the first half of the match.
Mandy: In the first half? What a bad start for Liverpool!
Alastair: Thats what everybody thought. I mean, Liverpool needed to
score four goals to win, but well, the second half was brilliant.
Liverpool scored their first goal nine minutes into the second
half and then they scored another.
177
PHOTOCOPIABLE
tra Tes
x
6
t
E
unit
Listening
1 Listen to a person speaking to Tom.Tom is a yoga teacher. Choose the correct option. Only ONE answer is possible.
1 Yoga is
a more popular now. b less popular now. c not popular in schools.
2 Early images of yoga postures
a are 500 years old. b are 5,000 years old. c were found in China.
3 The word yoga means
a exercise. b separation. c union.
4 Hatha yoga focuses on
a movements and postures. b breathing techniques known as pranayama. c both a and b.
5 A yoga class begins with
a a run around the gym. b breathing techniques. c singing and dancing.
6 Yoga can help teenagers with
a heart disease and back pain. b depression and chronic conditions. c stress and body control.
points /6
Reading
2 Read Vanessas letter and then answer the questions below
Which paragraph
a introduces the letter?
b tells us about the writers problem?
c answers the questions from a previous letter? points /3
21 Harewood Road even tried surfing! It was great. As Mexico is so near, we

Waterford crossed the border and spent a day in Tijuana. Tijuana is
Ireland
30 September 2012 really touristy, but it was good to see a different culture.
You should go there some day. How was your summer?
Dear Katie, Did you enjoy your summer job in the caf?
How are you? Sorry for taking so long to write back to you, Since Ive come home, Dani and I have broken up. He met
but Ive been really busy since I got back from America. somebody else while I was away. I am very upset. I really
You asked me about my job in Arizona in your letter. It liked him and we always had a good time together. Ive
was great! Looking after so many kids was a lot of hard stopped going out as much because I dont want to see
work, but I really enjoyed it. I also made a lot of new him. I dont know what to do to get my life back to normal.
friends there. We spent a week in San Diego before Can you help me? What do you think I should do?
coming home. San Diego is a great city to visit and the Write back soon.
beaches are beautiful. The ocean waves are enormous. I Lots of love, Vanessa
points / 11
Writing
3 You are also Vanessas friend and she has written a similar letter to you. Answer Vanessas letter telling her what you
have been doing and suggest what she may do to feel better. Write approximately 120 words.
0-5 6-10 11-15 16-20
178 TEACHERS BOOK

tra Tes
x
6
t
E
unit
Warm Up
Before the test, clarify any doubts that students have related to the contents of the lessons. You could ask
them the previous class to write their questions down on a piece of paper and hand it to you. Review
contents related to grammar and vocabulary from the lessons and focus on the activities the test is based on
(listening and reading comprehension, writing).
Listening
1. Give students one minute to scan through the questions. Play the recording two times and tell them in
advance they will have two opportunities to listen.
Answers: 1 a; 2 b; 3 c; 4 c; 5 b; 6 c
Reading
2. Ask students to read the questions and then skim quickly through the text in order to find the answers.
Answers:
a the first b the third c the second
Writing
3. Students read the text carefully and write a response to Vanessas letter.You could review the features of an
informal letter by doing a quick oral brainstorming with the students. Highlight that they should develop one
idea per paragraph and the use of linking words. Go to page 188 for a General Writing Rubric
Wrap Up
Have students switch the letters they have written with their partners. Give them a couple of minutes to check
the work of their classmate and then encourage a discussion based on the changes that they would make. Ask
students to justify their corrections to their peers.

Did you know that yoga can help you
Remind students that when writing informal letters they
develop your physical strength and
should keep in mind the following:
flexibility as well as your mental control?
Here are some of the benefits that you can Its always convenient to write the date
get if you do it! You can use colloquial language
Improve your sleep quality, posture and Address the letter to somebody
coordination Use a paragraph to describe why you are writing
Energize your body or to answer what youve been asked in a previous
Normalize your weight letter and another one to describe your message in
Increase your cardiovascular efficiency detail and to ask what you want to know.
When you finish the letter use Lots of love,
Cheers!, Take Care or other informal sentences to
say goodbye.
179
PHOTOCOPIABLE
6
1 Imagine you won the lottery and went on a holiday to Brazil. You chose the company Platinum Tours to organize a
package-tour including air tickets and your stay in a three star hotel. You went there with your best friend. Look at the
brochure of the trip they offered you. In the brochure are some notes you wrote on what really happened during your trip.
My room had a view

PLATINUM TOURS TAKE YOU TO A BEAUTIFUL HOTEL
The receptionists didnt
to the back of a
By the beach rooms Superb Location have any information
factory.
with a view to the sea Historical buildings to see about tours or timetables
The show at the to visit historical buildings
Excellent restaurant Big sandy beaches
restaurant was terrible
Friendly atmosphere Plenty of nightlife
and drinks very expensive
You are going to write a formal letter of complaint to Platinum Tours and mention the problems you had during your stay.
Make notes to organize your letter and put your ideas into paragraphs.
2 a Look at the following words. Are they adjectives or nouns? Put them in the table under the correct category.
weekend | sunscreen | 17-year-old | departures board | handmade | ice cream | red-headed | easy-going
Nouns Adjectives
b Read the definitions below and complete them with an appropriate compound noun using the words in the box.
eyed | time | looking | luggage | control | open | check | left
i hand___________: the bags you take on the plane.

ii blue-___________: used to describe a person with blue eyes.
iii ___________-in: a desk at an airport where you go to hand in your bags and suitcases.
iv good-___________: a physically attractive person.
v ___________-handed: a person who uses the left hand to write.
vi passport-___________the place at an airport, port, or border of a country where an official checks your
passport.
vii ___________-minded: willing to consider ideas and opinions that are new or different to your own.
viii part-___________: used to describe a job where you are required to work only for a couple of hours a day or a
couple of days a week.
180 TEACHERS BOOK

6
Warm Up
Ask students the following questions about holidays:
When was your last holiday?
Where did you go?
Did you have any problems while you were there?
Write students ideas on the board and discuss their holiday experiences as a class.
1. Ask students to read the brochure of the trip and explain the instruction for the letter of complaint.You could
do a small review of the characteristics of a formal letter.
2. Have students get together with a partner and decide which words are nouns and which ones are adjectives
and then complete the compound nouns. Give them a couple of minutes to complete exercises and then pick
students to come to the board and write the answers.
Answers:
a nouns: weekend, sunscreen, departure board, ice cream; adjectives: 17-year-old, handmade, red-headed, easy-
going
b i hand luggage; ii blue-eyed; iii check-in; iv good-looking; v left-handed; vi passport-control; vii open-minded;
viii part-time
Wrap Up
Role-play. Ask students to get together in groups and choose a holiday problem that they have experienced.
Give them a couple of minutes to prepare their role-play and then present it to the class. You could do this as
an evaluated oral activity. For futher guidance on assessment, check the Speaking rubric at the end of the book.

Travelling to different cities and getting to know
different cultures is something that many people Remind students that when writing formal letters
around the world enjoy doing. Here are some they should keep in mind the following:
fun facts about travelling: Do not use slang language
Avoid the use of contractions
One third of all the airports in the world are Always address the letter to somebody (Dear
located in the United States. Sir/Madam if you dont know the name and
France is the most visited country in the world. Dear Mr./Ms. and the surname of the person)
Saudi Arabia is the only country in the world
When you finish the letter use Yours sincerely
where there are no rivers.
if you know the name of the person and
Australia has more beaches than any other
Yours faithfully if the name is unknown to you.
nation in the world.
181
UNIT 7
Moving Forward 7 Moving Forward
unit
Getting Started
Write Moving Forward on the
board and check that students
understand what this expression
means. Elicit the meaning by
asking concept questions. Teacher:
If I move forward, am I making
progress? Am I doing something
better? Am I moving from one place
to another?.
Ask students in which aspects
of their lives should they move Reading and Understanding Speaking
forward as teenagers and make Use skimming and scanning reading
techniques.
oral interaction.
a list on the board. Some aspects Locate evidence within the text that allows Signal attention, understanting, agreement
may be: Integrate written expression to demonstrate initiate, maintain and close a conversation.
Family
Friends Identify relevant details to find out the main Use connectors to sequence sentences in
Relationships points of a listening text.
School associated to communicative functions.
Integrate oral and written expression to
of their writing tasks according to its
Lifestyle (Health/Fitness) demonstrate understanting of listening texts. communicational purpose and audience.
Get students to work in groups Living in Harmony

Emphasizing the importance of a healthy diet and good habits to preserve our health.
of four and discuss how they can Knowledge of the self, ones potentials and limitations.
move forward in some of the
aspects mentioned before. 130 UNIT 7
9 Ways to Keep Moving Forward:
Forget regret.
Read the LIVING IN HARMONY section, keeping in mind that this is
Learn from failure.
an OFT. Draw students attention to understanding the importance of a
Ask for help.
healthy diet and good habits to preserve our health.Then, ask them how
Believe you are worthy.
they can move forward in this aspect of life.
Take 100% responsibility.
Know what you want.
Trust.
Want it more.
Keep the faith.
See the bright side of life.
182 TEACHERS BOOK

Lesson Summary
1
O
L ES S N
Aim: Analyse and discuss about
I Feel Good! health in terms of food and
activities.
1 Think of the last 7 days and mark the statements that are true for you. Suggested Time
a ______I exercised at least one hour a day. m ______I snacked a lot. 90 minutes
b ______I exercised at least one hour during
the last weekend.
n ______I ate fast.
Vocabulary
o ______I ate while watching TV or playing on
c ______I watched TV for more than one my phone. Nutrition, Healthy/Unhealthy Food
hour a day. p ______I ate small bites.
d ______I was busy this last weekend.
q ______I dont eat unless I am very hungry.
and Activities
e ______I had nothing to do this last weekend.
r ______I ate until I felt full. Communicative aims
Use expressions to talk about past
habits (Used to)
Materials
50
s ______Once or twice, I ate after I saw a
f ______I had butter, margarine and /or
mayonnaise in my meals.
food spot on TV. Dictionary
t ______I just ate because I had to.
g ______I included many vegetables in my meals.
u ______I ate because I was bored.
h ______I had sugary food such as ice-creams,
cakes, biscuits, candies, etc. v ______I ate because I was mad.
i ______I had fried food or oily food such as w ______I ate because I was sad, depressed or Warm Up
sopaipillas, French fries, fried chicken, stressed.
bacon, etc. x ______I ate a lot in a short period of time. Ask students what they eat on a
j ______I had breakfast every day. y ______I felt I was eating out of control but I
k ______I skipped lunch. didnt care. regular day and see what eating
l ______I had dinner. habits they have in common. Discuss
Speaking
with the class if these eating habits
2 How many of your answers are bad habits? Food Activities are good or bad and why.
Compare your answers with your partner. How
many are the same?
3 Make a list of the food you have eaten and

activities you have done in the last 7 days. 1. Students mark the statements
Discuss with your partner which food and
activities in your lists could be classified as that are true for them and then
healthy.
compare with a partner.
131
Speaking
3. Get students to complete the table and then to discuss with their 2. Ask different pairs of students
partner what food and activities they both consider healthy. Each pair to share the habits they have in
should be asked to share their answers with the class by coming to the common with the class. As pairs
board and making a list of healthy food and activities. expose their habits, a list can be
This list could be also done on a big piece of poster board, which can made on the board and the rest
be put up on the walls of the classroom, as many habits may be similar of the class can say if they have
among the students. that habit or not, to see which are
the most popular.
183
Pre-Reading
4. Students ask each other the
questions and see how similar Pre-Reading
A LIFE ON THE MOVE:
4
their answers are. Each student In pairs, answer these questions:
LOOKING BETTER, FEELING BETTER
How much do you exercise weekly?
is asked to tell the class about How many meals do you eat daily?
According to some research done on Chilean teenagers,
proper nutrition does not count as one of their priorities.
How much do you snack? Only 4% of them eat well, 60% have an average nutrition
the information theyve learnt Do you like sugary food? Why? and around 36% do not eat well at all! A few years ago it
used to be different but lifestyles
from their partner. Vocabulary have changed.
While Reading Currently, only 15% of teenagers
clarification may be needed for have a healthy lifestyle. Young
5 a Scan the text and find the words from the people used to do regular
words such as meal and sugary list. Can you infer the meaning of the words exercise but this has almost
in context? Check with your partners if they been forgotten. With the arrival
food. Elicit the meaning from the know the meaning. If not, look them up in a of new and more exciting
technology, more time is spent
dictionary.
class and help them with examples on sedentary activities such as
i on the move viii diseases watching TV, playing computer games, surfing the net and
(sweets and chocolate are sugary ii average ix procrastinate
other related activities. What makes the situation worse is
that most of these sedentary activities include food and not
food). iii
iv
concern
major illness
x once in a
blue moon
just any food: junk food.
Another concern has to do with the high amounts of sugar
v increase xi legumes children and teenagers are consuming these days. Research
vi enhance xii in the long has shown that around 50% consume excessive sugar and
run sugary foods and drinks. If this continues, diabetes may
While Reading
vii prevent
become a major illness for Chilean teenagers in the next
few years.
b With your partner, predict which of these
Some experts claim that
words would be essential to give the text
5. a Remind students that looking meaning. Why?
the government should
be more straightforward
for words in context will help c Read the text carefully and check your
predictions in activity 5b.
with these problems in
schools by educating
them to understand their meaning. 6 In pairs, answer the following questions.
and informing parents,
teachers and teenagers
If students cant get the meaning, a What does research say about Chilean
themselves so that they
become aware of the
teenagers diet? problem and find ways
they should ask partners or find b Why arent Chilean teenagers exercising as to confront it.
much as they used to?
the meaning in a monolingual c How is sugary food becoming a problem But not all is lost!
among Chilean children and teenagers? You can still live a life on the move, looking and feeling
dictionary. If students struggle d What should the government do to help better by adopting an improved lifestyle. But the
question is, why should you do it?
to find the meanings, elicit by e
teenagers have a healthier lifestyle?
Name two reasons for leading a healthier Youll notice an increase in your strengths and energy.
directing students to the text and f

lifestyle.
Which of the activities mentioned in the text
You will enhance your self-confidence and will feel
more confident in your abilities.
with examples of similar contexts do you actually do? You will be able to prevent obesity and heart-related
diseases.
for the word. You will also be able to share more quality time with
your friends and even make new friends.
b Students read the title of the

text and tell what they think it is 132 UNIT 7
about. They should then discuss in

pairs which words are essential for
understanding the text. Ask each
pair to choose one of the essential
words for them and to come and Possible Answers:
write it on the board. a Chileans have a poor / bad nutrition. b Today, they spend more time
c Students read the text and then watching TV, surfing the net and playing video games. c Diabetes may
check together. become a major problem as children and teenagers consume excessive
6. Students answer the questions amounts of sugary food. d They should directly reach parents, teachers
and compare their answers in pairs. and teenagers themselves to work out the problem. e Suggested answers:
Exercise more and have a balanced diet.
184 TEACHERS BOOK

Post Reading
7. Students answer with a
Some activities you can carry out Post Reading partner and then compare their
with your friends (and family too!)
are as follows:
join after-school sport
7 Write reasons why you should or should not eat reasons with another pair.
the following food:
programmes in your school or
neighbourhood. a chips, sodas, ice-cream because... Possible Answers
try not to procrastinate.
Participate in your regular physical b fruit and vegetables because...
.
a Shouldnt, they are high in fat,
education classes at school.
if your school or places you
. sugar and salt.
c snacks whenever I feel like it because...
regularly go to are not that far away from home, then walk
or ride your bike.
. b Should, they are full of vitamins
practise the old fashioned way, too. Make a habit of
walking up and down stairs instead of taking the elevator.
8 Look at the following word groups taken from and minerals.
the text and write another one changing the
Some tips for a healthier and better life are as follows: adjective only. c Shouldnt, we can eat more
be aware that chips, sodas, ice-cream and candies are high
in fat, sugar and salt. Try to consume them only once in a e.g., Proper nutrition = healthy nutrition
food than we need or the wrong
blue moon. a Healthy lifestyle:
enjoy fruit and salads daily as they are full of essential b Sedentary activities: food.
vitamins and minerals vital for our bodies to be healthy.
c Junk food:
fish and legumes are excellent for you. Fish contains
omega 3 which is excellent for the heart and legumes are d Sugary foods:
rich in fibre. Have them at least twice a week. e Quality time: 8. Students work individually
try to respect meal time. Too much snacking becomes
and check a dictionary if they
s
damaging in the long run. It can mean eating more food and
eating more of the wrong food.
on days with more vigorous activities, you can eat more. have problems to find the right
On the other hand, if you have been seated or only doing STEP IT UP!
moderate activities, then you should eat less.
Make a list of activities you do that are unhealthy.
synonyms. Remind them that they
Always remember that physical activity in which you
move your whole body, helps you develop your abilities of Compare with your partner and give each other can only change the adjectives,
coordination, flexibility, balance, strength (inside and outside) advice on what you should do to change your
and speed. lifestyle. so they have to find a new word
Adapted from Alimntatesano (2012). Primer Reporte del Programa
Mi Fitbook. Alimentatesano.com. Retrieved October 28, 2013 from
http://www.alimentatesano.cl/Resultados_Fitbook_Dic2010.php 10 Work with a partner. Go to http://www.nutrition.
which is also an adjective.
gov/ and research about the components of a Possible Answers:
healthy meal. After youve gathered the data,
9 Match the word groups.
present your results in a pie chart like the a good/active lifestyle; b lazy/
a proper i f disease
______ following:
b regular ii d food
______ Work with a partner.
inert activities; c fast food; d
c young iii a nutrition
______ e.g., sweet food; e good time
g new friends
43%
d junk iv ______ 27%

25%
b exercising
5%
e self- v ______
f heart vi h a week
______
g make vii c people
______
h twice viii e confidence
______ STEP IT UP!
i will have to ix i eat less
______
Students can take the activities

133
they wrote in exercise 3 as
reference and complete with
other unhealthy activities. Then,
9. Students match the word groups students compare their answers
individually and then check in pairs. and in pairs they give advice to
10. This can be set for homework, each other about how to change
as it requires Internet access. Ask their unhealthy habits.
Common Mistakes students to work in pairs and
investigate about proper nutrition.
Students may find a variety of Students should bring the chart
synonyms in dictionaries and the following class. Give students
thesauruses, but they must some useful websites such as
see which fit the context the http://www.nutrition.gov/ and
word is in. http://www.nutrition.org.uk/
185
11. Students may bring a PPT

presentation with the chart or a
drawing on a piece of poster board
to present to the class.
Practice
11 Explain your pie chart to the class. 12 Write sentences that are true to you using the
Language in Use Use the food pyramid to defend your meal.
Language in Use box for help.
This chart shows... a I / live in a flat when I was a child.

Use expressions to talk about The percentage of....
past habits (Used to) The perfect amount of.... b We / go to the beach every summer
The reasons we have...
Draw a timeline on the board with We could say... c My friend / exercise/ in primary school
two moments. Moment 1 should be in If a person is able to...

Their health will be... d When I was ten years old I
the past and moment 2 in the present.
Write play with toys under moment e My mother
1 and dont play with toys under f The person sitting next to me
moment 2. Ask concept questions

such as
nciati o
o nu n
Teacher: Did I play with toys in Pr
the past? Do I play with toys now? Then 13 Listen to the
ask How can I say both things in one following sentences
and underline the
sentence? Wait for students to say words you hear the
speaker emphasize.
with used to or give them clues until How can you tell if a sentence has positive
or negative content? Listen again and repeat.
they get the answer. Practise with your partner.
Direct students to the LANGUAGE IN LANGUAGE IN USE a But not all is lost and you can still live a life
on the move, looking and feeling better by
USE box and check the rules together. To talk about a habit that used to be common but isnt
anymore, we say: adopting an improved lifestyle.
For further explanation check the Young people used to do regular exercise but this has b What makes the situation worse is that
almost been forgotten. most of these sedentary activities include
Grammar Reference at the back of I didnt use to like eating vegetables but I love them now! food. Junk food.
the book.
Practice
134 UNIT 7
12. Students work individually and

then check in pairs. Answers may vary.
Pronunciation Wrap Up
13. 50 Students listen once and Ask students if they remember the recommendations made in the text
discuss in pairs. Ask students how on page 132. Refer them to the text and ask them to think of an answer
they knew which one was positive to the first question in groups of 3. Then students answer the second
and which one was negative (tone question individually and compare in pairs.
of voice). Check with the class by Get students in groups of 4 or 5 and ask them to think about ways to
getting students to think of and encourage the rest of the students in school to have a healthier lifestyle.
say out loud some positive and Students produce a list of 5 to 10 ideas, decorate it and put it up around
negative sentences. the school.
186 TEACHERS BOOK

Lesson Summary
2
O
Aim: Analyse and give opinion about
L ES S N
frequent physical and mental illnesses
in teenagers.
Not Feeling So Well? Suggested Time
90 minutes
Pre-Listening
Vocabulary
1 a Read the following list and underline the ideas
that sound familiar to you. Compare with Illnesses, Medicine
your partner. Do you have the same?
Communicative Aims
i depression viii psychologist Integrate expressions of hypothetical
ii bad nutrition ix psychiatrist
situations in a past time frame (Third
iii stress x eating habits
iv obesity xi physical activity conditional)
v angry all the time xii polite Materials
xiii smile back
vi a lot of things to do
xiv Right now comfort
51
vii in a hurry
b Look at the list again and talk to your partner about the reasons why some of these ideas are closely Dictionary
related. Share your ideas with the class.
While Listening
Warm Up
2 a Listen to a person give his opinion on how Chilean people are in regards to their health. How is this
reflection similar to the reasons you discussed in activity 1b? Take notes!
b Listen again and check.
Ask students to tell the class about
moments when they have felt ill.
3 Listen again and answer the following questions.
Put them in pairs and get them to
a What does the speaker say Chileans are becoming famous for?
. discuss and decide the best thing to
b The speaker says, we need to do something about it. What does it refer to? do when each situation takes place.
.
c How does the speaker describe people feeling stressed out?
d Apart from the system, why should we blame ourselves for giving in to stress?
.
Pre-Listening
. 1. a Tell students to work in pairs
e What reasons does the speaker give for the body and the mind to be taken care of equally?
. and decide which words from the
f In your own opinion, how is politeness important for your health? list are problems and which are
.
potential solutions. Clarify unknown
135 vocabulary by eliciting meaning
from the class. Students then work
individually and choose which ideas
While Listening are familiar to them or which they
have experienced.They compare
recording again and check in 2. 51 a Students listen to the
answers in pairs and tell each other
pairs. Answers: a Bad nutrition recording and take notes about their experiences.
and mental illness. b Bad quality individually. When the recording b students work together and talk
lifestyle becoming an epidemic. finishes, they check in pairs. about how some ideas from activity
c Always in a hurry and in a bad b Students listen again to check a are related. For example: bad
mood. d Because we have neglected what they previously compared nutrition and wrong eating habits may
our eating habits and physical activity. with their partner and a whole lead to obesity. Conduct a whole class
e By exercising the body, the mind class feedback is carried out. feedback session to get students to
produces good energy. The body is share the ideas they discussed in pairs.
closely tied to the mind.
187
Post Listening
4. Start by asking students how
nutrition is related to commitment
(for example balanced diet, will to
Post Listening
lose some weight). Students continue LANGUAGE IN USE
4 In pairs, brainstorm ideas related to nutrition that
brainstorming ideas in pairs to relate connect to the concepts or words below.
We use If sentences to describe situations in the past
nutrition to the other concepts. e.g., Bad nutrition: fatty food, junk food, too much that did not happen.
snacking, etc. If we had been more careful, we would have prevented
5. Ask students to remember the this from happening.
Commitment Fast Food lifestyle She would have answered if she hadnt been so busy.
recording and elicit the type of Stress Good energy Can you see its form? Can you explain it?
balance people need to have in
5 Work with a partner. Make a sequence map
order to be healthy (body-mind). explaining what you would do to keep your
7 Finish the If sentences with your own ideas. Use
body and mind healthy.
Elicit some ideas of a sequence of the Language in use box for help.
actions that may be done to achieve HEALTH

a He would have come to the party if
this balance and write some of the

BODY MIND b If I had eaten all that pizza, I
ideas on the board. Students work
in pairs and complete the sequence COMMON
c If her grandfather had gone to the doctor, he
map together. IDEAS

d would do more exercise every dayif
6. Students find arguments to justify
their sequence map according to e If we hadnt been so stressed, we
the analysis carried out in exercise 4.
Language in Use 6 Discuss your sequence map with your classmate.

Justify your ideas. Use the concepts from activity
Integrate expressions of hypothetical 4 in your discussion.
situations in a past time frame Explain:

What you are going to do
(Third conditional) Why you decided to do it
Lead students to the box and ask How you intend to put this into action
When you are going to start and for how long
some concept questions Integrate you are going to do it.
expressions of hypothetical
situations in a past time frame.
136 UNIT 7
Teacher: Was the person careful?
Could they prevent something from
happening? Why? (for the first
sentence) and Did she answer? Extra Activity
Was she relaxing? (for the second 7. Students work individually Get students in groups of 6, and
sentence). Draw students attention in the activity and then check have them create 6 sentences,
to the board and ask for help to in pairs. Conduct a whole separating them in halves with
write the form, getting them to class feedback to check if clauses, and halves with main
identify each part of the sentences problems with sentence clauses. Groups exchange
and the order they follow. order and verb forms. sentence halves with other groups
For further explanation check the Answers may vary. and match the ones they receive.
Grammar Reference at the back of
the book.
188 TEACHERS BOOK

Pre-Reading
8. Ask students how often they
Pre-Reading go to the doctor and if they go
8 What do you think are the main reasons that teenagers go to the doctor? Make a list. only when they have accidents
While Reading or also when they feel ill. Have
9 Look at the words in bold. What are these health problems about? Skim the text to find out. students make a list of reasons
for going to the doctor and then
TOP REASONS WHY TEENAGERS GO TO THE DOCTORS OFFICE
The most common health problems teenagers suffer from are: compare with a partner.
a Drug abuse: this experimentation phase can lead a teenager to have contact
with illegal drugs. Dealing with this problem is one of the most determining
moments for teenagers and parents.
b Traffic accidents: many young people get injured or die each year in accidents
caused by reckless driving and alcohol.
c Diabetes: it can be inherited but it is also caused by bad nutrition habits.
d Hypertension: the number of teenagers that have high blood pressure is
increasing day by day.
While Reading
e Stress: due to hormonal and psychological changes during this phase, many
teenagers are likely to suffer from stress which leads to other physical pathologies. 9. For this activity, remind
f Acne: this happens basically because hormones are adapting to the new adult body. It can take years to
become balanced again.
students that skimming is a
g Anorexia: the social pressure for looking slim and attractive drives many strategy that allows them to
teenage girls and boys to lose excessive weight so that they can fit into a
social group. This damages them not only physically but psychologically, get the main idea of a text and
too.
h Obesity: this is mainly caused because of bad nutrition and excessive speed up their reading. Set a
consumption of junk and sugary food. The worst news is that obesity
brings other diseases along. time limit of 30 to 45 seconds
i Sport injuries: these types of injuries are common among teenagers since
they are more exposed to high risk sports and activities at school during
for students to read and answer
this phase of life. the question.
10 Which of these problems do you think you or somebody you know is suffering from or is likely to suffer in
Possible Answer:
the near future? Why? Illnesses and accidents that make
Post Reading teenagers need a doctor.
11 Choose three of the above problems and write a paragraph giving practical and everyday strategies to 10. Students discuss the question
avoid them. Use your experience or use information you have read in books or the net, heard from friends
or watched on TV. Suggest how the people who have this problem could try to improve their health. and then share their ideas with
Include vocabulary from the lesson, from pages 136, 135, 133 (lesson 1) and if sentences.
the class.
137
Post Reading
Wrap Up 11. Students choose three of the
problems from the text to write
Elicit names of eating disorders from students. Get them to talk about short paragraphs giving advice.
what can teenagers do about them and direct them to both questions. Encourage them to write at least
Ask students to anonymously write a medical problem they have had on four sentences for each problem
a piece of paper. Collect the pieces of paper and read some out loud. and to use the vocabulary and
Have a whole class discussion on what they would do if this happened grammatical structures from the
to them. unit.
189
Lesson Summary
3
O
L ES S N
Aims: Better understand the
advantages and disadvantages of Science in Our Everyday Life
science and technology in daily life.
Suggested Time
Vocabulary 1 Create a Spider Map with your ideas! Your central
word is Science.
Science, Technology What words come to your mind?
Communicative Aims
Distinguish between wishes and While Reading
regrets by identifying relevant 2 Read the following text quickly. What is the main idea?
information (Wish/If Only) Dennis Scotland Carol USA

Materials My current job as a journalist
working for BBS Channel allows
I lead a busy life as a wife and
mum and I also have a part-
me to be in touch with many time job in a laboratory. As
52 people all over the globe. Telly I am always on the go, I need
has changed my life forever; I was help wherever I can get it. In
Pictures of machines and other born and raised on a small island my house, we have technology
in the north of Scotland where we had no running water that helps with everything from making a cup of coffee to
science-related content. or electricity! The box has allowed us to watch incredible opening my garage. I cant think of life without all these
events like the first steps on the moon, the Olympic Games, new inventions. I would never be able to enjoy time with
New Years celebrations, and more. The invention of TV my family if we didnt have so many household gadgets and
Warm Up opened the door to all the other audio-visual technologies.

Nowadays, the world seems a much smaller and more
appliances helping to make everything run smoother.
connected place.
Bring pictures of different things Jean Philippe - France Francisco Chile

Just over 10 years ago, during Growing up, we had Nintendo,
related to science and technology the economic crisis, alternative Super Nintendo, Play station I, II,
trade markets appeared all over III and now we have Nintendo
(inventions, robots, human cells, the country, and the tradition Wii. These products are used
continues to this day. In towns and mostly by children who dont
chemistry laboratories) and show them cities, people gather in the street or a park and exchange understand how fragile they are. So, when one of these
their products with no money involved. You can find so-called toys malfunctions, I come to save the day. I started
to students. Ask what the pictures everything from home-grown vegetables to furniture to
dental care! Im part of this alternative way of living. My family
out by fixing my dads old radio, then the VCR, and then the
DVD player. Now, Im studying to be an electronic technician.
have in common and elicit the words and I grow cherry tomatoes. We exchange them for other
food products like potatoes and rice. Living like this makes
I enjoy it and I know there will always be something to fix.
science and technology from students. me imagine a world without money or conflict. This would
mean the disappearance of insurance companies and banks, Adapted from Downie, M., Gray, D., Jimnez, J.M. (2011). In Gear. Oxford:
but also the beginning of a friendlier world. Richmond Publishing.
Pre-Reading
1. Hide the pictures and get students 138 UNIT 7
to remember some words they

mentioned in the previous activity.
Write the word science on the board
While Reading
and have students create their own 2. Set a time limit of 1 minute for Common Mistakes
spider map from it. It may be needed students to read. After that, get
Students tend to read word
to clarify the term spider map, so try them to close their books and ask
by word and they usually need
to elicit the meaning from students if they can remember any main
long time to understand what
or explain it by drawing on the board. ideas. How are they connected?
theyre reading. Gist reading
Clarify meaning by asking some Answer
will require repetitive practice
questions such as: The text includes different reflections
to become effective.
Teacher: Does science involve on how technology and science has
medicine? Is it a subject you study at made an impact on our lives and
school? their wishes.
190 TEACHERS BOOK

Post Reading
3. Students answer the questions
individually and then work in pairs
Post Reading
asking each other some questions
3 Answer these questions in your own words.
LANGUAGE IN USE to see how similar their answers
a How has television helped
I wish / If only
Sometimes I wish I didnt have a TV because it distracts me.
are. Answers may vary. Have a
us understand history? If only I didnt have a TV to distract me. whole class feedback to share
b What would we do to
We use I wish and if only to talk about situations we want
to change. answers and generate discussion.
obtain food without money? I wish I had been born with a simpler lifestyle.
If only I hadnt been born in such a complicated lifestyle.
c How would our lives be different if
electronic devices such as Nintendo or
We use them to express regrets about the past. Speaking
I wish that money would disappear.
Nintendo Wii hadnt been invented?
If only money disappeared.
4. Students discuss the questions
We also use them to complain about something/one else.
d How do you think your grandmother
managed doing everything at home
in pairs. Monitor closely and write
without any household appliances? Practice down some relevant mistakes
5 Complete the sentences so that they make sense to you. students make.Then, write the
Speaking a She has no money. I wish
sentences with mistakes on the
.
4 In pairs, discuss the following questions:
b Her friends have gone on holiday. If only I board and have students correct
a Do you agree with Juan Felipe? Why? Why not? .
them. Remind students that it is not
b Would life be harder without your favourite c She didnt save any money for the holiday. If
gadgets? Why? only . important who made the mistake,
c Why do you think the disappearance of
money would be disastrous for banks?
d She spent all her money on clothes. I wish but the fact that they can correct
.
d Can you think of any scientific advances e His mother wont give him more money. I
themselves, as this means they know
made or invented in Chile?
e What is something you wish science had
wish . how to do it, but they just need to
never developed or invented? Why? 6 Look at the pictures. In pairs, make sentences with practice spoken production.
wish and if only.
a b
Language in Use
c d Distinguish between wishes and
www.com
mons.wik
imedia.org ns.wikimedia
.org
regrets by identifying relevant
www.commo
information (Wish/If Only)

139
Get students to close their books.
Write four headings on the board
(wishes/situations we want to change/
Extra Activity Practice regrets/complaints) and ask for a
Give students a piece of paper 5. Students complete individually sentence to complete each topic.
where they can write a problem and then check in pairs. Have Ask concept questions to check
they have. Collect them and give whole class feedback to check students have understood the
them to a different student, who grammatical accuracy. different uses of wish/if only and
will read the sentence out loud Answers will vary. then have them open their books
and complete with a wish. 6. Students work in pairs and make and check the Language in Use box.
Check students utterances by sentences. Have a whole class For further explanation check the
asking the class. feedback to see what different Grammar Reference at the back of
Teacher: Is that a wish or a regret? ideas arise from each picture. the book.
How do you know?
191
Pre-Listening
7. Students choose one object from
the classroom in pairs and then Pre-Listening
they describe it to the class. There 7 Look around your classroom; Can you see anything that has been scientically developed? What do you
think the development process was like?
could be a whole class discussion
on what the development process While Listening
8
was like. hear.
Listen to a person talking about science and how to understand it better. Check the words you
microscope electricity revise

While Listening experiment
knowledge
gadget
modern medicine
tools
observe
process improve investigate
8. Students
52 listen to the reason
discovering
scientic
robot
sceptical
microchip
recording and check the words powerful
reliable
explanation
applied
evidence
creatively
they can hear. Get them to check global
mistake
surgeon
overview
researchers
in pairs and have a whole class

9
feedback to see how many words Listen to the text again and write 3 reasons
why science is so useful in our everyday lives.
they managed to identify. Share your ideas with your partner. Do you have Pre-Reading
the same?
11
9. 52 Students listen again,
Science is useful because:
In pairs, ask and answer the questions.
a How long do you sleep at night?
complete the list and then compare b Do you think that you get enough sleep?
their answers in pairs. Answers will vary. 12 Skim the article quickly. Where is it from?
a A fashion magazine.
b A general interest magazine.
Post Listening Post Listening While Reading

10 With your partner: 13 Read the text and answer the questions. Find
10. a Students discuss the question a Discuss the following question: evidence in the text to support your answers.
in pairs and they tell the class their What do you think has been the greatest
accomplishment of science? Explain why.
a What are some experts now suggesting?
b What did nearly half the teenagers tell the
reasons. Remind them to think of b If you had the oportunity to interview the Denver researcher?
person who accomplished this invention,
an invention. what would you ask him/her? Make a list of
c What are the writers conclusions?
b After students have made their ideas for your interview and then write the
questions.
lists, get some students to go to
the board and write one of the 140 UNIT 7
questions they have to make a

whole class list. 4 medio U7.indd 140 16-12-14 13:30
Pre-Reading While Reading

11. Answer the questions as a class. 13. Tell students that now they c They reported that they were
Encourage the students to open up will have more time to read the sleepy during the day and even
about their sleeping habits and why text in detail and answer the needed a daytime nap.
they sleep too much or too little. questions. d Teenagers need more sleep
12. Set a time limit of 1 minute for Answers: than they are getting.
students to skim the text and direct b Experts suggest that school
them to the questions, which can should start later.
be answered out loud as a whole
class session.
192 TEACHERS BOOK

Post Reading
14. Ask the whole class for the
answer to the question out loud
and ask how they know it is
an article (it has a title, it gives a
Teens need sleep description of something, it could be
The way we sleep changes a lot during our teenage
years. Many teens have the energy to play computer
games until late at night but cant find the energy to
found in a magazine or newspaper)
get out of bed in time for school. This may be more
than just laziness and bad behaviour.
Scientists have found out why adolescents love to lie
in bed late at weekends. They say teen sleep patterns carefully and write their ideas in
are different from those of adults or children and
that teenagers dont get as much rest as they need their notebooks.
during the week. One problem is school start times.
Some experts are now suggesting a later start to the
school day because teenagers find it too difficult to
b Ask students to write a letter
wake up early in the morning.
A research project in Denver, Colorado, which
to their parents telling them how
studied 729 young people between the ages of for growth. When teenagers do not sleep enough,
twelve and seventeen, found that teenagers need levels of the growth hormone are reduced, and important is to get enough sleep.
more sleep than they may be getting. Nearly half teens start to feel depressed and unmotivated.
of the people interviewed reported significant
daytime sleepiness and many needed a daytime
So it seems that teenagers need more sleep
than both children and adults, but that they
nap. The project suggested that sleeping late at
weekends may be a result of sleep deprivation
get less than either. Not only that, but many of
the aspects of teen behaviour which adults find
and then make any changes they
during the week. Dr Kathryn Reid said, We found annoying may be a direct result of teenagers not
that teenagers sleep, on average, 8.5 hours during getting enough sleep. think are necessary.
the week and more than 9.5 hours at weekends.
Other research suggests that getting enough sleep is Taken from Downie, M., Gray, D., Jimnez, J.M. (2011). Target B1. d Tell students to exchange work
important for teenagers because it is while they are Oxford: Richmond Publishing. P. 46.
sleeping that they release a hormone that is essential with a partner and correct their
partners work.
Post Reading e Suggest students to email their
14 What type of text is this? Choose the best 15 Write a letter to your parents telling them why it letters to their parents.
alternative and share your answer with a partner. is important to get enough sleep. Do not forget
the process of writing:
a a report
b an essay a Pre-writing. Brainstorm your ideas and
organize them.
c a letter
b Drafting. Write a letter using the vocabulary
d an article
from the reading text as a guide.
c Revising. Once you have finished writing, read
Common Mistakes
spelling and punctuation.
classmates. Students may find it difficult to
identify the different types of
141 text and why they cant use the
same structure for all of them.
Present to students some
Wrap Up sample writings, using authentic
Ask students how much television they watch and make a list on material so they can better
the board of the advantages and disadvantages of watching TV. understand and compare the
Direct students to the statement and get them to answer both different structures used for
questions. Once they have finished, they can compare their answers different purposes. You could
in groups of four to generate discussion. also have them work in pairs
and have each of them write a
different type of text, so they
can later compare them and
correct each other.
193
Lesson Summary
4
O
L ES S N
Aim: Analyse and relate personal
life to different lifestyles and habits As Good As It Gets
to stay healthy.
Suggested Time
90 minutes
Vocabulary
Healthy habits, Physical and Mental Pre-Listening
health 1 Discuss the following questions in groups. 2 Finish each idea with your own information.
Compare with your partner. How similar are your
Communicative Aims a What do you think are the best ways to stay
healthy?
answers?
Integrate expressions to demonstrate b What healthy things have you done in the last a Something good I could do for myself is:
month? .
understanding of different meanings c What unhealthy things have you done in the b My favourite food is:
(Prefixes) last week?

c When I am very hungry, I eat:
.
d Which do you think is more important for
Materials your health: eating well or sleeping well? Why? .
d To relax, I: .
53-54
e Most of the time I sleep:
hours a day.
While Listening
3 a Listen to an expert giving advice on how to keep your immune system healthy and match ideas
from the columns. Check with your partners.
Warm Up i Move your body v irritability
______
ii Watch what you eat iii the size of a fist
______
iii Eat less i and help your heart get healthier
Direct students to the pictures and iv De-stress
______
iv get help
______
v Sleep
the title of the lesson and ask how ii vitamins, seafood and fibre is what you need.
______
they are related. b Listen again and complete the sentences.

stairs walk
Possible Answer i Avoid shortcuts; take the _____________,
your dog more.
walk to school if possible, and try to _____________
The pictures represent different ii homemade food or if you have the chance, ____________
Get in the kitchen. Try to eat_____________ cook your
own food!
activities to get a healthier lifestyle. best
iii The _____________ less
way is to keep your body in shape is eating _______________.
stress
iv _____________ mental health.
can affect a persons physical and _____________
v heavy meals can also interfere with a ___________
Alcohol consumption and ____________ good nights sleep.
Pre-Listening 142 UNIT 7
1. Have students form groups of

3 or 4 and discuss the questions. While Listening Background Information
Have a whole class conversation The immune system, which is
3. a 53 Ask students what
for feedback. made of a network of special cells,
they know about the immune
2. Students complete the sentences proteins, tissues and organs, is the
system and give some feedback.
and then compare in pairs to see bodys defence against infectious
Students then listen to the
what they have in common. organisms and other invaders.
recording, match the sentence
halves and check in pairs. Through a series of steps called
b 53 Students listen again the immune response, it attacks
to complete the sentences and organisms and substances that
check in pairs. cause disease.
Source: http://kidshealth.org/teen/
flu_center/about_flu/immune.html
194 TEACHERS BOOK

Post-Listening
4. Tell students to make a list of the
words that come to their mind and
Post Listening
then compare with a partner.
4 What words would describe your eating and exercise habits better? Compare your answers with your
partner. How different are your answers? Use the Check this out! box for help.
Language in Use
CHECK THIS OUT! Integrate expressions to demonstrate
Odd Facts about Science and Health
Drinking water faster than your body can eliminate it
understanding of different meanings
can kill you.
(Prefixes)
Whale waste is extremely valuable. It may look like a
rock weathered by the sea, but it is actually ambergris
which, depending on age, can sell for thousands of dollars.
Write the word healthy on the board
Taking out half of a childs brain seems not to affect their and ask students what is the opposite
personality but can prevent dangerous seizure disorders.
source: http://www.scientificamerican.com of that word. Elicit the word unhealthy
and ask students how do they know it
6 Make five more words with the prefixes and is the opposite (because of the prefix
write sentences with them. Use your dictionary
LANGUAGE IN USE to help you. -un ) Ask some concept questions to
Prefix
e.g., Unhappy He is really unhappy with his weight.
check that students understand the
nciati o
o nu
un + healthy = not healthy
n use of prefixes such as:
Pr
non + smoker = doesnt smoke
Prefixes are added to the __________ of a word to
modify it or change its meaning. When prefixes are
Teacher: Can we only use a prefix to
added to root words,
the word stress
form opposites? Or can we use them to
Practice
sometimes changes. change the meaning of words?. Direct
7
5 Match the prefix with the meanings.
a Listen to
the following words and repeat them.
students to the LANGUAGE IN USE
a supermarket i not How is the stress changed? box and have them complete the rule
b anti-virus ii very large i agree disagree
c unrealistic iii former ii regular irregular
of form. For further explanation check
d underestimate iv too little iii virus antivirus the Grammar Reference at the back
e ex-instructor v against
f microchip vi too much
iv smoking non-smoking
of the book.
g overeat vii in favour of b Think of 5 other words that have
h pro-sports viii miniature prefixes. Practise their pronunciation with
your partner.
Practice
143
then check in pairs. Carry whole
Pronunciation CHECK THIS OUT class feedback to check doubts
in meaning and elicit some other
7. 54 a You can use This section may be used only
examples of words with each
strong students to model the with fast finishers. Ask students to
prefix. (superpowers, antibiotic,
words. Elicit the difference in read the three facts and ask them
unreal, underwear, ex-boyfriend,
pronunciation have students to think of others that may seem
microbus, oversleep, pro-life)
complete the activity. unreal, but are true. Let them
b After students have find interesting facts about human
practised enough, elicit some beings and nature and share them 6. Have students find more
words that many groups had with the class. You can suggest words with the prefixes studied,
in common to check their some websites such as http://www. monitoring in case new meanings
pronunciation with the class. interestingfacts.net/ and http:// may arise.
www.todayifoundout.com/
195
Pre-Reading
8. Elicit the meaning of the
expression from students and ask
Pre-Reading
them to think of local sayings and
8 An apple a day keeps the doctor away; What do you think this expression means? Is there a similar
share with the class. expression in Chile? Share ideas with your partner.
While Reading
9 Read the following text and underline or highlight key words and phrases. Remember that key words are
While Reading those that give the text meaning. Compare with your partner.
An apple a day keeps the doctor away.

9. Direct students to the heading
Have you heard of this saying before? You probably have, but in the Spanish
of the article and ask them what version. This saying refers to keeping a healthier immune system so that you
dont get sick easily.
they think the text is about. Give Here you are some strategies to achieve this:
them enough time to read in detail Exercise: Physical activity helps to support the work of the lymphatic system.The
lymphatic system is a series of vessels and glands that transport immune cells
so they can choose the key words/ and collect waste products from the body.The lymphatic system needs the body
to move to help transport immune cells and collect bodily waste.
phrases and then ask them if their Think Happy Thoughts: Immunity has a very strong connection with the mind.
Stress and depression are known to lower immunity. It is important that when
predictions about the text were one feels overwhelmed to find comfort with comfort phrases, or employing
correct. some relaxation techniques. Usually a little humour makes things look easier, smile, laugh as much as you can.
Include more Colourful Vegetables in your Meals: Believe it or not, plants have their own immune system,
known as photochemicals. Photochemicals are what gives fruit and vegetables their rich colours. The more
coloured fruit and veggies you eat, the more immunity boost your body receives. Good choices of colourful
fruit and vegetables are tomatoes, watermelon, grapefruit, grapes, pomegranates, blueberries, carrots, squash,
Post Reading and sweet potatoes.
Favour Aromatic Herbs: According to traditional Chinese medicine aromatic herbs strengthen your bodys
chee energy. Aromatic herbs are garlic, ginger, and scallions. These herbs help to open up sinuses and they
10. a Tell your students to read cause light perspiration which helps you sweat out any flu.
carefully and write their ideas in their Adapted from Keogh, P. (2012, Autumn). Restoring your immune defence Naturally. Healthy Life, 4, 4-6.
notebooks.
Post Reading
b Ask students to write a 100 words
10 Write a paragraph of 100 words expressing in your opion what this reading text tell us about our bodies.
paragraph expressing their opinion Do not forget the process of writing:
on the article they have just read. a Pre-writing. Brainstorm your ideas and organize them.
b Drafting. Write a draft connectors such as:
c Ask students to read their work although however even though
and then make any changes they c Revising. Once you have finished writing, read your work and check it.
d Editing. Read your work again and check spelling and punctuation.
think are necessary. e Publishing. Share your work with your classmates.
d Tell students to exchange work
with a partner and correct their 144 UNIT 7
partners work.
e Suggest students to share their
work in class. Wrap Up
Ask students what healthy habits
they see every day and how are
Background Information You can put things in order so habits changing in Chile. Direct
Planning your writing is useful for they make sense before writing them to the questions and have
the following reasons: the final version. a whole class feedback session.
It helps you save time when Its a chance to correct mistakes Encourage students to consider
writing. before you do the writing. the second question in terms of
You are more likely to remember Source: http://www.bbc.co.uk/ their own habits, not what they
everything you want to include. skillswise/topic/planning-your-writing should be doing.
196 TEACHERS BOOK

vie Warm Up
Re w
7 These activities may be answered
in teams, and points may be given
unit
for each correct answer as they are
checked.
1 Use your own words to write a definiton for the following concepts:
a Irritability:____________ d Healthy:____________
b Sugary:____________ e Dependent:__________
1. Students work individually.
c Mind:____________ f Diabetes:____________ Collect different answers on the
2 Complete the text about habits that were common in the past. Use the words in the box.
board so students can see how
different options can be correct.
be | punish | make | not eat | not show | however | speak | take | wear | although
Answers will vary.
The Good Old days 2. Students complete individually
(a) ____________________ 1970s is only a little bit more than 40 years ago, life (b) ________________ and the compare answers in pairs.
very different. For example, nowadays, parents buy designer clothes for their children, but my mother
Answers
(c) ___________________ clothes for me and my brother. TV was there, (d) ______________, there were
only a few channels and they (e) ____________________ cartoons during the week!
a Although; b used to be; c used
School was different too. We had a dress code and girls (f) ____________________ skirts even in winter! It
to make; d however; e didnt use
was stricter too. For example, only the teachers (g) ____________________ in class: we didnt say anything. to show; f used to wear; g used to
And homework (h) ____________________ ages to do because there was no Internet or anything like speak; h used to take; i didnt use
that. The food was terrible. I (i) ____________________ anything at the school cafeteria because it was so
to eat; j used to punish
disgusting, and the teachers (j) ____________________ me with detention because I refused to eat the food.
3. Students match the columns
3 Match the columns to make sentences.
to form sentences with the 3rd
a If electric power hadnt been invented, b they wouldnt have been struggling with weight
_____
b If children had eaten healthier,
problems during adult life. conditional. Pay attention to
d if TV and video games hadnt been invented.
c We wouldnt have had so many wars,
_____
possible confusion caused by the
a we would have appreciated simple things in life.
_____
d Children would have played more outside,
e he wouldnt have been injured in that traffic
_____ order of clauses.
e If he had been more careful, accident.
f Maria would have been happier, c if money hadnt been invented.
_____
f if he had proposed to her before.
_____
Common Mistakes
145 As to form a conditional sentence
students need to use more than
one complex structure to give
Wrap Up Extra Activity meaning to both clauses, errors
like these may arise:
Direct students to the Worksheets Put students in groups of 4 or
5 and tell them to note down If I would have asked him, he would
for extra practice and encourage
words they find interesting from have helped me. (If I had asked him,
them to work individually before
unit 7 (they can go through the he would have helped me)
checking in pairs or asking you.
unit in the book). Make groups If you had spoken to my mother,
compete with each other by she would tell you where I was. (If
describing a word from the ones you had spoken to my mother, she
they have. They should keep a would have told you where I was)
score to see which group in the
class guessed more words.
197
Warm Up s h ee
or k
W
As students may need extra
7
ts
practice in specific areas, you can unit
decide which activities to do in
class or let them choose a set of 1 Match the ideas. 4 Now that you are becoming a high-school
activities to work on. a healthy ______ food graduate, look back into all your school years;
How much have you changed?
b junk ______ body
c on the ______ lifestyle Use the verbs from the box to write true
d health ______ move sentences about you.
e bad ______ nutrition
responsible | aware | hate | like | organized | study
1. Students match the words to f mind and ______ problems
a
revise vocabulary they have studied 2 Complete the paragraphs with the correct form
of the verbs from the box b
through the unit.
c
2. Students complete individually help | pass | use to | have (x2) | contain | do
d
and then check in pairs. The life we have today is mainly due to the work that
e
Answers many scientists a__________ along the years. The
f
a have done; b have helped; c have discoveries and inventions in medicine b__________
many people to have a better quality of life. Other
5
had; d passes; e used to; f are having; inventions like TV and video games c__________ a
Using I wish and if only fill the clouds with ideas.

g contains. great impact on children and teenagers but as time
d__________ , they are becoming harmful because

3. If students have done extra people are not exercising as they e__________.
a
activities previously, they can start People f__________ more weight problems
this activity based on them or because much of the food they eat every day
g__________ high levels of sugar and trans fatty

based on closing tasks. They can acids.
b
work individually or in pairs and 3

Bad habits die hard. Based on this expression,
take the leaflets to the reception write and illustrate an informative leaflet for
adults inviting them to free themselves from their c
desk of the school. bad eating habits or other.
4. Students write sentences that

are true for them using used to. d

They can later tell a partner how
much they have changed and share
with the class. Answers will vary. 146 UNIT 7
5. Students complete with personal

wishes/regrets. Monitor to see if
they are using the grammatical
structures properly for the meaning Common Mistakes
conveyed. Answers will vary.
It is possible that students think they can say I use to... to express
habits in the present. It might be necessary to clarify that we only
say used to when we want to refer to actions that we did in the
past and that we dont do anymore. This can be done by asking
some concept checking questions about how to talk about present
habits, which would be using the present simple.
198 TEACHERS BOOK

s h ee 6. Students rewrite the
or k information given to complete the
W
7
ts
sentences individually. Encourage
UNIT
to compare answers with a
6 Complete the sentences using the information given.
partner if doubts arise before
a Sam talks so fast that they dont understand what he says. asking you.
They wish ____________________________________________________________________
Answers
b He doesnt like his job. He wants to nd a better job.
He wishes ____________________________________________________________________ a They wish he talked slower.
c School starts at 8:00 oclock, which the children consider too early.
b He wishes he found a better job.
The children wish ______________________________________________________________
d She should never have begun that project. c The children wish school didnt
She wishes she ________________________________________________________________ start too early.
7 Write the meaning of the prex. d She wishes she hadnt begun
again | against | too much | former | in favour of | miniature | not | too little | very large that project.
b anti-war __________ g rewrite __________ 7. Students decide the meaning
c ex-husband __________ h superpower __________
of each prefix and then check in
d microchip __________ i underfed __________
e overeat __________ j unhappy __________ pairs. Whole class feedback may
f pro-government ________
be needed to clarify any doubts
8 Write a letter to a magazine editor telling him/her about your current lifestyle concerning health and and expand the possibilities where
nutrition and ways you intend to follow to improve it. (100-120 words)
Use the information from activity 5 page 136. they can use each prefix.
Dear Editor, Answers
a against; b former; c miniature; d
too much; e in favour of; f again; g
very large; h too little; i not.
8. Refer students to the sequence
map on page 136, exercise 5 and
Sincerely, have then plan their writing using
that information. Help them to
147
structure the information into
letter format.
4 medio U7.indd 147 17-12-14 15:45

Take a poll of the class to Divide the class in 4 or 5 groups and have them share the letters they have
decide which activities were written in the previous exercise. Considering the information from the letters, get
the most challenging. Based students to create a Health magazine, in which they will write articles, design the
on students answers, review front and back cover and some ads. Each student should have a role, which you
the material as a class. can decide and put them on the board along with specific instructions or which
can be defined by each group according to their needs. Possible roles are: article
writer, cover designer, advertiser. More than one student will take the same role
as it is required.
199
Lesson Summary jec

Pro t
from the unit by personalising
7
unit
context.
Suggested Time Immortality
45 minutes
Materials
Pictures of healthy/unhealthy
food and activities, computers
and projector.
Warm Up Scientists claim that by 2045 immortality could be a possibility.The idea is that stem cells are extracted from your body so
that scientists and doctors can generate new organs.This way, you will be able to live longer, and longer, and longer...
Direct students to the pictures
1 What do you think about being immortal? 3 When your magazine is ready, you will have to
and ask them what they have in Do you like the idea? What do you think the present it to the rest of the class. Consider the
disadvantages would be? Why/Why not? following aspects:
common and how can they be
2 Work in pairs or in groups of 4 and prepare a a You will have a maximum of 5 minutes to
related to immortality. magazine that talks about achieving immortality. present to the class.
Do research and include images, questions and b Organise it so that you take turns to show
answers about the topic, quotes from experts your visual aids while performing or ask
and other sources of information. Remember to someone else.
1. Students discuss the questions give you and your partners a role in the project
c Take care of pronunciation and intonation
and to manage your time wisely.
in pairs and then share their ideas Consider the following aspects in your magazine:
when performing.
d Speak loud and clearly towards the class, so
with the class. Answers will vary. i Nutrition
that everyone hears what you are saying.
2. If students did the Extra Activity ii Exercising

iii Medicine
from the Worksheets they will iv Everyday practical aspects like housing
know what a magazine should and friends.
include. Refer students to the topics

their magazine should include and 93
get them to start working as a
team (establishing roles). Monitor
around the classroom as students
148 UNIT 7
work to clarify any doubts they
may have about instructions,
organisation of tasks and language Wrap Up
and to make sure each member of
the group is working. If possible, arrange seats so students can look at everybody (a semi-circle
3. Organise the order of is convenient). Have a whole class conversation on the performance of
presentation randomly, but let the groups in the presentations and encourage students to give advice
every group know when they to other groups. Monitor the conversation, making sure it takes place in
present. Remind students of the a comfortable atmosphere.
criteria that will be used to assess
the project. And encourage them
to assess their classmates as they
present by writing notes on their
performance.
200 TEACHERS BOOK

yP
Aim: Assess performance of
ss
7
M
unit students in themes and concepts
revised in the unit.
Listening Reading
Suggested Time
1 Listen to this radio programme called 2 Read the conversation. Answer the questions.
Science World with Martha Connolly as the host DOCTOR: Now, what can I do for you?
45 minutes
this week and circle the correct answer. TEENAGER:I feel tired all day. Materials
a Martha Connolly is _________ of a science DOCTOR: Are you eating properly?
magazine. TEENAGER: Oh yes! I eat lots of chocolate, 55
i a photographer crisps and other snacks to keep me
ii a writer going. Dictionary
DOCTOR: You shouldnt eat so much junk
iii a researcher food! Why dont you eat more fruit
iv an editor or vegetables?
TEENAGER:Mmm...
b The transistor measures _________ nanometres.
DOCTOR:And how much exercise do you do?
i fifteen
TEENAGER: I walk to school!
ii fifty
iii five hundred a Give two reasons why the boy is tired. Warm Up
iv five thousand b Write three suggestions to help the boy feel
c The new transistor is:
better.
points /5 Ask students what strategies they
i cylindrical
ii flat
Writing remember for reading and listening
iii vertical 3 Write a paragraph about a past situation that and write them on the board,
iv horizontal you wish had never happened. Include sentences
using I wish / If only and connectors to organise so they can use them during the
d The new transistor has _________.
i no gates your ideas. You must write at least 100 words.
lesson.
ii one gate
iii two gates
iv lots of gates
e Martha thinks the new transistor _________.

i will never replace the old ones
ii will replace the old ones immediately
iii will eventually replace the old ones
iv will continue to exist alongside the old ones
recording and answer individually.

points /5 points /10
Before they listen again, have them
Keep practising Lets review Good job! Brilliant! check their answers in pairs. After
0-5 6-10 11-15 16-20
the second time they listen, have a
whole class feedback session.
149 2. Students read and answer
individually. Then, get them to
compare answers with a partner.
Extra Activity Wrap Up Possible Answers:
As a whole class, have students This stage can be focused on a His diet is not very healthy and
give you ideas of wishes they error correction and language he walks to school.
have. Collect on the board clarification. For detailed guidelines b He should eat more fruit,
the ones students have in on correcting writing you can check vegetables and do more exercise.
common and have them make the Writing rubric at the back of 3. Encourage students to plan
a poster to put up on the wall. the book. To clarify language from their writing by deciding and
the unit, you can elicit form rules noting down the situation and
and use of tenses from students and some sentences that describe it
write them on the board. before doing the final version.
201
Transcripts
Unit 7
Track 50 page: 134 Pronunciation Activity 13 Track 52 page: 140 Activities 8 and 9
a. But not all is lost and you can still live a life on the move, If you think science doesnt matter much to you, think again.
looking and feeling better by adopting an improved lifestyle. Science affects us all, all through our life.The modern world would
b. What makes the situation worse is that most of these not be modern at all without the advancements of science.
sedentary activities include food. Junk food. Science affects us all, every day of the year. Just try imagining a
day without scientific progress. Electricity for example. Without
science, there would be no way to use electricity.There would be
Track 51 page: 135 Activities 2 and 3 no plastic, modern agriculture or modern medicine.
In fact, without science, many people alive today would have died
Not careful enough with our own health? of diseases that are now easily treated. Scientific knowledge can
improve the quality of life at many different levels: from the routine
Rumour has it that we, Chilean people, are becoming famous
work of our everyday lives to global issues.
for bad nutrition and mental illnesses such as depression, stress
Think science! Because many aspects of scientific thinking are just
and eating disorders.
extensions of the way you probably think everyday. Have you ever
We know we are not the only country in a situation like this, seen something surprising and tried to figure out how it happened,
but this is our country and we need to do something about it. or looked for more evidence to come up with a new explanation
for a mystery? These might seem like trivial examples, but in fact,
If you take the Metro, get on any public transportation or even they represent scientific habits of the mind applied to an everyday
drive your own car, you will see, hear and feel people of all ages situation. Scientists use these ways of thinking to revise their topics
acting stressed out. They seem to be angry all the time, making of study and you can use the same tools in your own life.
everyone around feel useless because they are the only ones
who have problems, have a lot of things to do or are always Track 53 page: 142 Activity 3
in a hurry to be successful. Its alarming that many 9 year-old
children in Chile have already been diagnosed with stress. Did you know that you have many opportunities to do
something good for yourself, from the time you wake up to
We should not only blame the system, which is helping us the time you go to bed?
collapse, but consider we have neglected our eating habits and Here we show you 5 ways to improve your health.
physical activity too. Unhappily, we seem to have developed 1. Move your body to make your heart healthier.
ineffective lifestyles. Avoid shortcuts, take the stairs, walk to school if possible, and
Mind and body need to be balanced. Physical Education and try to walk your dog more.
Sport should be considered as core subjects in schools like 2. Watch what you eat.
Maths and Language are. Get in the kitchen. Try to eat homemade food or if you have
the chance, cook your own food!
Mind and body need to be fed and exercised regularly. 3. Eat less.
Remember that by exercising our body we help our mind The best way to keep your body healthy is eating less. As
produce good energy. simple as that.
Use portion control. Limit your serving size to the size of
How many people do you see running or riding their bikes in your fist, really.
the early morning? You will probably see some, but not enough. Get real. Its better to find a level of dieting and exercise that
you can maintain all along than eating soup the rest of your life
A recommendation: be as polite as you can, try to smile.
or going through awful diets.
Notice how many smile back in return. Another healthy habit
4. De-stress
to consider.
Related with everything from headaches to heart disease,
stress can affect a persons physical and mental health. To keep
the harmful effects of stress away. Yoga, meditation and deep
breathing techniques help diffuse stress.
202 TEACHERS BOOK

5. Sleep. Yes, true. Not sleeping enough hours causes irritability, Track 56 Extra Test Unit 7 Junk Food
depression and
high blood pressure. Junk food is food that is calorie-dense and poor in nutrients. In
Put nicotine and caffeine away, as they are stimulants and recent decades, fast food in the United States have increased
shouldnt be consumed before sleeping. Alcohol consumption dramatically, with 25 percent of people now consuming
and heavy meals can also interfere with a good nights sleep. predominantly junk food diets.
Junk food plays a major role in the obesity epidemic. Children
who eat fast food as a regular part of their diets consume more
Track 54 page: 143 Pronunciation Activity 7 fat, carbohydrates, and processed sugar, and less fibre than
i. agree disagree those who do not eat fast food regularly. Obesity increases
your risk for cardiovascular disease, diabetes and many other
ii. regular irregular chronic health conditions.
iii. virus antivirus Another issue is that junk food may lead to depression in
iv. smoking non-smoking teenagers, according to Andrew F. Smith, author of the book
Fast Food and Junk Food: An Encyclopedia of What We Love
to Eat. Hormonal changes at puberty make teens more
Track 55 page: 149 My Progress Unit 7 Activity 1 susceptible to mood and behavioural changes. A healthy diet
Simon: Today we are very happy to welcome Martha plays a part in keeping hormone levels on an even level, while
Connolly. Martha is an editor of the science magazine a diet high in junk food doesnt.
Whats new? and shes come along today to tell us
about the worlds smallest transistor radio. Hello
Martha. Welcome to the programme.
Martha: Thank you, Simon. Its a pleasure to be here.
Simon: So how small is small, Martha? Im sure our listeners
will be interested in the dimensions of this transistor.
Martha: Well, we are talking about nanotechnology so
everything is already pretty small. This is a fifty-
nanometre transistor, which means more or less one
two-thousandth (1/2,000) the width of a human hair.
Simon: Thats small!
Martha: Yes! The transistor is special not only because of
its size, but also because all of its components are
built on top of a silicon sheet. Its called a vertical
transistor because of this. Up until now transistors
have been horizontal. The fact that this is vertical
means it occupies much less space.
Simon: So, this kind of creation has never been seen before,
has it?
Martha: Thats right. In fact, it has several novelties. One
important difference is that with a conventional
transistor you only have one gate which switches
the current on and off. The new transistor has a gate
on each side. In real terms, having two gates makes
the processing faster. So everything is twice as fast.
Simon: So, tell us Martha, is this new transistor going to
replace the traditional transistors?
Martha: I think so, yes. But it might take some time. I cant see
companies replacing expensive existing transistors
immediately. But when they need a new transistor, it
makes sense to develop a vertical one.
Simon: So Martha, what about the...
203
PHOTOCOPIABLE
tra Tes
x
7
t
E
unit
Reading
1 Match each subheading with a paragraph in the text.
a What are the health benefits of exercise? d Why do we need exercise?

b What type of exercise can I do? e How much exercise do I need to do?
c What are the social benefits of exercise?
What is exercise?
Exercise is basically the use of energetic movement to keep our bodies fit and healthy.
i The human body was not designed to be sedentary, but to move. In the past, mankind had to do physical tasks
on a daily basis. However, technology has made our lives easier in many ways and, as a result, we move considerably
less today. We drive to the shops instead of walking or we take the lift rather than going up two flights of stairs. Many
of us prefer indoor pastimes, like watching TV or playing video games, to outdoor activities.
ii There are numerous benefits to doing exercise. Exercise:
strengthens hearts, lungs and blood vessels.
facilitates good sleeping patterns.
gives us more energy.
iii If we choose to go for a walk with a friend, we can have a chat. If we join a sports club or a gym, we can
meet people with similar interests and possibly develop new friendships. Being with others makes exercise more
interesting and motivating.
iv It is important to choose the right exercise type for our bodies, and one that will encourage us to continue.
If you want to improve muscular strength, you could do anaerobic exercise, like weightlifting. To improve physical
endurance, aerobic exercise is important. Activities such as jogging, dancing or swimming are aerobic and also help
augment overall fitness. Flexibility can be improved by regular stretching.
v Current guidelines recommend that we spend at least thirty minutes a day being physically active. It doesnt
need to be expensive. You can take exercise at home by tidying the sitting room or dancing to your favourite music.
Not having enough time is no longer a valid excuse. Everyone has thirty minutes. Come on, lets get fit!
points /5
Listening
2 Listen to this report about fast food and junk food in the USA. Decide if the statements are true (T) or false
(F). You will hear the report twice.
a Junk food is high in calories and low in nutrients. d Obesity doesnt increase your risk for
b Fast food consumption in USA has not risen in cardiovascular disease, diabetes or any other
about 25% lately. chronic health conditions.
c Children who consume fast food usually consume e Teenagers may suffer depression if they consume
less fibre. plenty of fast food.
points /5
Writing
3 Write in your own words (approximately 120) about the benefits of doing exercise and eating healthy food. Give
reasons for your choices. points /10
0-5 6-10 11-15 16-20
204 TEACHERS BOOK

tra Tes
x
7
t
E
unit
Warm Up
Ask students what do they remember having worked on unit 7 and write the topics on the board. Have students
say out loud what they remember having read or listened about these topics and make some notes on the board
too.
Reading
1. Go through the instructions and check students have understood by asking some questions such as Do you
need to write anything? and Do you need to match?. You can also help them by explaining how to work in this type
of activities, in which they should first read quickly for a general idea of what the text I about and then scan for
specific information that links each paragraph to a heading. Students read and match individually so they can later
check with a partner. Answers: a ii; b iv; c iii; d i; e v
Listening
2. 56 Students listen to the recording for the first time and answer individually. Before having them listen again,
get them to check in pairs. After the second time they listen, have whole class feedback to check the correct
answers. Answers: a T; b F; c T; d F; e T
Writing
3. Encourage students to plan their writing in order to save time and organise their ideas better. After writing, direct
students to the General Writing Rubric with Descriptors on page 188 of the Students book so they can assess
their own written piece before handing it in and to follow the three stages of writing (planning-producing-revising).
Wrap Up
This stage can be used for correction. Have students switch their tests with partners sitting close to them. Go

Obesity is one of the most common illnesses
When students write, they tend to produce based
nowadays, and it is mainly caused by overeating
on spoken English, which leads to errors. Before
habits and lack of exercise. If youre overeating often,
they go to the stage of writing revision, remind
there are some things that might help you avoid
them to focus on:
doing so. For example, instead of eating when youre
not hungry, find other ways to keep yourself busy Punctuation and Spelling
and dont eat meals or snack while doing something Gammar accuracy and vocabulary in context
else, like watching TV or doing homework. Target audience and register
Source: http://kidshealth.org/teen/food_fitness/food_ Organisation of ideas
fit_qa/expert_overeating.html
205
PHOTOCOPIABLE
7
1 Complete the diagram with more words that according to your opinion fit in each category.
healthy
lettuce
nasty nice
cheese
unhealthy
2 Interview a partner. Use the answers to make the questions and then complete each answer with your partners
information.
a. ?
When I was 5 years old I used to
b. ?
I wish
c. ?
If I hadnt entered this school
3 Work in pairs. Think about the healthiest person you both know and write a paragraph about her/him describing
their lifestyle and why she/he is inspiring to you.
206 TEACHERS BOOK

7
Warm Up
Write the words healthy and unhealthy on the board and elicit words that students think are related to these
concepts.
1. Students complete the diagram with words that fit each category (nasty-healthy, healthy-nice, nice-unhealthy,
and unhealthy-nasty). They should then compare in pairs and see what words from their partner are interesting
for them to note down. Answers will vary.

2. Students choose a partner to interview. This partner may choose another one to interview, but make sure
everyone is interviewing and being interviewed. Answers will vary.

3. Ask students what jobs healthy people do (usually sports). Get them to work in pairs and choose one person
who is inspiring to write about. They can tell the class later who they chose and why.
Wrap Up
Ask students which people they wrote about. Make a list on the board and choose the top three or four by having
students vote. Then, divide the class in as many groups as top people you have (three or four) and get students to
make a poster that represents how healthy this person is.

Play a few games and get fame and fortune in return;
As students will be working in more than one
who wouldnt love that? Athletes and sportsmen, and
grammatical form in activity 2, they may get
women, have always been a great sour of inspiration
confused with formation. Monitor closely in case
for everyone. A few examples that would come
weak students struggle to make the questions and
to mind would be people like Michael Jordan, who
help them by eliciting from them and their partner
was actually denied the opportunity to play on the
the correct form.
varsity basketball team because he was too short.
Great athletes, whether they be cricketers, basketball
or baseball players, formula 1 drivers, footballers or
rugby players put in a substantial amount of their
time and energy in perfecting their skills.
Source: http://www.thefamouspeople.com/sports-
persons.php
207
UNIT 8
The Price of Progress 8 The Price of Progress
unit
Getting Started
Refer students to the picture and
ask them what they think it shows.
Direct them to the box with
topics from the unit and ask them
how they think they are related to
the picture. Then, have them read
the title of the unit and ask them:
Teacher: So, What is the Price of
Progress?, Does progress imply a
better world? Why?
Get students to discuss in groups
in order to define the advantages Use skimming and scanning reading Integrate listening skills as a basic ability for
and disadvantages of a world techniques.
Locate evidence within the text that allows
oral interaction.
Signal attention, understanting, agreement and
in progress. Encourage them to the justification of simple infereces. disagreement in conversations, and initiate,
Integrate written expression to demonstrate maintain and close a conversation.
talk about global and local issues understanding of texts that have been read. Self correct and reword statements.
related. Clarify any vocabulary Listening and Understanding Writing
doubts that appear by drawing Identify relevant details to find out the main
points of a listening text.
Use connectors to sequence sentences in
students attention to the board Locate expressions and fixed phrases
associated to communicative functions.
and elicit meaning, pronunciation Integrate oral and written expression to of their writing tasks according to its
and form.
Living in Harmony
Learning about our own natural resources and being conscious of our and other peoples actions.
Background Information 150 UNIT 8
Accin RSE is a nonprofit

organization that works with
member companies towards
Corporate Social Responsibility and
sustainable development in Chile. Read the Living in Harmony section, keeping in mind that this is an
Accion RSE helps companies to OFT. Draw students attention to understanding the importance of
improve their competiveness and consciousness towards the environment. Then, ask them how they and
sustainability through projects, others can cooperate to make the world a better place.
services, networking activities,
capacity building, studies and
publicity of their business case and
CSR activities.
http://www.accionrse.cl/
208 TEACHERS BOOK

Lesson Summary
1
O
L ES S N
Aim: Develop receptive and
Chile, a Country of Contrasts productive skills in the context of
natural features of Chile and its
Pre-Reading industry.
Suggested Time
.org
1 a Look at the pictures. What do they show
edia
commons.wikim
about Chile?
b In pairs, discuss what you think the following
90 minutes
sentences mean:
Vocabulary
- sun burnt country
- jewel sea Chile, nature, industrial production
- sea beard
- mysterious kisses Communicative Aims
I love a sun burnt country, Integrate expressions to
A land of sweeping plains,
Of ragged mountain ranges,
Of droughts and flooding rains.
demonstrate understanding of
I love her far horizons,
I love her jewel-sea,
different meanings (Suffixes)
Her beauty and her terror -
Materials
The wide brown land for me!
Post Reading
-Dorothea Mackellar
57
Taken from MacKellar, D. (1993). My Country. My Country 3 Do you know what Chile produces and
and Other Poems. New York: Viking Press. P. 9.
manufactures?
Dictionary
Night, snow and sand Work in groups of 4 or 5. Look at the following
make up the form of list and discuss what you know about the various
my narrow country,
all the silence is in its long line,
all the foam rises from its sea beard
industries. Do an Internet research on the topics
that are less familiar to you. Warm Up
all the coal fills it with mysterious kisses.
- processed salmon and trout
Like a hot coal the gold burns in its
fingers, - petrol, fuel oils, and lubricants Refer students to the title of the
and the silver lights like a green moon
its hardened form of a gloomy planet.
- Chilean wine
- timber and pulp
lesson and get them to work in
-Pablo Neruda
Taken from Neruda, P. (1991). Discoverers of Chile. Canto General. (Jack
- methanol
- fishmeal
small groups, by noting down three
Schmitt, Trans.). Berkeley, CA: University of California Press. Pp. 59-60. - copper wire
- nitrate products
situations of contrast in Chile such
While Reading as The north is very hot and the south
2 Read the two poems about Australia and Chile.
a Which one is about Chile?
STEP IT UP! s is very cold.
b What similarities are there between these
two countries?
Search the net and make a list of at least 5 agricultural
raw materials and 5 manufactured food products in Pre - Reading
c How are a countrys geographical features Chile exports.
important for its progress and economy?
1. a Students discuss in pairs if the
151
pictures show the same as the
opinions they have about Chile.
Answer: Different regions of Chile.
Post Reading b Pairs now try to find the meanings
3. Allow students to choose one or two industries after they discuss using their own words. Have them
about them all, so they can present what they investigated about. check with other pairs before whole
Suggest some websites where they can find useful information such as class feedback. Answers will vary.
https://www.cia.gov/library/publications/the-world-factbook/geos/ci.html,
http://www.sofofa.cl/sofofa/index.aspx?channel=3593 and http://www. While Reading
nationsencyclopedia.com/Americas/Chile-INDUSTRY.html 2. Students work individually and
then tell a partner the reasons for
STEP IT UP! their answers.
Use this section as extra practice for fast finishers. Have students Answer: a The second poem. b and
investigate by consulting books from the school library or the Internet. c will vary.
209
Vocabulary
4. Students match the columns
and then check in pairs. Clarify Vocabulary
vocabulary as needed. 4 Match the columns to complete the ideas.
a mineral resources
b agricultural raw materials
Pre-Reading c forestry
d local challenges
e adequate labour levels
5. Direct students to the picture f protected country
and the headings of the text. Ask c eucalyptus and pine wood
____
them what they think the text will d energy and water supplies
____
b apples and pears
____
Text 1: Chiles Industry
Going to Chile does not only mean encountering
be about and write some ideas f The Andes Mountains
____
nice and generous people but also a great range
e women
____
on the board. Get students to a copper refining
____
of natural resources. The industrial sector mainly
consists of local mineral resources being exploited
discuss the questions in pairs and Pre-Reading
in various ways, agricultural raw materials either
manufactured or exported directly, and forestry
then check with the whole class. 5 In pairs, discuss the following questions:
which has made Chile world famous. Although
Chile is small in area, its natural resources are
Answers will vary. What do the words import and export mean abundant and diverse. This includes current
to you? industries like copper refining, nitrate products,
Do you know a company that does one of iron smelting and steel production, oil refining,
these two? Which one? cement, chemicals, timber and pulp, furniture, and
While Reading While Reading
various wood products. Emerging areas are the
textile sectors, clothing, and the leather industry
concentrated mainly in the urban centres. Doing
6. Set a time limit of 1 minute for 6 Read the texts quickly. These texts are part of... business with Chile has become very profitable.
students to read the text to get a a report

b a story
the main idea. c a biography
Answer: a a report 7 Read the texts again. Answer the following

CHECK THIS OUT!
questions: Chile has about 500 volcanoes considered active;
7. Encourage students to read 60 of them have recorded eruptions in the last
a Which areas in Chiles industries are
the text in detail this time and emerging?
450 years.
Chiles lowest point: Pacific Ocean (0 m) and
b What factors can affect Chiles economic
have them answer the questions growth?
highest point: Nevado Ojos del Salado (6,880 m)
Only 3% of Chiles land is arable, which means it
individually. Get them to check in c Why are women mentioned in the text? can be cultivated for agriculture.
d Why has the food industry become so The driest desert in the world is the Atacama Desert.
pairs when they finish and have successful?
whole class feedback.

Answers: a food production and 152 UNIT 8
textile industry; b environmental
factors, low birth rate; c more
women are joining the workforce; CHECK THIS OUT! Common Mistakes
d talented farmers and excellent
Put students in small groups Give the opportunity to students
technology used.
and have them discuss to give their answers of skills
whether they knew these development activities with
facts or not. Then get confidence and remind them that
each group to investigate even if their answers are not exactly
something interesting the same as the answer key, they
about Chile and make a may have expressed the same idea
question for the class. Collect with different words. Encourage
questions and have a class them to see variety of language as
quiz with score. an asset and not as a mistake.
210 TEACHERS BOOK

Post Reading
8. a Ask students to remember
what they always have to do
Text 2: Long-Term Outlook
Post Reading before writing (planning) and
From my point of view, despite the economic 8
trends in the rest of the world, generally, Chile
a If you had to promote Chile to foreign
countries, how would you do it?
elicit useful ways of doing it such
is doing well. However, we must be aware of the
fact that Chile faces some domestic challenges Make a spider map with your ideas. as lists, mind maps, diagrams and
that could slow its growth, such as the effects of
environmental issues, like the provision of energy
b With a partner, explain each of your main
ideas. If you have similar ideas, talk about the
flowcharts. Have them make
and water supplies. In addition, a low birth rate different details you could use to support their own spider map individually.
and an aging population will affect the future them. Use the Speak Out! box to help you.
working force not so far in the future. I think Answers will vary.
we should nd more effective ways of making Here is an example of a spider map:
progress without overusing our natural and b Students compare their spider
sometimes non-renewable resources.
Detail Detail maps and give ideas to each other
Text 3: Unemployment
While employment levels have been rising throughout Main Idea Main Idea on how to improve them.
Latin America, Chile has achieved the best gure in the
last few years. It is also seeing a signicant rise in the Main topic
9. Have students write the
number of women entering the work force. Women
are an important factor to maintain adequate labour
or theme sentences in pairs and clarify the
levels and alleviate shortages, although currently less
than 40% of women participate in the workforce. Main Idea Main Idea
use of make and do to the whole
Last year Chiles unemployment rate dropped by
Detail
class afterwards. Answers will vary.
1.1%, reaching 7.2%, the lowest rate in 13 years. Detail
Currently, the unemployment rate is 6.7%. While
youth unemployment remains high, it also fell a
9 Scan the texts about Chilean manufacturing again
few years ago. The regions showing the greatest
employment increases year-on-year are Los Ros,
and nd 4 expressions with make and do. Write SPEAK OUT
them down. Compare your answers with your
Coquimbo and La Araucana.
partner. You can use the Speak Out! box for help. Direct students to the expressions
Text 4: Food Production a
Thanks to its length and its amazingly diverse b
in the box and ask:
geography, Chiles soil and climate is optimal for
producing award-winning food products. Chile
c Teacher: What would you say to
d
exports a huge range of high-quality food products to
approximately 150 countries around the world. Due
complete the first sentence? How do
to the knowledge of Chiles farmers and the top-end SPEAK OUT! you know its a fact? Write some
technology that they use, the food industry has fast
become the second most important exporting area. Talking about facts. examples on the board so they can
According to an article I read recently...
Adapted from ProChile (2013).Why Chile. Prochile.gob.cl. Retrieved
I just heard that... follow them as guide and decide
October 28, 2013 from http://www.prochile.gob.cl/importers/why-chile/.
Did you know that...?
in pairs what ideas they could use
Id like to share an amazing fact with you...
Id like to present an interesting gure to you.. to complete the sentences. Have a
whole class discussion to see what
153
ideas they have in common and to
get them to use the expressions in
spoken English.
4 medio U8.indd 153 16-12-14 13:35
Extra Activity Common Mistakes

Have students revise their spider
When student produce spoken language they may have problems to
map from activity 8 and get
express their ideas using the correct grammatical structures. A good way
them to form pairs with the
of helping them is to carry on-the-spot correction, by interrupting students
same partner they worked with
gently when they make relevant mistakes and eliciting correction from
in that exercise. Each pair makes
themselves and the rest of the class. This should be done first with most
a brochure which they can later
confident students, as they can lead the rest to see correction as a way of
leave at the reception desk of
improving. Help yourself with useful phrases such as Remember the only
the school for people to see.
way of getting better is by making mistakes.
211
LANGUAGE IN USE
Integrate expressions to
demonstrate understanding of
different meanings LANGUAGE IN USE While Listening
(Suffixes) Suffixes
12 Listen to a person describing the advantages
Create new words by modifying the ending _______ of the word.
Elicit the concept of prefix by e.g., care + ful: careful (adjective) Chile has as a wine producer and complete the
careful + ly: carefully (adverb) chart.
asking students to remember a Various suffixes:
Geography that Climate that Advantages
-able -ible, -al, -ial, -en, -er, -ful, -ic, -ing, -sion, -tion, -ity, -ty,
grammar point from unit 7. Ask -less, -ment, -ness, -ly, -ive, -ous, -y, -age
favours wine
production
helps produce
organic wine
of the Pacific
Currents in
students what the opposite of a ex.beautiful hotter organisation easily wine production
prefix is (suffix) and elicit the way 10 Add the correct suffixes to the following words The natural The natural The climate
to form nouns or adjectives. barriers, barriers and has a cooling
to use it by asking some concept The words can be found in the text. Make a new
including the effect
The Andes Mediterranean
questions such as: sentence using the word.
Mountains, climate
e.g., employ: employment Atacama
Teacher: Does a suffix change the The employment levels in Chile are high. desert,
meaning of a word like a prefix a agriculture:
Patagonian
ice fields
does? If you put a prefix before a b forest:
c clean:
word, where do you put the suffix? d effect:
For further explanation check the e refine:
Grammar Reference at the back of Pre-Listening Post Listening

the book. 11 In pairs, ask and answer the following questions: 13 Work with your partner and discuss the
10. Encourage students to use the a Where are there vineyards in Chile?
following, based on the ideas in activity 12.
text to find the words so they b

c
Are there any in your region?
Why are they there?
a Two items Chile already produces or may
produce in the future.
practise their reading skills and d Do you know anyone who works or has b How geography favours the production /
worked in a vineyard? manufacturing of these items.
can paraphrase when writing the c How climate may help the production/
new sentences if they dont have d
manufacturing of these items.
Advantages of producing/ manufacturing
new ideas. Answers: a agricultural; these items.
e Challenges the companies may face during
b forestry; c cleaner; d effective; e the process.
refining. Complete answers will vary.
154 UNIT 8
Pre-Listening
11. Ask students what distinctive
natural features Chile has in
contrast with other countries.
Students discuss the questions and Wrap Up
tell the class. Answers will vary. Students form groups of 3 and
choose their favourite place in Chile.
Encourage them to do some research
While Listening Post Listening on the location chosen so they can
make a leaflet with useful information
12. 57 Students listen to the 13. Students discuss in pairs and for tourists.
monologue and complete the table. then share with the class.
212 TEACHERS BOOK

Lesson Summary
2
O
L ES S N
Aim: Practise and produce language
Global Trade in the context of global trading.
Suggested Time
Pre-Listening 90 minutes
1 a Use your notes from lesson 1 to list 5 products that Chile
Vocabulary
exports.
International relations
What do you know about import/export procedures?
Which are the main ports in Chile? Are there any in your region? Communicative Aims
b Put the following vocabulary under the correct category in the Use context to determine what
box.
register to use (Direct and indirect
shipping agents freight customs containers waybills packing slip ship declare
questions)
people verb documents objects
Materials
shipping agents declare waybills freight 58
customs ship packing slip container
Dictionary
2 Write the vocabulary from activity 1 next
to the correct definition.
Warm Up
a goods or products that are being
freight
transported, cargo ____________
Ask students what differences can
b a list of goods and shipping instructions;
waybills
bill of lading ____________ they think of between Chile and the
c officials who collect tax on imported rest of the world. Write the concept
customs
goods ____________
While Listening of Global Trade on the board and ask
d someone who represents a ship or
ships at a portshipping agent
____________ 3 Listen to the telephone conversation students to help you make a mind
between Maria Jos and the buyer, Global Trade,
e to send or transport by land, sea, or air and answer the following questions. map by saying words that come to
ship
____________
a Is Jason concerned with changes in shipping their minds that are related to that
f a huge box to hold goods for transport procedures?
container
____________
b Which procedures could be
concept. Make sure you get the
g a list sent with goods to show that they affected by the new regulations? words importations and exportations
packing slip
have been checked ____________
as they will be useful to link content
to the next activity.
155
Pre-Listening
While Listening 1. a Have students make the list on
Common Mistakes
their own before consulting lesson
3. 58 Tell students theyre going
1. Go through the questions with
When students are told they to listen twice. They should work
are to listen more than once, the whole class.
individually during the first listening. b Students work individually before
they tend to avoid answering After this, ask who managed to
all the questions during the first checking in pairs and with the rest
answer both questions and get of the class. Vocabulary clarification
listening as they prefer to focus students to check in pairs. Play the
on some questions during each might be needed when you give
recording again and have whole feedback.
time they listen. Encourage them class feedback.
to answer as much as they can 2. Students complete individually.
Possible Answers: a No, he isnt. Have them check in pairs before
during the first time they listen, b Custom procedures for the
and then to check. whole class feedback.
containers and freight.
213
4. Students guess the meanings of

the expressions. Answers will vary.
4
Take notes of students relevant Turn your page to the listening script from
activity 3 on page 208 and underline the
mistakes when speaking to use following phrases. In pairs, discuss what you think LANGUAGE IN USE
they mean. Which question is more direct?
them in the LEARNING TIP section. What is your name?
put someone through Could I ask you what your name is?
look over By making a question less direct, it becomes more
LEARNING TIP touch base

have a grasp on something
formal. Indirect questions are used when you are talking
to strangers or being polite.
Refer students to the box and tell puts a mind at ease

do you mind?
them that now they are going to go ahead
let someone know
Practice
have the possibility of checking 7 Change the first question into a less direct question.
LEARNING TIP Use the Language in Use box for help.
their own mistakes. Do not tell the Dont be afraid! e.g., Whats the time?
Could you tell me what the time is?
name of the person who made the Never be afraid to try speaking to other people, even
if you arent completely confident. They will appreciate
your efforts and you might surprise yourself! a What time does Walmart open?
mistake and go through each of ?
them with the class. Post Listening b Where are the toilets?
5 ?
Read the listening script from activity 3 on page
Post Listening 208. In groups of 3, practice the dialogue. Take

turns playing the different roles.
c Is Miguel at work today?
?
6 Get together in groups of three. Imagine that
5. Encourage students to practice you are a group of new entrepreneurs planning d Where did we park the car?
to start your own business. You need to contact ?
the script and personalise it if they a Chinese company in order to import your
products. Create a dialogue in which you have
want. Groups can present to the to negotiate with the company. Practise and
rest of the class. role-play your dialogue together and then share
it with the class.
6. Students form new groups and
create a new script for the role SPEAK OUT!
Checking Facts
play, practise and then present to
If you have a doubt about something use these
the class. phrases to clarify:
Let me get this straight.

You mean ?
If I understand you correctly, ...
SPEAK OUT So youre saying that...?
Have them think of questions they 156 UNIT 8
have about the lesson so far, so

they can ask partners and use the Practice
expressions to check they have LANGUAGE IN USE 7. Students work individually and
understood. They could also come Use context to determine what then compare answers with a
to you for clarification. register to use partner. Carry whole class feedback
Teacher: Do you use these (Direct and indirect questions) to correct grammatical mistakes.
expressions if you completely believe Write on the board some Answers:
what people tell you? What are you questions that students used in a Do you know at what time
asking for with these expressions? the SPEAK OUT activity and Walmart opens?; b Can you tell me
elicit whether they are direct or where the toilets are?; c Do you
indirect. For further explanation know if Miguel is at work today?;
check the Grammar Reference at d Can you remember where we
the back of the book. parked the car?
214 TEACHERS BOOK

Pre-Reading
8. Ask for studentss main ideas
While Reading
and write them on the blackboard.
Pre-Reading
Their answers are helpful for the
8 Read the title and answer, what comes to your 10 Read the text. What can you infer about Chiles
mind? economic position? Give 3 ideas. following question.
9 Define Global Trading using your own words. Post Reading 9. Tell students to remember the
Compare your definition with your partner.
11 a Discuss the following questions in groups of 3
mind map the whole class did
or 4. about Global Trade so they can
Chile and Global Trade What things do you own (shoes, mobiles,
use the related concepts in their
Chile, like most countries, has a wide range of natural etc.) and where do they come from?
resources within its borders. What products would you like to see definitions. Have them compare
These natural resources imported into Chile? Why?
are used both internally for Do you believe that there are any negative
answers with a partner before
manufacturing and are also
exported in their raw state.
consequences to global trading? If yes, what? whole class feedback.
What other products does Chile have the
They play a large role in potential to produce and export?
the development of the
country, bringing in over US
$80 billion in money and
b Using your answers and ideas, complete the
diagram below.
While Reading
investment every year.
Chile is responsible for
c Exchange information with your partners.
Do you have the same conclusions?
10. Allow students enough time
more than one third of
the worlds copper. It is
to read in detail and answer the
also one of the largest Global Trading in Chile question. Get them to compare
exporters of salmon
in the world and is with a partner and ask the class for
the fifth largest global
exporter of wines. Along
for against different ideas. Answers may vary.
with minerals like silver and gold, agriculture and forestry
products like pulp and pinewood bring in billions of dollars
annually. Common
features Post Reading
Its 21 trading arrangements with 58 countries give Chile
preferential access to markets encompassing over 4.2 11. a Students discuss the questions
billion consumers. This gives Chile business opportunities
for goods and supplies as well as services in consulting, and share their ideas with the class.
engineering, and maintenance. b Students complete the diagram
In addition, because of strong domestic demand in terms individually. Answers will vary.
of both investment and consumption, Chile also imports
approximately US$70 billion a year. c Students compare with their
Adapted from CORFO (2012). Mining Cluster in Chile. Retrieved from http:// partners and tell the class their
www.unido.it/americalat/Mining%20Cluster%20in%20Chile%5B1%5D.pdf
conclusions.
157
Wrap Up
Elicit what is the mineral that
Chile produces and direct
students to discuss the statement
in their groups before answering
Background Information the questions individually. Have
them compare their answers
An export strategy is an essential component of a business plan. Keep and tell the class how similar or
it simple, but make sure everyone involved in achieving export results different they were.
is aware of the plan and has a sense of engagement with it. Developing Students form groups of 4 or 5 and
an export strategy helps you define your export aims and match your think about a Chilean product they
resources to those aims. all like. Then, they make a poster
Sources: http://www.austrade.gov.au/Export/About-Exporting/Export- that tells what strategies would they
strategy and http://export.gov/basicguide/eg_main_043072.asp use to export it to the world.
215
Lesson Summary
3
O
L ES S N
Aims: Analyse and produce
language in the context of climate Climate Change
Suggested Time
Vocabulary 1 Read the title of the article. Which of the words in the box will the text contain?
Climate, environment adventure | conference | disaster | experiments | global warming | holiday |

Communicative Aims researchers | skiers | spacecraft | species | surfing | threat | tsunami | ice sheet
Integrate expressions to describe 2 Skim the article and check. Were you right? Highlight the words you find. Do your classmates have the same
answers?
actions (Adverbs)
Materials
59-60 Ice could
Dictionary
collapse,
say scientists
Warm Up
B
ritish scientists revealed a new threat to impossible to prevent major damage that will be
the world at a recent conference about the caused by global warming over the next twenty to
Ask students about the weather environment. Researchers from the British thirty years. Scientists and senior climate researchers
Antarctic Survey (BAS) in Cambridge announced 25 agree that the level of global warming in the future
in Chile throughout the year. 5 yesterday that a huge Antarctic ice sheet may be will be enough to threaten the survival of many
starting to melt as a result of global warming. ecosystems and wildlife species such as penguins.
Ask how much they think it has For several years scientists thought that the Teams from the BAS are carrying out
West Antarctic Ice Sheet (WAIS) was stable. Now experiments in remote parts of the WAIS, where
changed in time and why this is they have learnt that it has started to disintegrate 30 they have discovered that ice is flowing into the
10 and could eventually collapse. If this happens, sea sea at the enormous rate of 250 cubic kilometres
happening. levels around the world will rise by more than five a year. It is calculated that this is raising global sea
metres. Professor Chris Riley, the director of the levels by 0.20 millimetres every year.
BAS, said, After the previous United Nations report The collapse of the WAIS would be a disaster.
on climate change our view was that the WAIS 35 It would put large areas of low-lying, extremely
15 would not collapse before the year 2100. This news poor countries such as Bangladesh under water, as
Pre-Reading has come much sooner than we expected. It is a
real concern.
well as much of southern England. An emergency
conference has been arranged for next month to
The former UK Environment Secretary, Margaret bring governments and scientists together to discuss
Beckett, added another very worrying prediction their plans.
1. Direct students to the articles 20 when she spoke at the conference. Ms Beckett
40
started her speech by saying that it will be almost

and predict all together what the Adapted from British Antarctic Survey (2008, 25 March). The
Antarctic Peninsulas retreating ice shelves. Retrieved from
text may be about. Students decide AntArctic StudieS 68
which words the text will contain 158 UNIT 8
and check in pairs before whole

class feddback. Extra Activity
2. Set a time limit of 45 seconds for
students to read for gist. Have them Ask each student to write one to three words related to the topic of the
compare answers in pairs and then lesson. Collect the pieces of paper and put students in groups. Go group
check with them. by group and give them a minute for one of them to describe as many
words as they can and the others to guess. If they do not guess, they
will have to put the word back into the pile so the next group has the
change to guess it. Carry a count of the score on the board to see which
group wins after all the words have been guessed.
216 TEACHERS BOOK

While Reading
3. Allow students enough time to
go through the text in detail and
answer the questions by scanning it.
While Reading Answers: a Researchers from the
LANGUAGE IN USE
3 Answer the questions.
Adverbs
British Antarctic Survey (BAS).
a Who has discovered that the WAIS is melting?
b What did scientists use to think about the WAIS?
e.g., The ice sheet could eventually collapse. b That the ice sheet was stable.
Circle the correct alternative(s).
c What is Margaret Becketts opinion? a. Adverbs are usually formed by adding / -ly/, /-est/ or c Becket thinks it will be almost
d What effect will global warming have on /-er/ to an adjective.
penguins? b. They can modify nouns / adjectives / verbs or /other impossible to prevent major
adverbs.
e How much ice is entering the sea each year
from the WAIS?
c. and can be one word / a phrase. damage caused by global warming.
f What could happen if the ice sheet collapsed?
Practice
d The existence of the penguin
4 Read the topic sentences and choose which one
7 Write the adverb form of the following
species are threatened. e 250 cubic
is the best summary of the text.
a Scientists have discovered that the West
adjectives and create a sentence. Use the kilometers a year. f A disaster: some
Language in Use box for help.
Antarctic Ice Sheet is melting and that this
possible possibly
areas would be flooded (under
could flood many low-lying countries.
b Politicians have discovered that global warming It will possibly rain tomorrow. water).
cannot be stopped and are very concerned. sad
c Scientists and politicians agree that the
damage caused by global warming cannot be
prevented.
obvious then check in pairs.
Post Reading very good (irregular)
Post Reading
5 Find words or phrases in the text to match these
definitions: extreme 5. Students look for the words
a made public or phrases individually and then
b danger healthy
c at an unspecified future time compare with a partner.
d break into smaller pieces
e worry Answers: a revealed; b threat;
f stop
g distant / isolated c eventually; d disintegrate; e
h
i
speed
increasing
concern; f prevent; g remote; h rate;
6 i is raising
Write a paragraph using the words from

exercise 5 explaining the consequences of
climate change. You must write at least 100
6. Encourage students to plan their
words.
writing with a diagram and remind
them that concepts from the test
159
may be useful to note down.
LANGUAGE IN USE
Integrate expressions to describe
Common Mistakes Practice actions (Adverbs)
Write a model sentence on the
Students may think that any noun 7. Have students check in pairs
board that includes the four parts
or adjective can be used to form if they have formed the adverb
of speech (noun, verb, adjective and
and adverb by adding ly. Clarify correctly before writing their
adverb) such as The big ball bounces
that even when this is the most sentences. Ask questions to check
repeatedly and ask students to help
common formation pattern, there they have understand such as:
you identify them. Clarify what is
are some irregular adverbs too Teacher: Are we describing an
the use of each word and how they
and give common examples such object or person? Are we describing
are related. For further explanation
as good-well; fast-fast; daily-daily; an action? How do you know?
check the Grammar Reference at
wrong-wrong/wrongly. What are the clues?
the back of the book.
217
Pre-Listening
8. Ask students how the pictures
are related and clarify unknown Pre-Listening Post Listening
vocabulary. 8 Look at the pictures. Match the picture with the 11 Write an open email to people telling them
weather words in the box. about the negative impact we humans are having
on our natural resources. Use the example
a fog b smog c a flood d a hurricane
While Listening
below to help you.
e a tornado f heavy snow
Dear Friend,
i ii Did you know
9. 59 Students work individually If you care about the Earth, you will want to
and check answers in pairs. improve it. Here are some practical ideas.
Try to.
Answers: showers, snow and fog. Dont.
If we.
10. 59 Students listen once for iii
e
iv
b
this exercise. Have them compare 12 In groups of 4, create a weather forecast in

which you best represent your region. Record it!
with a partner and go through
nciati o
o nu n
v a vi f Pr
Answers: showers, snow and fog.
13 Underline the
words that have the
same sound.
CHECK THIS OUT! d c

a blow snow showers below
Direct student to the box and ask b weather heat heavy eventually
While Listening c flood cool loose typhoon
if they knew about the fact. Have d ice wind sky lightening
9 Listen to the weather forecast. Put a check
students do some research on the () next to the pictures that you hear.
e sunny humid up thunder
14
subject and share some other facts Listen and check.
10
with the class. Listen again and number the pictures in the
correct order as you listen.
Suggest some useful websites such Pre-Reading
as http://www.climate-zone.com/ CHECK THIS OUT! 15 Discuss the following:
What is the climate like in your area?
climate/chile/, http://www.chile. The southern part of Chile is considered to witness
the most amount of rainfall globally. Is it the same in every part of your country?
travel/en/about-chile/weather-and- What are the advantages and disadvantages of
your local climate?
geography.html, http://traveltips. What kind of changes have you noticed in the
usatoday.com/weather-climate- climate in recent years?
chile-14796.html 160 UNIT 8
Post Listening Pronunciation Pre-Reading

11. Encourage students to choose
13. Elicit two words that have 15. Have students discuss in small
someone they know that would
the same vowel sounds to set an groups and then collect information
find the letter interesting and
example for the task. During whole from the whole class.
write to them.
class feedback have students model
12. Have students create their
the sounds and correct them with
forecast based on the investigation
gestures.
they did.
14. 60 Students now listen and
check their answers.
218 TEACHERS BOOK

While Reading
16. Encourage students to scan
While Reading the text in order to find the
16
3 Read the first paragraph of the article. Name at least three negative consequences of climate change. information they need.
Answer: Greenhouse gases may
Climate Change How can YOU help? cause floods, storms, droughts, and
Over the last few years our weather has obviously changed and it has brought disaster to many communities.
Records show that the average temperature has increased by about 0.6C in the 20th century. Although the heat waves, and some species are
planets climate is constantly changing, some scientists believe that the extreme climate events could be a result
of human activity. Studies indicate that the increase of man-made greenhouse gases in the atmosphere may in danger of becoming extinct.
cause conditions like floods, storms, droughts, and heat waves. Furthermore, we are aware that some species
on our planet, such as polar bears, are in danger of becoming extinct. Many of us will not be alive to see the 17. Have students read individually
more drastic changes, but our grandchildren will, unless we change our lifestyles. Therefore, ask yourself what
you can do to ensure that they enjoy what you enjoy in your life.
and then get them to discuss with
Facts a partner. Collect suggestions in
1 Automobiles are the biggest source of atmospheric pollution, contributing to 14% of the worlds
carbon dioxide emissions.
2 At least 90% of the energy consumed by washing clothes and dishes is just to heat the water.
3 It takes between 24 and 36 trees to absorb the CO2 emissions from just one house.
4 Many political parties now make it a priority to combat climate change.
5 Buses and trains are much less harmful to the ozone layer than planes.
6 Typically, the amount of electricity a computer uses in: between 65 and 250 watts, while a TV can use
up to 200 watts.
7 One bath can use up to 190 litres of water.
Post Reading
Adapted from Archer, D, and Rahmstorf, S. (2010). Climate change so far. The Climate Crisis: An Introductory Guide to Climate Change. London: Penguin Books.
Pp. 39-67.
18. Tell students that they can
read the text again if they need
Post Reading to find more specific information.
Have them go through the
18 Match the following solutions to the facts about
climate change. questions first so they know what
e.g., Plant trees. 3
a 1
Walk or ride a bike or use public transport. ____
information to look for.
b 5
Fly less. ___
c Use cold water to clean. ___2
17 Read the facts stated in the article. What can be d Put your computer on standby or switch it off,
done to solve some of the problems associated 6
along with all of your electronic devices. ___
with climate change? Discuss in pairs and make at e Choose to take a shower. ____7
least three suggestions. 4
f Vote green. ___
161
Common Mistakes
It is paramount to clarify that the
Wrap Up best option to identify what a text
Explain students that global warming is a big chain reaction. The sea rises, is about, or its main idea is gist
water covers lowlands and drowns plants. When they die, animals lose reading, which does not involve
a source of food and habitat. The animals who dont adapt also die. As a scanning or reading in detail, as
result, the ecosystem is completely changed. this techniques will lead students
to better understand only specific
Finally, students form groups of 4 or 5 and make a flowchart or diagram
pieces of information in a text. You
in a big piece of card in which they should include some solutions for
can contrast the uses of skimming
global warming. The diagrams should go in a poster to be decorated and
and scanning on the board.
put up on the wall.
219
Lesson Summary
4
O
Aims: Develop productive skills L ES S N
from input in the context of
Going Green
environmental issues.
Suggested Time
Speaking
90 minutes
Vocabulary 1 With a partner, complete the quiz and discuss your
answers. Who takes better care of the environment?
2 Match the opinions with the questions in the quiz.
Environment, recycling a I dont think you should use so many batteries.

ou environmentally friendly?
Are y Check
e.g., 3
Communicative Aims the things you do. b I think air travel causes pollution.
Signal intention to receive 1 When I leave an empty room
at night, I
c If I were you, I would take showers.
d In my opinion, we should conserve energy as
a leave the lights on.
clarification of information. b dont turn the lights off if
Im coming back soon.
much as possible.
e Its wrong to waste water.
Materials 2
c always turn the lights off.
When I finish with

f You should turn your computer off when you
finish using it.
my computer, I
61 a leave it on.
g You should walk to school.
b put it on standby.
Dictionary c turn it off.
3 When batteries
run out, I
SPEAK OUT!
Warm Up a throw them in the bin.
b put them in a cupboard.
c take them to be recycled.
Asking for clarification
I dont understand.
When I have a wash in Im sorry, I dont follow you.
Write the word eco-friendly on the
4
the morning, I What do you mean?
a leave the tap water running.
Can you explain that?
board and elicit its meaning. Ask b fill the basin.
c half fill the basin.
Could you give me an example?
students to help you build a list of 5 I take

a a bath every day. 3 Work in pairs. Student A: Express the opinions in
things people have to do in order b a bath sometimes but
I prefer showers. activity 1. Student B: Ask for clarification.
c showers.
to be considered friendly to the e.g.,
6 I usually A: I dont think you should use so many batteries.
environment. a come to school by car.
b take public transport.
B: Im sorry, I dont follow you.
c walk to school. A: Well, batteries contain heavy metals that are
dangerous for the environment. If you use batteries
Speaking 7 If I were going to Mendoza,
I would go by
a aeroplane.
and then throw them away, these materials can
cause pollution.
b bus.
1. Students complete the quiz by Conclusions

c train.
asking their partner for answers. If you chose a more than b or c you need to think more about
protecting the environment.
If you chose b more than a or c you are more environmentally
Have them compare their results to friendly, but you could still improve.
If you chose c more than a or b you are a real eco-warrior.
Keep up the good work!
see who is more environmentally

162 UNIT 8
friendly. 2. Students compare
answers in pairs. Clarify any
unknown vocabulary.
Answers: a 2; b 7; c 5; d 1; e 4; f 3; g 6
SPEAK OUT! Common Mistakes

Ask students if there is something from the previous activities
they havent understood so far. Direct them to the box and have Students may tend to speak with
them think of questions using the expression presented. Ask intonation from their mother tongue. This
questions to encourage them such as: happens particularly in questions, in which
Teacher: Do you have any doubt with vocabulary from the text? the intonation usually falls. A good idea
Can you form sentences to give your opinion? is to go through some statements and
3. Have students check the quiz from activity 1 to find ideas for questions and use arrows to show their
their opinions. Students work in pairs exchanging roles. intonation pattern on the board.
220 TEACHERS BOOK

Pre-Reading
4. Ask the class who recycles at
home and why they do it. Ask
the whole class for examples of
Pre-Reading 5 Read the article and answer the questions. environmentally friendly actions.
a What are the two most common methods of
While Reading
rubbish disposal?
4 Do you recycle at home? Do you reuse your
clothes or repurpose old items instead of throwing b What are the negative consequences of
them away? Give an example of how you are incinerating or burying rubbish?
environmentally friendly. c Based on the statistics about the amount of 5. Students read the text
rubbish we throw away, how much do you,
personally, throw away? individually, to find specific
While Reading d What are suggested solutions for the rubbish information.
problem?
Answers: a throw away, recycle; b
Post Reading
Have you seen the symbol for the three Rs in produce greenhouse gases, using
Chile? If you have, do you remember where?
A common problem we face today is rubbish, and
6 Read the article again and underline the following large amounts of energy, and
linking words and phrases.
what to do with it. Practically everything we buy burying rubbish produces pollution
comes in packaging which we are forced to throw In fact For example However
away. In fact, the average person throws away their Firstly Secondly In conclusion and reduces quality of life;
own weight in rubbish every three months. For
example, bottles, paper, cardboard and plastic, could 7 Write a report on one of the following issues. d recycle, reduce consumption,
all be recycled. People make excuses for not recycling
and say that there are no recycling containers near
Governments should do more to protect the
environment.
reuse packaging.
their homes. However, this is not true in many cases. Young people can help the environment.
Rubbish which cannot be recycled is incinerated
or buried; both of these methods are bad for the

a
Pollution is a problem in Chile.
Look for information.
Post Reading
environment. Firstly, incinerating rubbish produces b Organize it using a fishbone organizer
greenhouse gases and uses large amounts of energy. c Write. Include linking words from exercise 6.
6. Have students underline the
Secondly, burying rubbish in landfill sites produces
pollution and reduces the quality of life for people Who? What? When?
connectors and ask the whole
living near the sites.
class what they can use these
In conclusion, what can we do about rubbish? The
golden rule according to environmental groups expressions for (giving structure and
is to reduce, reuse, and recycle. If we reduced
consumption, we would produce less packaging. If we
Summary Main Idea
cohesion to a text).
reused packaging like plastic bags, we would produce
less rubbish. If we recycled more, we wouldnt need 7. Students work individually and
to bury or incinerate so much rubbish.
Adapted from Greening Princeton (2004). Top Reasons to RECYCLE.
follow each step in order to plan
Retrieved from https://www.princeton.edu/~greening/
before writing. Monitor for doubts
Where? How? Why?
and help students with ideas. As
163 students get to the writing part,
lead their attention to the board
and teach the structure of a report.
Extra Activity Background Information

Have each student think of 1 to 3 words related to the lesson. Students To have students write reports
will form groups of 4 or 5 and they will play a game against the other properly, there are some tips they
groups in three rounds. Round 1: a student from each group (in turns should follow:
of one minute) takes words from the pile and describe as many as Use rather formal language.
they can to their group. Different groups take turns until all the words Divide text into sections
are guessed. Round 2: All the words are put back in the pile, and now (introduction, description, conclusion
another student from each group will mime the words. Round 3: with recommendations) by having
Instead of miming, students now can say only one word as a clue for each section in a paragraph with its
the concept that the group needs to guess. Keep score on board to see heading.
what group is the winner. Do not write a title for your report.
221
Pre-Listening
8. Students work in pairs to answer
the question together. Answers Pre-Listening Post Listening
will vary.
8 Imagine you saw this leaflet in your town. 11 Choose the best sentence to summarise the girls
What would your reaction be? position.
While Reading a
b
to find out more
to support it
a It is easy to get to college and a new road is
not needed.
c to ignore it
9. 61 Play the recording once d to disagree with it
b Everyone should do more outdoor activities
like horseback riding.
and ask the whole class for c We can protect the environment and create
answers. new jobs at the same time.
Answer: The granddaughter is 12 a Create a slogan using the 3Rs:

Reuse-Reduce-Recycle.
against the ring road and the
b Now make a poster you can hang in your
grandfather is in favour. schools walls.
10. 61 Students answer Writing

individually and then check in 13 Write summarise the grandfathers position of 10
pairs. sentences. Do not forget the process of writing:
Answers: a Girl; b Grandfather; a Pre-writing. Brainstorm your ideas and

While Listening organize them.
c Grandfather; d Grandfather; b Drafting. Write a draft using the answers from
9
e Girl; f Grandfather; g Girl; h Girl Listen to a teenager and her grandfather. activity 10.
Who is in favour of the ring road and who is c Revising. Once you have finished writing, read
against it? your work and check it.
Post Listening 10 Listen again. Who mentions the following ideas? d Editing. Read your work again and check
spelling and punctuation.
a Cutting down trees will destroy the towns
11. Ask students what they can environment. e Publishing. Share your work with your
b The new road will make travel easier. classmates.
remember from both speakers
s
c It is easy to get around the town at present.
from previous exercise. Have d Construction work and road building create
jobs.
STEP IT UP!
students decide in pairs. e Outdoor activities like horse riding are
popular. Choose an environmental problem and discuss it with
Answer: c f A new nature park could create jobs. your partner.
drought
g Progress is inevitable.
12. Students work individually as h The mines were closed down.
air pollution
deforestation
the preparation of the last activity water shortage
will be useful this time to write 164 UNIT 8
about the grandfather. Students

can discuss in pairs before each
one writes the summary. Answers Wrap Up
will vary.
Taking the concept of the 3 Rs, ask students what people do to be
friendlier to the environment in their neighbourhoods. Direct students to
STEP IT UP! the questions and have them work in pairs.
Have students discuss in pairs and Explain students that in some communities in Santiago, people leave their
then put them in groups so each extra or unwanted items in the street on a specific day so they can be
pair can share their opinions. collected or re-used.
Students form groups of 5 and create a similar plan for their school. Each
13. Students work in groups and group should then create a detailed plan and make a PPT presentation to
put their posters on the wal. present to other classes.
222 TEACHERS BOOK

Warm Up
vie
Re w These activities may be answered
8 in teams, and points may be given
unit
for each correct answer as they
1 Organize the words from the box by setting up the correct sequence to follow when importing or exporting are checked.
a product. Use the sequence diagram.
shipping agents freight customs containers waybills packing slip ship declare
freight waybills shipping agents container

1. Refer students to activities from
the unit in which they can find the
declare packing slip customs ship
information they need. Have them
work individually and then check
2 Predict the weather. Write a one sentence 4 Match each phrase with its meaning. in pairs.
prediction for each:
a Is it okay?
b contact 2. Have students work in pairs,
c revise
d connect
as they may need to use will
i look over for predictions, and this was not
ii touch base
iii do you mind? studied in the unit.
iv put someone through
3. Encourage students to look
5 Write 5 sentences combining one word from box
through the unit to find the
A and one word from box B. answers they need. This may be an
a
b
___________________________________
___________________________________ A B effective way of revising contents.
never reduce
c
d
___________________________________
___________________________________
slowly pollution Answers will vary.
nearly plastic bags
hardly recycle 4. Have students work individually
3 Write words using the following suffixes. obviously rubbish
before checking in pairs. Draw
a ful
b tion ______________________________________ students attention to the board
c able ______________________________________ and elicit meaning, pronunciation
d ible ______________________________________
e ment ______________________________________
and form to clarify unknown
f ness
______________________________________ expressions.
g er
h ly
______________________________________ Answers: a iii; b ii; c i; d iv
165
then check in pairs. Answers will
vary.

Direct students to the Worksheets for extra practice and encourage them Ask students to close their
to work individually before checking in pairs or asking you. books. In small groups, have them
remember as much as they can
of what they have learnt. Then
go around the classroom and
make each group choose one
content and get them to prepare
a clarification session to present
to the class.
223
Warm Up s h ee
or k
W
As students may need extra
8
ts
practice in specific areas, you can unit
decide which activities to do in
class or let them choose a set of 1 Add a suffix that best completes each word and 3 Write a short definition of what each R means.
copy an example from the dictionary. Using all Give an example for each one.
activities to work on. the words with the suffixes, write a paragraph
describing your relationship with the environment. Reuse
Take into consideration aspects such as recycling
and the use of electricity. You must write at least
1.Students work individually and 100 words.
a Careful : carefully
then exchange their writing with b Kind: kindness
Recycle Reduce
a partner to correct each other. c Head: headache
politeness
d Polite:
It will be useful for them to check e Relation: relationship
f Know: knowledge
the General Writing Rubric with 4 Complete the questions to form less direct ones.
Practice
Descriptors on page 188 of the a What does it say?
2 Read the email below and change the underlined Could you tell me ?
Students book. words to the correct form.
b When is the party?
2. Students work individually and Date: January 3, 2014 Do you know ?
then check in pairs. Carry whole From;
To:
Jimmy Chan
rod.espina@winegroup.com c Is the bank open yet?
class feedback to clarify unknown Subject: Shipment Do you know ?
words. Answers: discussion, confirm, Hi Rod, d Does Isidora have the book?
Can you remember ?
arrived, shipped, information, How are things in Chile? I hope you are
enjoying the weather this time of year.
managed Following our discuss, this is to confirmation 5 Write one sentence on each of the following topics
based on the information learned in this unit.
that we believe that we have found the
3. Students work individually waybill for the 200 cases of Casa Silva Gran Things I can do to be environmentally friendly.
and then form groups of 4 and Reserva Cabernet wine, but the freight has
not arrival yet. Can you please let me know
____________________________________
Chilean natural resources.
compare their definitions. You can the date that the container was shipping?
____________________________________
Also, we received some inform about
have them think of definitions as the regulation changes. We believe that
What does Chile export?
____________________________________
a group based on their individual everything is being management well.
Looking forward to hearing from you.
work. Regards,
Jimmy
4. Have students work in pairs, so
they can discuss the correct way
166 UNIT 8
of changing direct questions into
indirect. Clarify with the whole
class afterwards.
Answers: a Could you tell me
what it says?; b Do you know when Common Mistakes
the party is?; c Do you know if
Students may still have problems with parts of speech, as they usually
the bank is open yet?; d Can you
find it hard to discriminate between adjectives and adverbs. Make
remember if Isidora has the book?
sure that when going through activities that include language analysis
5. Have students discuss some
and transformation, meaning, pronunciation and form are clarified in
ideas in pairs and then complete
that order.
individually. Have whole class
feedback to share ideas.
224 TEACHERS BOOK

s h ee
or k
6. Set a time limit of 1 minute and
have students read the text for
W
8
ts
unit the main idea and discuss with the
class. Then, students should read
6 Match the topic sentences with the paragraphs.
the text in detail to find out about
a Deforestation, or the clearing of trees by bulldozers, chainsaws and fire, happens very quickly.
b You might ask why companies are allowed to fell trees if they are so important. the ideas from each paragraph
c Environmental groups like Greenpeace and WWF are working to save the rainforest.
d The Amazon rainforest, often called the lungs of the world, is under threat. and how they can be linked to
the topic sentences.
Can the lungs of the world keep breathing?
A B C D Answers: a d; b a; c b; d c
15-20% of the forest,
which covers 5% of the
Every second, one-
and-a-half acres of
As 60-80% of logging
work is illegal, it is
They want governments
to introduce protected
7. Students now scan the text for
Earths surface, has been
lost due to deforestation.
forest disappear and
this affects all forest life;
difficult to stop them.
These companies clear
areas and controlled
logging schemes to
specific information and answer
Studies estimate that
the forest could be
137 plant and animal
species have become
the forest and sell
wood to the paper
ensure that only legal
companies can sell the questions individually. Have
completely destroyed extinct and the industry or to furniture wood. In addition, their
within forty years. As the indigenous population manufacturers. Once consumer awareness them check in pairs and then
rainforest is so big it has been reduced the land is cleared, programmes promote
measures about 7 million from 10 million people farmers use it to the use of recycled carry whole class feedback.+
square kilometres it to 200,000. It is not provide grazing for their paper and discourage
may not seem important only the people living cattle or to grow crops people from buying Answers: a The destruction of the
that some trees are in the nine countries like soybeans. Mining furniture made from
cut down. However,
the Amazon rainforest
with tropical rainforest
who are affected by
causes even more
deforestation across
rare, tropical wood.
Sadly, pressure from
Amazon rainforest has harmful
doesnt only contain
trees. There are 2.5
deforestation. As a
planet, our biggest
large areas of the forest. environmental groups is
not enough to save the
effects on the environment. It
million
insect species, tens
source of oxygen is
being reduced, while
rainforest; governments
must be forced to take
contains millions of insects, plant
of thousands of plant
species, and over 2,000
burning trees increases
levels of carbon
action too.
species, birds and mammals that
types of birds and dioxide and other
mammals living there. greenhouse gases in live there. The rainforest contains
The rainforest contains the atmosphere.
20% of the worlds water 20% of the worlds water and
and much of our food
and medicine originally many of our food and medicines
comes from its plants.
Adapted from Archer, D, and Rahmstorf, S. (2010). Impacts of climate change. The Climate Crisis:
An Introductory Guide to Climate Change. London: Penguin Books. Pp. 151-190.
originally come from the forest.
b Every second, almost one
7 Write the full answers to the following questions in reference to the text.
a Why is the Amazon rainforest so important for the Earth?
hectare of forest disappears and
b
c
How quickly is it being destroyed?
What are the consequences of burning the rainforest?
this affects all forest life.
d How is the cleared land used? c Burning trees increases
e What are environmental groups trying to do?
levels of carbon dioxide and
167 other greenhouse gases in the
atmosphere.
d Farmers use it to provide food
for their animals or to grow crops
Wrap Up and mining causes even more
deforestation across large areas.
Take a poll of the class to decide which activities were the most challenging. e To introduce protected areas
Based on students answers, review the material as a class. and controlled logging schemes
to ensure that only legal
companies can sell wood. They
also promote the use of recycled
paper and discourage people
from buying furniture made from
rare, tropical wood.
225
Lesson Summary jec

Pro t
from the unit by personalising 8
unit
context.
Debate
Suggested Time
45 minutes
Materials
Dictionary
Warm Up 1 Look at the school notice board. Do you have a society like this in your school?
Ask students if they remember any DEBATING SOCIETY

debate they watched on television The debating society invites students to our next debate. If you would
like to join the debate, contact the club president, Tomas Hall, by
or on the Internet. Ask them to tomorrow afternoon.
Topics:
give you some details on what
1 The positive and negative effects of the mining industry in Chile.
debates are about, how people
interact and what the purpose of 2 Is climate change a natural occurrence or is it being enhanced by
humans?
these activities is. 3 Does recycling really have an impact on the environment or should
we be focusing on other issues?
2 Decide which topic your group would like to 4 The debate starts with each side defining the
debate. Then divide the group into the two sides main causes and effects of the chosen issue.
1. Refer students to the notice of the argument. The teacher or one student will
5
board and have them read it and be nominated as the chairperson*.
*A chairperson is the person who controls
After the initial statements, each side take turns to
debate each proposed point.
discuss the question in pairs. Get the debate by deciding who gets to speak and
maintaining order during the debate.
them to share with the class their
3 Brainstorm your argument. Take notes.
answers and get them to think What points are the most important? What is
the cause and effect of the issue?
about how it would be to take Think of examples to support your argument.
part in a debating society. Make sure that you consider the other side
of the argument, so that you have a counter-
argument.
93
2. Form groups of 4 to 6 students
and have them establish their 168 UNIT 8
point of view and decide who will

be the chairperson.
3. Have students prepare their
Wrap Up
arguments and make notes for the Remind students that the best way of improving is by correcting
debate. themselves and carry a delayed correction session where they can
4. Have students define their notice and correct their own mistakes.
causes and effects on the issue to
debate and listen as they say them
for some on-the-spot correction.
5. Monitor as students work and
make notes of relevant mistakes
for delayed correction.
226 TEACHERS BOOK

Lesson Summary
rogre
yP Aims: Assess performance of
students in themes and concepts
ss
8
M
unit revised in the unit.
Listening Suggested Time
1 Listen to four speakers and match them with the terms in the box. There are two extra topics. 45 minutes
plastics and packaging recycling traffic food production water shortages office equipment
Materials
62
Speaker 1 _______________ Speaker 3 _______________
Speaker 2 _______________ Speaker 4 _______________ Dictionary
Reading points /4
Warm Up
A Dangerous Time for Earth?
There are reasons to be optimistic about the future of the planet, but many scientists warn us that the changes will be for the
worse. One example of a negative change is in the worlds population. There are more than 7 billion people on this planet but Ask students to remember what
the population is projected to grow to 9 billion by 2050.This increase puts huge pressure on natural resources.The challenge of
feeding the growing population will be made worse by a second major concern: climate change. Carbon dioxide concentration were the easiest and the most
levels are expected to reach twice the pre-industrial level by around 2050. A higher carbon dioxide concentration means more
global warming and a greater chance of terrible and irreversible damage. A third possible negative change is that the human difficult contents from the unit.
lifespan could be greatly extended which could cause even further problems.
What 2050 looks like depends on the choices we make today. Idealistic scientists, environmentalists, and humanists can use the They could check their books if
knowledge and technology of the twenty-first century to make prudent and ethical decisions, but they should also work on
influencing politics so the right choices can be made. they dont remember well. For the
Adapted from Archer, D, and Rahmstorf, S. (2010). Avoiding climate change.
The Climate Crisis: An Introductory Guide to Climate Change. London: Penguin Books. Pp. 191-196. most repeated contents, ask them
2 Answer the questions according to the information in the text. Use your own words. why they found them difficult and
a What does the line human lifespan could be greatly extended infer? ______________________________
b What changes will we see by 2050? ______________________________________________________
what they think they could do to
c Does the text indicate that the world will be a better or worse place in 2050? _______________________ improve. Write a list of tips for
points /6
self-study sessions on the board
Writing
so they can take that information
3 Write a mini report about Natural Resources.
Use the report on page 163 as a guide.
home.
Linking words are important. Use the ones from page 136 to organize your ideas.
Use around 50 words.
points /10
Organize the information in at least 2 paragraphs.

1. Students listen once, then
check in pairs and have a second
0-5 6-10 11-15 16-20
listening if they need so.
169 Answers:
Speaker 1: plastics and packaging;
Speaker 2: recycling;
Speaker 3: traffic;
Wrap Up Speaker 4: water shortages
This stage can be focused on 3. Before students star writing 2. Before students complete the
error correction and language ask them if they remember how activity, refer them to the title and
clarification. For detailed guidelines to write a report. You can check discuss together what the text
on correcting writing you can the Background Information might be about.
check the Writing General Rubrics section on page 235 for more Answers: a people will live longer
at the back of the book. To clarify information. b not enough natural resources,
language from the unit, you can food scarcity, climate change and
elicit form rules and use of tenses possibly global warming, 9 billion
from students and write them on people on earth c worse
the board.
227
Transcripts
Unit 8
Track 57 page: 154 Activity 12 Track 59 page: 160 Activities 9 and 10
Chiles geographic barriersthe Atacama Desert to the north, This is the weather forecast for the U.K. for the next 24 hours.
the Andes Mountains to the east, the Patagonian ice fields to Most of the country will start the day overcast with a few
the south, and the Pacific Ocean to the west make Chile an moderate showers. Over the mountain range, you can expect
authentic agricultural island.Together they help maintain healthy heavy snow above 2,000 meters. Near the western coasts
conditions and protect vineyards against pests and disease. there will be isolated patches of fog.
And with geography as diverse as Chiles, the combination During the afternoon sunnier weather will extend gradually
of beneficial natural barriers and a generous mediterranean eastwards but these clear conditions arent expected to reach
climate make sustainability and organics a true choice in southeast England before midnight. However, in the evening,
Chilean winegrowing. In wine production, Chiles climate is the weather will become windy and cloudy and temperatures
highly influenced by the cooling effect of the Pacific Ocean and will drop to 15 degrees.
the Humboldt Current.
Track 60 page: 160 Pronunciation Activities 13 and 14
a blow snow showers below
Receptionist: Good morning, Global Trade.
Maria Jos: Good morning. May I talk to Jason, please? b weather heat heavy eventually
Its Maria Jos calling from Mining Exports in c flood cool loose typhoon
Copiap, Chile. d ice wind sky lightening
Receptionist: Sure, Ill put you through. e sunny humid up thunder
Jason: Hello Maria Jos! What can I help you with?
Maria Jos: Well, the reason for my call is that I want to
touch base about the new regulations coming
into effect next month. Could you tell me if you
Grandfather: What are you looking at?
have had a chance to look them over yet? Granddaughter: Its a leaflet about the demonstration on
Jason: I have only taken a quick look, but I believe most Saturday. Im going with some friends.
of the new regulations wont be applicable toGrandfather: Ah, so youre against the ring road?
us when we ship. There should be no need to Granddaughter: Yes, I am. If we keep destroying the woods,
worry as long as our shipping agents are well we wont have any trees left!
informed of the changes and the certificates of
Grandfather: But people need to move around the town
origin are in order. and get to work faster. If they build the new
Maria Jos: Thats great. However, do you know what the road, it will be a lot easier.
different procedures for customs will be? As I
Granddaughter: It isnt just about getting to work. And anyway,
understand it, the regulation changes could I have to travel to college everyday and I
affect how we use particular containers and the dont have any problems.
way we transport our freight. Grandfather: Building new roads creates employment too.
Jason: No, luckily for us, all we need to do is put some Have you anti-road protesters thought about
additional information on our waybills and that?
make sure our packing lists reflect the same Granddaughter: Protecting the environment can mean jobs
information. as well. If we had a natural park or nature
Maria Jos: What a relief! That really puts my mind at ease. reserve, we would have space for outdoor
Jason: Good, Im glad you called then. activities like trekking, cycling and horse
riding, which are all really popular in town.
Grandfather: But the ring road is progress for the town,
you cant stop progress!
Granddaughter: Come on Grandpa! Thats what people said
about closing the mines. And you protested
then!
Grandfather: That was different...anyway, they closed the
mines.
228 TEACHERS BOOK
Track 62 page: 169 My Progress Unit 8 Activity 1 Track 63 Extra Test Unit 8 The City or The Country
Speaker 1: Nowadays, plastic bags and bottles are everywhere.
Laura: For centuries, people have moved from the
I try not to buy things in plastic containers and I tell
countryside to cities to find work and a new life.
shop assistants not to put my fruit and vegetables
Cities have got something for everyone. However,
into plastic bags and I pop them straight into the
cities arent perfect and they can be difficult places to
trolley!
live.
On the one hand, more jobs are available in cities
Speaker 2: I recycle all my paper, glass, and containers like than in the countryside. People living in cities
milk cartons or yoghurt pots. There are recycling sometimes spend less time travelling to and from
containers near the house, so its easy for me. work. Cities also offer lots of amenities, like shopping
centres, restaurants, museums, theatres, etc. These
Speaker 3: My family uses public transport! We travel by things arent available in the countryside.
bus and metro as much as possible. Its annoying On the other hand, there are also disadvantages to
when the bus arrives late or the metro is busy, living in cities. As there are so many people living
but theres no way to avoid that. there, cities can be very noisy. Despite having large
populations, it can be difficult to get to know people.
Speaker 4: Water is a big problem in my country. I always With so many cars, buildings and people, pollution is
have a shower and not a bath. I make sure the another problem. However, this isnt a problem in the
washing machine is full before I use it, and I countryside where there is fresh air.
never brush my teeth with the tap running! Although cities are not for everyone, I love them
and I dont want to live anywhere else. People will
continue moving to the cities in the future because of
all of the possibilities they offer. I would be very lonely
living in the countryside.
229
PHOTOCOPIABLE
tra Tes
x
8
t
E
unit
Listening
1 Listen to Laura talking about the differences of living in the city and living in the country. Name three advantages and
three disadvantages she mentions.You will hear the recording twice.
Advantages Disadvantages
a _____________ d ___________
b _____________ e ___________
c _____________ f ___________
points /6
Reading
2 Read this text on eco-homes and put the sentences/paragraphs in order from 1 to 5.
Protecting the environment is becoming more and more important in our daily lives.
__________ (a) Eco-home is the term used to describe these environmentally friendly houses. The concept behind
these homes is that they leave the smallest carbon footprint possible. They are built with materials from sustainable
sources and they are designed to use very little energy.
__________ (b) This zero carbon house has a concrete base and the rest of it is made of wood. The house itself is
prefabricated, which means that it costs very little, environmentally, to make or transport. To keep the house warm,
various systems are used. Power is generated using wind turbines and solar panels. Modern technology has also
allowed them to construct a greenhouse which produces its own energy and they grow their fruit and vegetables.The
Reas believe that their home is an ordinary house. Will we all be living in eco-homes in the future?
__________ (c) In fact, architects have taken on the challenge of designing house plans that are environmentally
friendly and built with sustainable materials.
__________ (d) One of the worlds first zero carbon homes (eco-home) can be seen on Unst Island in the north of
Scotland. Unst Island is one of the most difficult places to live in the UK: its an island where there are frequent storms
with strong winds in winter and the sun doesnt set there in the summer. Despite these problems, it is here that the
Rea Family decided to build their environmentally friendly house.
__________ (e) We all try to reduce, recycle and reuse things like plastic containers and paper. The environment is
something which affects every one of us: from architects to zoologists.
points /5
Writing
3 Would you like to live in the country or in the city? Write about 150 words describing the advantages and disadvantages
of living in the city or in the country according to your choice. Use the vocabulary from the previous texts as a guide.
points /9
0-5 6-10 11-15 16-20
230 TEACHERS BOOK

tra Tes
x
8
t
E
unit
Warm Up
Ask students what do they remember having worked on unit 8 and write the topics on the board. Have
students say out loud what they remember having read or listened about these topics and make some notes
on the board too. After this, have them check if their predictions were correct by looking through the book.
Listening
1. 63 Let students know that they will listen to the recording twice. Encourage them to follow the strategies
theyve learnt for listening, especially to use both times they listen to answer as much as they can.
Possible Answers: a more jobs; b sometimes less travelling time; c more amenities for shopping and cultural
activities; d noisy; e pollution; f lonely or difficult to meet people.
Reading
2. Help students with the opening paragraph, by having them read paragraphs quickly and discuss with the
whole class which one should go first. Students then continue individually and later check in pairs.
Answers: 1 e; 2 c; 3 a; 4 d; 5 b
Writing
3. After writing, direct students to the General Writing Rubric with Descriptors on page 188 of the Students
book so they can assess their own written piece before handing it in.
Wrap Up
This stage can be used for correction. Have students switch their tests with partners sitting close to them. Go

After the reading, students could go through a follow-
Sometimes, students find it hard to define what
up speaking activity related to sustainability. Engage
type of text they should produce according
them to the topic by providing some background
to the information they want to show and
information like the following:
the way they want to show it (description,
Sustainability is based on a simple principle:
arguments, and recommendations. Before each
Everything that we need for our survival and well-
writing activity, brainstorm with the class what
being depends, either directly or indirectly, on our
are the objectives of the writing and the target
natural environment. Sustainability creates and
audience, so you can help them detect when to
maintains the conditions under which humans and
write each type of text.
nature can exist in productive harmony, which
permits fulfilling the social, economic and other
requirements of present and future generations.
Source: http://www.epa.gov/sustainability/basicinfo.htm
231
PHOTOCOPIABLE
8
1 Look back at unit 8 and for each lesson, choose a topic that called your attention. For each topic, note down some
words you find important or interesting. Use a spider map to organise your ideas and to see how words are related.
Here is an example:
cars
Chile and
mining
the price of pollution
progress industries
fertilisers
2 Imagine you have been invited to a national congress about the environment, with the mission of interviewing a
green celebrity. Think of 5 questions you would ask and then make them indirect, as it is a formal event.
Direct question Indirect question
3 Write a report to your local government telling them what you know about the environmental situation of your
city. You can use the ideas from activity 1 to help you. Remember to describe the situation in detail and to give
recommendations in your conclusion. Use 100 or more words and follow the structure given.
INTRODUCTION
CONCLUSION
232 TEACHERS BOOK

8
Warm Up
Have students close their books. Together, have them tell you the different topics covered in the unit and write
them on the board. Get them to talk about what they remember from each topic and write some important
ideas next to the topic.
1. Students can use the ideas from the board to get started. Monitor to check they are properly doing the spider
map and allow them to discuss ideas together. Answers will vary.
2. Give students some information about green celebrities. For this, you can use the website from the Background
Information section. Allow them to do some research about the person they choose if they need before starting.
Answers will vary.
3. Before students star writing, tell them about the three stages of writing (planning-writing-checking), so they
know what steps to follow for this activity. Help them with the structure and register of a report, and have them
exchange books with a partner for the checking stage. Answers will vary.
Wrap Up
Refer students back to activity 2. Have them investigate about the person they choose and make a poster with
information about their life in environmental activism.

A green celebrity is someone famous that is
In indirect questions formation, students
known to be in constant activity to help the
may have problems with word orden even
environment. Some of the most famous are Brad
when they know what structures to use. Pay
Pitt, Cameron Diaz, Leonardo Dicaprio, Orlando
attention to their production, as these typical
Bloom and Natalie Portman.
mistakes may appear:
Source: http://www.thedailygreen.com/ Direct: Have you ever been to London? (direct)
environmental-news/latest/green-celebrities- Indirect: I would like to know if have you ever
actors-actresses-0323#slide-1 been to London. Should be I would like to know if
you have ever been to London
233
Rhymes and Songs
Life: Money and love

PHOTOCOPIABLE
1. Read the following rhyme and decide the best

name for it. Aint no mountain high enough
a Life in stress Marvin Gaye and Tammi Terrell
b Impatient society
c Consumer Blues Oh, Listen baby
Aint no mountain high
TV, stop selling me things! Aint no valley low
Im trying to relax and watch my show Aint no river wider, baby
Its incredible the stress it brings
Like TNT, lit, sparking, and about to blow If you need me, call me
No matter where you are
I wish I could just have one day No matter how far
Without someone telling me what, when and where to buy Just call out my name
My patience is starting to slip away Ill be there in a hurry
As my frustration turns into a battle cry You dont have to worry
2. What does the rhyme talk about? Write a Chorus:

summary. Cause baby,
There aint no mountain high enough
Aint no valley low enough
Aint no river wide enough
To keep me from getting to you, babe
Remember the day I set you free

I told you, you could always count on me,
darling
And from that day on I made a vow
3. Listen to the rhyme and pay attention to
Ill be there when you want me
how words are stressed. Which words are
Some way, some how
harder to hear? Which words are emphasised?
4. Look at the title of the song opposite. (Chorus)
a What is the main message?
b What genre does is belong to?
5. Listen to the song. Were your guesses right?

Discuss in groups.
6. Investigate about R&B. What are its main
characteristics? What other genres has it
influenced? Share your ideas with the class.
234 TEACHERS BOOK

Rhymes and Songs
Life: Money and love
Warm Up
Refer students to the title of the page and ask them what they think it represents. Give them some clues and
encourage class discussion. Tell students that love and money are considered an essential part of life nowadays
and ask how important both aspects are for them. You can have a mind map on the board that connects money
and love to ideas from students.
1. Before directing students to the activity, ask:

Teacher: Have you got a favourite song or poem? Have you ever written or received one? Get students
to work in pairs and to think of a name for the rhyme. Answer: c
2. Students can discuss in pairs and then write their own summary. Tell them they could write it as a
rhyme but using their own words in case they want to and that they can also include their opinion.
Have them check in pairs or groups. Possible Answer: The rhyme talks about consumerism and
how stressful it can make your life.
3. 64 Students listen to the rhyme and write down on their notebooks some words that they
think are emphasised and the ones they can barely hear. If necessary, go verse by verse stopping
the recording to give them more time to analyse. Write one of the verses on the board and elicit
the right sentence stress.
4. Direct students to the title of the song and the singers and ask them if they know anything about
them. Students answer individually or in pairs and then share ideas with the class.
Possible answers: a It tells about a love from the past and how he/she continues loving him/her
after breaking up (setting free) and will stand to his/her promise (vow) b R&B (Rhythm and Blues)
5. 65 Students listen to the song and check their predictions in small groups.
6. Ask students what they know about R&B and have them investigate to find the answers. This could
be set as homework to work in groups.
Wrap Up
In this case activity 6 is set for homework, encourage them to prepare a class presentation that includes
information, music and graphic resources to tell about R&B. Students could even wear costumes and have a
music fair for other classes too.
Rhythm and blues (R&B) was born in the 1940s. It was a combination of jazz and blues with a strong rhythm
for dancing too. 1950s rock and roll has its origins in R&B, and R&B influenced soul in the 1960s and funk in the
1970s. Contemporary R&B has hip-hop and pop influences, and Mariah Carey, Destinys Child and Usher are
some of its biggest names.
235
Rhymes and Songs
Whats in a relationship?
PHOTOCOPIABLE
1. Look at this rhyme and the song opposite.

Define what relationships they refer to. What
are their main ideas?
2. Add a last line to the rhyme and share your
ideas with a partner.
Log in, sign on, chat, like, post 5. Read and listen to the song. What does the
Mold yourself, sell yourself, do the most title mean? Do you know a similar meaning in
Update them and me at lightening speed Spanish? Whats its message?
Who do you get to with your Internet feed? i it takes a long time to build a city
And when do you talk, converse, or laugh? ii people should stop fighting
From a keyboard, ideas and opinions get cut in half iii it takes time to make a relationship work
Nothing will ever replace a face or a glance
The megabytes and pixels have us all in a trance Rome wasnt built in a day
Morcheeba
Stand up, move around, go outside
Behind a screen, its easy to hide Chorus:
But when faced with real people, real life, real things You and me were meant to be
Youll feel more like yourself and begin to spread your wings Walking free in harmony
One fine day well fly away
Dont you know that Rome wasnt built in a day,
hey hey hey
3. Listen to Digital Confusion, a rhyme by
Patrick May and practise its intonation. Then, In this day and age its so easy to stress
write your own rhyme. Cause people are strange and you can never
second guess
4. Make a list of the instructions in the rhyme.
In order to love child we got to be strong
Below, put them into 2 groups: 3 for physical
Im caught in the crossfire why cant we get along
actions and 9 for non-physical actions.. Write
3 sentences below using one verb from each (Chorus)
column and a third of your choice.
Physical Action Non-Physical Action 6. Read the song again and find phrases that mean
the same as:

a Were made for each other
b You dont know how people will react
c In the middle of a fight/argument
d Have a good relationship

236 TEACHERS BOOK

Rhymes and Songs
Whats in a relationship?
Warm Up
This rhyme and the song refer to different kinds of relationships from personal to relationships with our
environment. These are only examples and they can come up with many more, so have them think about the
topic of relationships and elicit some literary productions that talk about it.
1. Elicit the main idea of each text and write them on the board. Possible answers: a The connection
between people by blood or marriage. b an emotional or other connection between people. c a
connection, an association or involvement. d Virtual communication and how different they are to
real relationships.
2. Ask students to work on the different texts and add the final line and have them share their
answers with the class. It does not matter which it is, as long as it makes sense. Write the original
final line on the board.
Answers: a I am to see to it that I do not lose you. b As my frustration turns into a battle cry. c Theres a
lot to be discovered. d Youll feel more like yourself and begin to spread your wings.
3. 66 Have students listen to the rhymes and practice intonation. Then, students could write their
own rhyme and say it to the class.
4. Ask students which instructions or commands they see in the rhyme. Elicit one or two verbs.
Have the students make a list of the commands that require a physical response and those which
describe a non-physical action (such as sign on, for example). After they make the list, have them
write 3 original sentences using one verb from each column and one of their choosing.
5. 67 Elicit the meaning of the title of the song. They listen and follow by reading to choose the
answer. Answer: iii
6. Have students find the sentences individually before checking in pairs. Collect answers on the board
and elicit examples with these expressions to clarify meaning, pronunciation and form. Answers: a
were meant to be. b you can never second guess. c caught in the crossfire. d get along. e getting
somewhere. f cant give up the fight.
Wrap Up
Ask students to mention two relationships that are important to them either with people or something in their
lives. Then, have them make a list of 5 issues they need to consider to help the relationship improve, be healthy
and grow. Students can work in small groups or make the list on the board.
Morcheeba is a British band that plays chill-out electronic music. It was formed by brothers Paul and Ross
Godfrey.Theyre joined by different female singers on their albums and on tour.The rhyme in this lesson is Digital
Confusion, by Patrick May; 1988 - USA. This rhyme opens the opportunity to discuss the new social habit of
communicating online and their advantages and disadvantages.
237
Rhymes and Songs
This way or that way?

PHOTOCOPIABLE
1. Read the song quickly and discuss with a

partner. What is it about? 3. Read the Poem. Try to guess where the
missing words go.
2. Listen to the song. Where do the lines go?
chill- tight - golden -
a Is wondering what youll do when Im gone
blanket - mountaintops
b I know some day I will
c About walking out that door
d Goodbye is in your eyes 4. Listen to the poem by Burt Ryan and
e Thats killing me inside check your predictions.
f Of us and all our love
The Spring Flower
What youll do when Im gone Burt Ryan
Waylon Jennings
Once there was a flower
Staring at the door Growing in a mountain pass
Every night Im thinking more and more Its i _____ eyes were bright
i _____ In a nest of soft green grass
I know some day I will One day the winds began to blow
Although Im standing still some day I will And the flower felt a ii _____,
ii _____ Something soft and white fell slow
Upon the iii _____ and hill.
Chorus:
As right as we were we are wrong I cannot grow, I cant grow, said the flower
Nothings going to change what weve done to the snow
The only thing that keeps me from going, babe I cannot reach the sun and light.
iii _____ Rest now a few hours, said the snow to
the flower
Theres somethin in your eyes As its golden eyes closed iv _____.
I swear your eyes are tellin me goodbye
The snow laid down
iv _____
Its v _____ on the ground
And played between the trees,
You can call it pride
While the flower slept and dreamed,
But my thoughts of someone else here by your
Of summer sun and bees.
side
v _____
5. Listen again. Pay attention to how slow
or fast it is recited. Try reciting a poem
yourself!
6. Write a poem using the same rhythm you
heard before and recite it!
238 TEACHERS BOOK

Rhymes and Songs
This way or that way?
Warm Up
The following texts are about decisions and choices. Brainstorm on the board the different choices and decisions
the students have to make and see which ones they have in common and why.
1. Ask the class what the title of the song infers and have a discussion. Possible Answer: the
composer talks of the day when the relationship will be broken up and how he will feel about the
possibility of his wife having a new boyfriend (jealousy)
2. 68 Have students listen for the first time and check their answers in pairs. If many could not get
all answers play the song again. Answers: i c; ii b; iii a; iv e; v d.
3. Introduce the topic of poetry by asking the students what famous poets they know and whether
they like their work or not. You can use the Background Information section for help. Then, ask
students to try to complete the poem using the words from the box. Answers: i golden; ii chill;
iii mountaintops; iv tight; v blanket.
4. 69Tell students they will listen to someone recite the poem. Students listen and complete the
poem. Ask them to compare answers with their classmate.
5. Students listen to the poem again and then think of the pace to recite it.
6. Have students write a poem of their own using the same rhythm they heard before . Ask students
to recite it. If you believe it is necessary, do the same activity in pairs. As an extra activity, you may
ask them to write on a piece of cardboard and then hang them on the classroom walls.
Wrap Up
Have students think about their favourite song or poem. They should write a description of its message musical
style. Get each student to give the description of their favourite song/poem so the rest of the class can guess the
name and author.
Poetry uses forms and conventions to suggest differential interpretation to words, or to evoke emotive responses.
Devices such as assonance, alliteration, onomatopoeia and rhythm are sometimes used to achieve musical or
incantatory effects. The use of ambiguity, symbolism, irony and other stylistic elements of poetic diction often
leave a poem open to multiple interpretations. Similarly, metaphor, simile and metonymy create a resonance
between otherwise disparate imagesa layering of meanings, forming connections previously not perceived.
Kindred forms of resonance may exist, between individual verses, in their patterns of rhyme or rhythm.
239
Grammar Reference
Unit 1
PRESENT SIMPLE PAST SIMPLE
Use: Use:
Habits Action finished in the past
Facts, general truths Action happened in the past
Routines Past event
Affirmative: Affirmative:
I/you/we/they + verb infinitive I/you/we/they/he/she/it + verb in past (2nd
I get up at 7:00 o clock every morning. column of verbs)
He/she/it + verb + s/es I went to a party last night.
She gets up at 7:00 o clock every morning. He ate a big hamburger at the restaurant.
He watches TV after school. Negative:
Negative: I/you/we/they/he/she/it + didnt + verb infinitive
I/you/we/they + dont + verb infinitive They didnt travel because of the bad weather.
They dont work much at the factory. She didnt arrive to school on time.
He/she/it + doesnt + verb infinitive Interrogative/Question:
He doesnt work much at the factory. Did + I/you/we/they/he/she/it + verb infinitive +?
Interrogative/Question: Did you do your homework?
Do + I/you/we/they +verb infinitive + ? Wh+ did + I/you/we/they/he/she/it + verb
Do you play video games on weekends? infinitive +?
Wh+ do + I/you/we/they + verb infinitive + ? What did he say about the plan?
What do you do on weekends?
Does + He/she/it + verb infinitive + ? Signal Words: last ..., ... ago, in 1990, yesterday
Does she chat with her friends on Facebook?
Wh+ does + He/she/it + verb infinitive + ? CONDITIONAL: Zero
Where does she go after school? Use:
to talk about things which are always true; such as
Signal Words: every day/week, sometimes , always , scientific facts and general truths
often, usually, seldom, never, first ... then
If + present simple present simple

If you heat water at 100C, It boils.
If the sun rises in the east, it sets in the west.
CONDITIONAL: 1st
Use:
For real situations.
Possible condition and its probable result.
If + present simple will + infinitive verb

If you study, grade in the test. you will get a good
If you make a mistake, no one will notice.
TEACHERS BOOK
240
RELATIVE CLAUSES
Use:
Unit 2
To give additional information about something
without starting another sentence. QUESTIONS WITH AND WITHOUT AUXILIARIES
To make a text more fluent and avoid repeating
certain words. With auxiliary:
Question word + auxiliary + subject + verb+?
Where do you go during the summer?
Relative pronoun What did you do last night?
Who Subject or object pronoun for people:
I told you about the woman who lives next door. Without auxiliary:
Which Subject or object pronoun for animals and When the question word is the subject there is no
things: auxiliary verb and the verb agrees with the subject.
Do you see that guy next to the door? Question Word + verb + object
Who wrote Romeo and Juliet?
Which Referring to a whole sentence: Who won the World Cup?
He didnt believe in Chupacabras which What happened?
surprised me.
Whose Possession for people animals and things:
GERUNDS
Do you know the boy whose girlfriend has a
tattoo? A gerund is a noun made from a verb by adding -ing.
Whom Object pronoun for people, especially in The gerund form of the verb read is reading. You can
non-defining relative clauses: use a gerund as the subject, the complement, or the
I talked to the guy whom I met yesterday. object of a sentence.
That Subject or object pronoun for people,
animals and things in defining relative -Subject of sentence: Reading helps you learn English.
clauses (who or which are also possible): -Complement of sentence: Her favourite hobby is reading.
I dont like piercings that are big. -Object of sentence: I enjoy reading.
Defining Give detailed information defining a Gerunds can be made negative by adding not.
Relative general term or expression. Defining He enjoys not working.
clauses relative clauses are not put in commas. The best thing for your health is not smoking.
Do you know the girl who is talking to Tom?
Non- Give additional information on something, We use gerunds with verbs that express likes and
Defining but do not define it. Non-defining relative dislikes:
Relative clauses are put in commas. cant stand - enjoy dislike dont mind
clauses Jim, who we met yesterday, is very nice. hate like love prefer
Do you like playing computer games?
Remember:
Whos, who is or who has is not the same as whose.
Whos that boy? He is John.
Whose pencil is this? Its Jennys.
241
Grammar Reference
COMPARATIVES AND SUPERLATIVES
Adjective form Comparative Superlative

Only one syllable, ending Add -r: wider, finer, cuter Add -st: widest, finest, cutest
in e: wide, fine, cute. My baby bother is cuter than yours. My baby brother is the cutest baby here.
Only one syllable, with Double the consonant, and add -er: hotter, Double the consonant, and add -est:
one vowel and one bigger, fatter hottest, biggest, fattest
consonant at the end: The mural in Metro U. de Chile is bigger than The mural in Metro U. de Chile is the
hot, big, fat. the one in my street. biggest of all Metros.
Only one syllable, with Add -er: lighter, neater, faster Add -est: lightest, neatest, fastest
more than one vowel or People in Chile speak faster than in My best friend, Carmen, is the fastest
more than one consonant Argentina. runner I know.
at the end: light, neat, fast.
Two syllables, ending in Y: Change y to i, then add -er: happier, sillier, Change y to i, then add -est: happiest,
happy, silly, lonely. lonelier silliest, loneliest
My sister looks happier than yesterday. You are the happiest person I know!
Two syllables or more, Use more before the adjective: more Use most before the adjective: most
not ending in Y: modern, modern, more interesting, more beautiful modern, most interesting, most beautiful.
interesting, beautiful Valparaiso is more interesting than La Serena. The most interesting artist I know is Inti Castro.
QUANTIFIERS Unit 3
Use:
to give information about the number of something: PASSIVE VOICE
how much or how many. Use:
to give more importance to the action being performed
Sometimes we use a quantifier in the place of a determiner: not the subject.
Most students start school at 8:00 oclock. when we dont know who or what performed the
There are some beautiful paintings in Bellas Artes Museum. action or its irrelevant.
We saw lots of singers in Lollapalooza. .
We use these quantifiers with both countable and Present Simple:
uncountable nouns: Active: People speak English all over the world.
all any enough less a lot of lots of more Passive: English is spoken all over the world
most no none of some Present Continuous:
Less than 50% of students got a bad grade in the test. Active: They are launching a new range of jeans.
Some more colloquial forms: Passive: A new range of jeans is being launched.
Past Simple:
plenty of a load of tons of
Active: Levi Strauss manufactured the first jeans
There are plenty of activities to do in MIM. Passive: The first jeans were manufactured by Levi Strauss.
Some quantifiers can be used only with countable nouns: Past Perfect:
both each a few few many - several Active: Cowboys had worn jeans for years before they
Some more colloquial forms: became popular.
a couple of hundreds of thousands of Passive: Jeans had been worn by cowboys for years before
There were hundreds of people at the party! they became popular.
Present Perfect:
Some quantifiers can be used only with uncountable nouns:
Active: Someone has stolen my jeans from the washing machine!
a little little (not) much a bit of Passive: My jeans have been stolen from the washing machine!
We have little time to read the book. The test is tomorrow.
TEACHERS BOOK
242
Unit 4
MODALS VERBS
Going to:
Active: They are going to reduce the price of jeans in the sale. Modals of Possibility and Certainty:
Passive: The price of jeans is going to be reduced in the sale. We use could, might and may with an infinitive to
Will: talk about possibility in the present.
Active: They will appreciate a good pair of jeans. I think my cell phone might be lost
Passive: A good pair of jeans will be appreciated. It could be somewhere in your bedroom.
Modals: It may be under your bed or pillow.
Active: You should not wash your jeans with white clothes. We use cant and must with an infinitive to talk
Passive: Your jeans should not be washed with white clothes. about the present.
It cant be in my room. I didnt sleep there last night.
PAST CONTINUOUS It must be somewhere else in the house. I havent gone anywhere.
We use past continuous to talk about actions in
progress in the past: Modals of Ability and Permission:
Nobody was dancing at the party. They were all watching We use can and cant to talk about ability in the present:
the Reality show in my bedroom. Can you play the piano?
To describe the scene, when we are telling a story: My dad cant swim
The sun was shining and all the guests were wearing We use could and couldnt to talk about ability in the past.
their best clothes. My nephew could play video games before going to
With the past simple to talk about interrupted school. But he couldnt read until he was 7!
activities: We use can to talk about permission in the present
Pedro was having a lot of fun when his parents arrived and could to talk about permission in the past:
and saw the party mess. You cant chat in class!
Students couldnt log in their Facebook until they finished school.
PAST SIMPLE AND CONTINUOUS To talk about ability and permission in the past
Use: or the future, we use the verbs be able to and be
to talk about interrupted activities allowed to:
the past continuous tells us which activity was in I have never been able to run a kilometre in one minute.
progress and the past simple tells us which activity Will you be allowed to go on holiday this summer?
interrupted it.
I was getting ready for school when my friend called. Modals of Obligation and Prohibition:
We use when with the past simple and as or while We use must and mustnt to talk about obligation and
with the past continuous. prohibition.
As/While I was getting ready for school, my friend called. You must log out of your e-mail account correctly.
You mustnt download music without paying.
We can also use the verbs have to and need to to talk
PAST PERFECT SIMPLE about obligation but not prohibition.
We have to update our antivirus software regularly.
Use the past perfect simple to talk about past
Remember:
events which happened before others:
We often use have to to indicate an external legal
Classes had started when we arrived to school.
obligation:
Use the past perfect simple to talk about events You have to wear a helmet when you ride a motorbike.
which happened before a specific time. And we use must to indicate an internal, personal
By the time the Reality show was over, everyone in my obligation:
family had seen it at least once. I must remember its Elizabeths birthday tomorrow.
With the expression the first/second/third time (that): We use dont have to to express lack of obligation:
It was the first time my mother had followed a TV series. You dont have to be a professional cyclist to enter the race.
Signal Words: ever, never, already, just, still, yet, for and since.
243
Grammar Reference
FUTURE SIMPLE: WILL REPORTED QUESTIONS

Use:
When we report questions we make the same changes to
a spontaneous decision
tenses, pronouns and references to time and place as we do
an opinion, hope, uncertainty or assumption regarding
with statements:
the future
Direct Speech: Do you often go to the cinema?
a promise
Reported Speech: He asked us if we often went to the
an action in the future that cannot be influenced
cinema.
Direct Speech: Why are you so serious?
Affirmative: I/you/we/they/he/she/it + will + verb
Reported Speech:He wanted to know why I was so serious.
infinitive
We dont use auxiliaries like do, does or did in reported
Negative: I/you/we/they/he/she/it + will + not
questions:
(wont) + verb infinitive
Direct Speech:What time did you go to bed?
Interrogative: will+ I/you/we/they/he/she/it + verb
Reported Speech: He asked what time I had gone to
infinitive+?
bed
When we report yes/no questions, we use if or whether
Signal Words: in a year, next , tomorrow in the reported question:
Expressions: I think, probably, perhaps Direct Speech: Do you like eating crisps?
Reported Speech: He wanted to know if we liked
Unit 5 eating crisps.
Remember:
REPORTED SPEECH We use affirmative and NOT interrogative, word order
Use: in reported questions:
to repeat what a person has said Direct Speech: Why are you wearing red clothes
today?
Direct Speech: I am not going to school today, but I will Reported Speech: She asked me why I was wearing
tomorrow. red clothes that day ( NOT why was I wearing..?)
Reported Speech: She said that she wasnt going to
school that day, but she would go the next day. CONDITIONAL: 2nd
We often omit that in reported speech, especially in Use:
informal situations: To talk about imaginary or improbable situations in
Direct Speech: Toms been to London many times the present or the future
Reported Speech: She said (that) Tom had been to To give advice
London many times.
We dont use quotation marks () in reported speech. Only
to indicate direct speech: If + past simple would + infinitive verb
Direct Speech:I love travelling and meeting new people If you saved money, you would be able to
Reported Speech: She said (that) she loved travelling buy a house.
and meeting new people.
Remember: We can replace would with other modal verbs in

We often use the verbs say and tell to introduce reported second conditional sentences:
speech. Tell is always followed by an object, but say is not: We could go to the theatre tonight if you wanted to.
She told me she was eighteen years old. If we phoned Julie, she might come with us.
She said she was eighteen years old.
NOTE:
We often use were and not was in second
conditional sentences with the pronouns I/he/she/ it:
If Sally were here, she would know what to do.
244 TEACHERS BOOK

FUTURE: GOING TO PRESENT PERFECT SIMPLE
Use: Use:
to talk about intentions to talk about actions which began in the past and
To make predictions based on evidence continue in the present
to talk about actions completed in the past if we dont
Affirmative: I/you/we/they/he/she/it + be + going to say when they happened
+ verb infinitive to talk about periods of time that have not finished
Negative: I/you/we/they/he/she/it + be + not + Affirmative: he/she/it + has + past participle
going to + verb infinitive She has lived in Chile for 5 years.
Interrogative: be + I/you/we/they/he/she/it + going you/they/we/you + have + past participle
to + verb infinitive+? We have studied quite a lot today!
Negative: he/she/it + has + not + past participle
Signal Words: in one year, next week, tomorrow She has not lived in Chile for 5 years.
you/they/we/you + have + not + past
participle
Unit 6 We havent studied at all today!
Interrogative: Has + he/she/it + past participle?
MODAL VERBS: GIVING ADVICE Has she spoken to you yet?
Have + you/they/we/you + past participle?
We use should, shouldnt, ought to, and ought not
to to give advice and making recommendations:
Remember:
You should think about taking up a new sport.
if the action began in the past and finished in the
We ought to do more to help other people.
past, we use the past simple.
Young children shouldnt watch violent TV shows.
if we mention the specific time a past action
happened, we use the past simple.
NEGATIVE QUESTIONS
Uncontracted negative Uncontracted negative QUESTION TAGS
questions questions Use:
auxiliary verb + nt + subject Auxiliary verb + subject + not to check that something is true, or to ask someone
Didnt she come? Did she not come? to agree with us.
Dont you understand? Do you not understand?
Werent you surprised? Were you not surprised?
We change the verb from affirmative to negative (or
negative to affirmative) to make the question tag. We
Negative questions can have two different kinds of also change the order of the verb and personal pronoun.
meaning. For example, a negative question can ask for Its cold, isnt it? / It isnt cold, is it?
confirmation of a positive belief. In this case it expects You havent lost it, have you? / You have lost it, havent you?
the answer yes. Alan didnt phone me, did he? / Alan phoned me,
Isnt it true that she is going out with your brother? (I am didnt he?
just asking for confirmation.) We can also form question tags with would/can/
A negative question can also ask for confirmation of could, and there is / there are,
a negative belief. In this case it expects the answer no. Henry would like this, wouldnt he?
Arent they coming? (Am I right in thinking that they They can swim, cant they?
arent coming?) It couldnt happen, could it?
Theres a telephone here, isnt there?
There are three apples, arent there?
For imperatives, we use will,
Dont forget, will you?
245
Grammar Reference
PREFIXES
Unit 7 a word, or letter(s) placed at the beginning of another word
(a base word) to adjust or qualify its usage or meaning
WISH and IF ONLY ADVERBS
Use:
We use wish and If only with a clause to talk about
to modify a verb, adjective, or another adverb
situations we want to change.
We use wish and If only with the past simple or
Most common prefixes
past continuous to express a wish in the present:
I wish I didnt have to get up early tomorrow. Prefix Meaning Example
If only we were spending more time together. anti- against antifreeze
We use wish and If only with the past perfect to de- opposite defrost
express regrets about the past: dis- not, opposite of disagree
I wish we had gone to the party last night. en-, em- cause to encode, embrace
fore- before forecast
If only the teachers hadnt taken that test!
in-, im- in infield
We use wish and If only with would and an in-, im-, il-, ir- not injustice, impossible
infinitive to complain about somebody else: inter- between interact
I wish she wouldnt speak so loud. mid- middle midway
If only the students would come on time to class. mis- wrongly misfire
non- not nonsense
FUTURE: GOING TO over- over overlook
Use: pre- before prefix
to talk about intentions re- again return
To make predictions based on evidence semi- half semicircle
sub- under submarine
Affirmative: I used to love watching horror movies but super- above superstar
now they scare me! trans- across transport
Negative: I didnt use to listen to rock. Now we do. un- not unfriendly
Question: Did you use to wear bright colours as a child?
NOTE: There is no present tense equivalent of used to.
CONDITIONAL: 3rd Unit 8

Use:
To talk about impossible hypothetical conditions in the past SUFFIXES
To talk about situations we regret
A suffix is an affix that is added to the end of a word
that conditions its usage or meaning in an inflectional or
IF CLAUSE (CONDITION) MAIN CLAUSE (RESULT) derivational way:
If + past perfect, would + present perfect Inflectional (grammatical): for example, changing
If you had saved money, you would have bought a singular to plural (dog > dogs), or changing present
house. tense to past tense (walk > walked). In this case, the
basic meaning of the word does not change.
We can replace would have with could have or might Derivational (the new word has a new meaning,
have in third conditional sentences: derived from the original word): for example, teach >
If you had told me about the concert, we could have teacher or care > careful
bought the tickets.
Phil might have come with us if he had known about the party.
NOTE: The contracted form of both had and would is
d. Be careful not to confuse the words:
If hed (had) remembered my birthday, hed (would) have
bought me a present.
TEACHERS BOOK
246
Most common suffixes Most (but not all) adverbs end in -ly
The rabbit jumped quickly. In this example, quickly is an
Prefix Meaning Example
-able, -ible can be done comfortable
adverb because it is used to modify the verb jumped.
-al, -ial having characteristics of personal Albert Einstein was a very smart mathematician. In
-ed past-tense verbs hopped this example, very is an adverb because it is used to
-en made of wooden modify the adjective smart.
-er comparative higher It started to rain just after the clouds appeared. In this
-er, one who worker example, just is an adverb because it is used to modify
-est comparative biggest the conjunction after.
-ful full of careful Jonas usually does his homework. In this example, usually
-ion, -tion, act, process occasion is a (frequency) adverb because it is used to modify
-ity, -ty state of infinity the verb does.
-ive, -ative, -itive adjective form of a noun plaintive
-less without fearless
-ly characteristic of quickly
-ment action or process enjoyment
-ness state of, condition of kindness
-ous, -eous, -ious possessing the qualities of joyous
-s, -es more than one books, boxes
-y characterized by happy
ARTICLES: THE, NO ARTICLE
NO ARTICLE THE ARTICLE
General words (indefinite). General words (definite).
Life in a clean environment is better. I've read a book on the life of people living in polluted environments.
Names of people on the singular, relatives. Family names in the plural.
Francisca and Maria are my classmates. The Prez family I know lives in San Bernardo.
Public buildings, institutions, means of transport Public buildings, institutions, means of transport (definite).
(indefinite).
Most students go to public schools in Chile. The school that is on Apoquindo Avenue is not public.
Names of countries in the singular; summits of Names of countries in the plural; mountain ranges; regions.
mountains; continents; towns.
Germany, France, Chile, The United States of America, the Netherlands; the Highlands, the
Mount Whitney Rocky Mountains, the Alps; the Middle East, the west of Australia
Africa, Europe;
Cairo, New York
Parks; lakes; streets. Name with of-phrase; oceans; seas; rivers.
Central Park, Hyde Park; The Statue of Liberty, the Tower (of London), the Atlantic (Ocean);
Lake Michigan, Loch Ness;
42nd Street, Oxford Street
42nd Street, Oxford Street The Statue of Liberty, the Tower (of London), the Atlantic (Ocean);
the Mediterranean (Sea);
the Nile, the Rhine, the Suez Canal
247
Rubrics for Skills Assessment
Writing
7 / Outstanding 5.5 / Appropriate 4 / Borderline 2 / Insufficient

The content is completely Minor irrelevances are Misinterpretation of Content is irrelevant, which
Content
relevant for the task. Target presented. Target reader is instructions leads to limited impedes target reader from
reader is informed in detail successfully informed. information delivered to target being informed.
reader.
Language Usage Organisation Communication
Attention of target reader Straightforward ideas are The written piece Simple ideas are not properly
is held through the use of communicated through the communicates simple ideas in transmitted, as there is lack of
engagement devices and proper use of writing strategies. simple ways. devices and use of strategies.
straightforward ideas, which
also makes the written piece
easy to understand.
The text is well-organised and The text is connected and The text is connected using The text is not properly
coherent, thanks to linkers and coherent, using simple linkers common linkers, which does connected, as lack of linkers
cohesive devices. and only some cohesive not always assure coherence. and useful expressions lead to
devices. incoherence.
There is usage of a wide Everyday vocabulary is used Only basic vocabulary is used There is poor control of simple
range of everyday vocabulary appropriately in general, appropriately, there is some grammatical forms and basic
with little inappropriate use with occasional repetition of control of simple grammatical vocabulary is used in excessive
of less common lexis and common lexis. There is a good forms. Meaning may be repetition. Meaning cannot be
good control of complex control of simple grammatical impeded to be conveyed conveyed because of constant
grammatical forms. Errors do forms, and even though errors because of language errors. language errors.
not impede communication. are identifiable, meaning can
still be conveyed.
Speaking

Good control of simple Good control of simple Sufficient control of simple Poor control of simple
grammatical forms and some grammatical forms. Desired grammatical forms. Limited grammatical forms. Poor range
Language
successful attempts to use range of vocabulary to express range of vocabulary to express of vocabulary, which makes
Usage
complex structures. Wide ideas about every day topics. ideas about every day topics. difficult to express ideas about
range of vocabulary to express every day topics.
different views of every day
topics.
Discourse is extended beyond Discourse is extended beyond Discourse is characterised by Excessive hesitation makes
Management
short utterances. Hesitation is short utterances despite short phrases and constant short phrases almost
hard to detect. Contributions hesitation. Contributions are hesitation. Repetition of ideas impossible to understand.
Discourse
are relevant, with almost no relevant, but repetition of ideas and digression from the topic Digression from topic impedes
repetition of ideas. A wide is detected. Basic cohesive make contributions irrelevant contributions to be expressed.
range of cohesive devices are devices are used. sometimes.
used.
Comprehensible, thanks to the Mostly comprehensible. Comprehension is sometimes Comprehension is obscured by
Pronunciation
use of appropriate intonation, Correct control of phonological obscured by the lack of control the constant lack of control of
accurate stress of syllables and features in simple utterances. of phonological features in phonological features in short
clear articulation of individual longer utterances. utterances.
sounds.
Appropriate initiation of Construction of questions and Simple exchange of information Exchange of information is
conversations and response answers to keep a conversation despite some difficulty. almost impossible, as prompting
Interaction
to ideas from partners. going. Attention to partners Prompting and support is and support are necessary for
Maintenance and development discourse is shown. needed. the student to establish aids for
of a conversation is shown communication.
through negotiation and
discussion of ideas.
248 TEACHERS BOOK

Reading

Total control of a variety of Reading strategies are applied Reading strategies are No reading strategies are
Comprehension
strategies according to the type to better understand content. sometimes applied, as time is applied. Main idea is only
of text presented. Main idea is Main idea of a text can be not well managed. Main idea is predicted from pictures or
inferred from gist reading and a inferred from gist reading. sometimes successfully inferred headings.
wide set of details are detected Some details are detected by scanning.
by scanning. when scanning.
Accurate and extended Accurate information is clearly Correct information is Production is impeded,
Response
language is produced based on produced based on main produced in general terms with demonstrating poor
Follow-up
the information understood. points of the text. Facts are some inaccuracies in some comprehension of input
Facts are described in detail described appropriately and facts. Opinion is expressed content.
and opinion is justified by opinion is expressed based on based on personal belief
making link to input content. input content. without link to input content.
Input content is successfully Input content is successfully Input content is extrapolated Input content cannot be
Further Content
extrapolated to new personal extrapolated to new personal to new personal production extrapolated to new personal
production without base, production without base with difficulty caused by production because of constant
Projection
showing awareness of main despite some deviations from some deviation from topics deviation and unawareness of
ideas and specific information topics previously revised. previously revised. content previously revised.
from content previously
revised.
Listening

Total control of a variety of Listening strategies are applied Listening strategies are No strategies are applied.
Comprehension
strategies according to the to better understand content. sometimes applied, as attention Main idea is only predicted
type of listening presented. Main idea of a recording can is not focused on a particular from pictures or headings.
Main idea is inferred from be inferred from gist listening. achievement. Main idea is Poor comprehension does not
gist listening and a wide set Some details are detected sometimes successfully inferred allow students to understand
of details are detected by when repeating the recording. by repetition. content.
repetition.
Accurate and extended Accurate information is clearly Correct information is Production is impeded,
language is produced based on produced based on main produced in general terms with demonstrating poor
Response
Follow-up
the information understood. points of the recording. Facts some inaccuracies in some comprehension of input
Facts are described in detail are described appropriately facts. Opinion is expressed content.
and opinion is justified by and opinion is expressed based based on personal belief
making link to input content. on input content. without link to input content.
Input content is successfully Input content is successfully Input content is extrapolated Input content cannot be
Further Content
extrapolated to new personal extrapolated to new personal to new personal production extrapolated to new personal
production without base, production without base with difficulty caused by production because of constant
Projection
showing awareness of main despite some deviations from some deviation from topics deviation and unawareness of
ideas and specific information topics previously revised. previously revised. content previously revised.
from content previously
revised.
249
Question Bank
Question Bank for the Construction of Value Scales or Check Lists

(Alternative evaluation activities)
Listening Comprehension
Does the student recognize sounds specific to the English language?

Does the student understand the general meaning of a simple message within a specific linguistic context?
Does the student follow simple oral instructions within a particular linguistic context?
Does the student identify specific information associated to people, objects, and animals?
Does the student use simple social expressions that he or she has learned throughout the year?
Does the student make linguistic connections based on his or her previous knowledge?
Does the student react to the texts he or she has heard by performing a related action or expressing
a preference?
Does the student make personal connections through speech or using illustrations?
Oral Expression
Does the student repeat chants, rhymes, and songs while recognizing the specific English sounds?
Does the student reproduce short phrases while recognizing all of their sounds specific to English?
Does the student express him or herself in brief dialogues with the help of a teacher and images about
topics they know?
Does the student use and understand simple social expressions learned throughout the year?
Can the student produce short phrases developed by the teacher?
At the end of the year, can the student participate in short dialogues with their peers and teachers?
Reading Comprehension
Can the student understand written words and simple sentences?

Can the student understand the general message of brief and simple texts with the help of visual aids?
Can the student identify explicit information linked to basic subjects (personal information, school, family,
clothing, animals, toys, the weather) in brief and simple texts with the help of visual aids?
Can the student identify and understand commonly used expressions and vocabulary that has been
studied throughout year?
Does the student react to the text at hand by expressing a preference and/or connecting it to personal
experiences either orally or through illustrations?
Does the student use the strategies of pre-reading (by using their previous knowledge and visual elements),
reading (by using the visual aid), and post-reading (by re-reading or reading to others and drawing)?
Can the student interpret individual words or groups of words in a simple text?
250 TEACHERS BOOK

Learning Abilities
Does the student demonstrate interest in the activity and try to solve it despite possible difficulties?
Does the student apply learning strategies such as using visual aids and hearing aids, and connecting new
knowledge with their previous knowledge?
Meta-cognitive Abilities
Does the student react to the things they have learned by expressing a preference?
Does the student react to the things they have learned by justifying his or her opinions?
Is the student conscious of his or her progress (difficulties/achievements)?
Social Abilities
Does the student show interest in learning English as a second language?

Does the student cooperate with others when working in pairs or groups?
Does the student learn from interacting with others (by imitating, reproducing, etc.)?
Does the student share with and/or help their partner?
Does the student show respect and appreciation for others?
251
Bibliography
For the Teacher Pineda, A. (1999). Helping Learners to Develop

Reading
Alderson, J. C., and Urquhart, A. H. (1984).
and Listening Skills in English. Santiago: Ministerio de
Reading in a
Educacion, Programa MECE/Educacion.
Foreign Language. London: Longman.
Richards, J. (2006). Communicative Language
Alderson, J. C. Testing Reading Comprehension
Teaching
Skills.
Today. New York: Cambridge University Press.
http://nflrc.hawaii.edu/RFL/PastIssues/rfl62anderson.pdf
Rost, M. (1991). Listening in Action: Activities for
Alexander, L. (1995). Longman English Grammar
Developing Listening in Language Teaching. New
Practice
York:
for Intermediate Students. New York: Longman.
Prentice Hall.
Campbell, C., and Kryszewska, H. (1992). Learner-
Ur, P. (1984). Teaching Listening Comprehension.
based
Cambridge: Cambridge University Press.
teaching. Oxford: Oxford University Press.
Willis, J. (1996). A Framework for Task-based
Capel, A. (2008). Objective First Certificate
Learning.
Students Book
Harlow, Essex: Longman.
with answers + 100 Tips Writing Booklet. Cambridge:
Cambridge University Press.
Finch, D. F., and Ortiz Lira, H (1982). A Course
From Students Text
in English Unit 1.P. 12: Adapted from Lewin, K. (1999). The Complete
Phonetics for Spanish Speakers. London: Heinemann Social Scientist: A Kurt Lewis Reader. Washington, D.C.:
Educational Books Ltd. American Psychological Association Press
Grellet, F. (1995). Developing Reading Skills (15th Unit 1. P. 19: Adapted from Corrales, S. (1997). Chupacabras
ed.). and Other Mysteries. Sheffield: Greenleaf Publishing.
Cambridge. Cambridge University Press. Unit 2. P. 23: Adapted from Prez, F. (2012). Mitos y
Linda, S. (1996). Vocabulary Games for Intermediate leyendas de Chile.
English Language Learners. New York: McGraw-Hill
Unit 2. P. 32-33: Taken from Fidalgo, A., Fantinillo, A.
Contemporary.
& Mayorga, I. (2010). In Gear 1. Oxford: Richmond
Lowes, R. (1998). Helping Students to Learn: a
Guide to Publishing. Pp. 6-7.
Learner Autonomy. London: Richmond. Unit 2. P. 35: Adapted from Roberts, L. (2013). Interview:
Murphy, R. (1996). English Grammar in Use: a Inti Castros graffiti legacy in Chiles port city. The
self-study Santiago Times. Retrieved October 25, 2013, from http://
Reference and Practice Book for Intermediate Students: santiagotimes.cl/interview-inti-castros-graffiti-legacy-in-
with answers (2. ed.). Cambridge: Cambridge chiles-port-city/
University Unit 2. P. 38: Taken from Carrol, L. (1948). Alices
Press. Adventures in Wonderland.
Murphy, R. (2006). Essential Grammar in Use Unit 2. P. 38: Taken from Downie, M., Gray, D., Jimnez,
Spanish J.M. (2011). Target B1.
Edition. http://www.scribd.com/doc/29015505/ Unit 2. P. 41: Adapted from Rosemary Jackson (1981).
Essential- Fantasy: The Literature of Subversion.
Grammar-in-Use-Spanish-Edition
Unit 3. P. 52: Adapted from Devolld, T. (2011). Reality
Nam, J. TESL Canada Journal/Revue TESL du
TV: An Insiders Guide to TVs Hottest Market. Los Angeles:
Canada,
Michael Wiese Productions.
252 TEACHERS BOOK

Unit 3. P. 59: Adapted from Childrens Food Campaign. Unit 7. P. 133: Adapted from Alimntatesano (2012).
(2013). Ban junk food ads to kids under 12: report. Canadian Primer Reporte del Programa Mi Fitbook. Alimentatesano.
Press. Retrieved October 25, 2013 from http: //www. com. Retrieved October 28, 2013 from http://www.
childrensfoodcampaign.net/ alimentatesano.cl/Resultados_Fitbook_Dic2010.php
Unit 4. P. 72: Adapted from Cellan-Jones, Rory (2011). We Unit 7. P.138: Adapted from Downie, M., Gray, D.,
dont talk any more is technology harming communication?. Jimenez, J.M (2011). In Gear. Oxford: Richmond Publishing
BBC News. Retrieved October 25, 2013 from http:// Unit 7. P. 141: Taken from Downie, M., Gray, D., Jimnez,
www.bbc.co.uk/news/technology-16313832 J.M. (2011). Target B1. Oxford: Richmond Publishing. P. 46.
Unit 4. P. 79: Adapted from Hakan Tuncer, A. (2000). Unit 7.P. 144: Adapted from Keogh, P. (2012, Autumn).
Webaholism: Modern Day Addiction. Topic Online Restoring your immune defence Naturally. Healthy Life,
Magazine for Learners of English 9. Retrieved October 4, 4-6.
25, 2013 from http://topics-mag.com/ Unit 8. P. 151: Taken from Neruda, P. (1991). Discoverers
Unit 4. P. 84: Adapted from Douglas P K, Harris Sam, Yuille of Chile. Canto General. (Jack Schmitt, Trans.). Berkeley,
Alan, Cohen Mark S (2011). Performance comparison of CA: University of California Press. Pp. 59-60.
machine learning algorithms and number of independent Taken from MacKellar, D. (1993). My Country. My Country
components used in fMRI decoding of belief vs. disbelief. and Other Poems. New York: Viking Press. P. 9.
NeuroImage. 56(2): 544-53. Unit 8. P. 153: Adapted from ProChile (2013). Why
Unit 5. P 93: Adapted from Pino M., P (2012, August Chile. Prochile.gob.cl. Retrieved October 28, 2013 from
25). Las carreras tcnicas con ms futuro y mejores http://www.prochile.gob.cl/importers/why-chile/.
ingresos. La Segunda, pp. 4-5. Unit 8. P. 157: Adapted from CORFO (2012). Mining
Unit 5. P. 95: Based on Palfrey, J, Glasser, U. (2008). Cluster in Chile. Retrieved from http://www.unido.it/
Introduction. Born Digital: understanding the first americalat/Mining%20Cluster%20in%20Chile%5B1%5D.pdf
generation of digital natives. New York: Basic Books. Unit 8. P. 158: Adapted from British Antarctic Survey
pp. 1-17. (2008, 25 March). The Antarctic Peninsulas retreating
Unit 5. P. 97: Lewis, T .(2013, June 10). Scatologist? Snake ice shelves. Retrieved from http://www.antarctica.ac.uk/
milker? Sexologist? 7 odd science careers. NBC News press/journalists/resources/science/antarctic_peninsula_
Science. Retrieved October 25, 2013 from http://www. retreating_ice_shelves.php
nbcnews.com/science/scatologist-snake-milker-sexologist- Unit 8. P. 161: Adapted from Archer, D, and Rahmstorf,
7-odd-science-careers-6C10271335 S. (2010). Climate change so far. The Climate Crisis: An
Unit 5. P.98: Adapted from Ogallo, G (2013). Importance Introductory Guide to Climate Change. London: Penguin
of Personality Testing. Wisdonexchangetv.com. Retrieved, Books. Pp. 39-67.
October 28, 2013 from http://www..wisdonexchangetv./ Unit 8. P. 163: Adapted from Greening Princeton (2004).
importance-of-personality-testing/ Top Reasons to RECYCLE. Retrieved from https://www.
Unit 5.P. 101: Adapted from Doyle, A. (2013). Hard princeton.edu/~greening/
Skills vs. Soft Skills. About.com. Retrieved October 28, Unit 8. P. 167: Adapted from Archer, D, and Rahmstorf,
2013 from http://jobsearch.about.com/od/skills/qt/hard- S. (2010). Impacts of climate change. The Climate Crisis:
soft-skills.htm An Introductory Guide to Climate Change. London: Penguin
Unit 6. P. 111: Adapted from Madsen, S. D. (2008). Parents Books. Pp. 151-190.
Management of Adolescents Romantic Relationships Unit 8. P. 169: Adapted from Archer, D, and Rahmstorf,
Through Dating Rules: Gender Variations and Correlates S. (2010). Avoiding climate change. The Climate Crisis:
of Relationship Qualities. Journal of Youth and Adolescence An Introductory Guide to Climate Change. London:
37.9. Pp. 1044-1058. Penguin Books. Pp. 191-196.
253
Irregular Verbs
Infinitive Past simple Past participle Infinitive Past simple Past participle
be was/were been lay laid laid
beat beat beaten learn learnt/learned learnt/learned
become became become leave left left
begin began begun let let let
bite bit bitten lose lost lost
break broke broken make made made
bring brought brought mean meant meant
build built built meet met met
buy bought bought pay paid paid
catch caught caught put put put
choose chose chosen read read read
come came come ride rode ridden
cost cost cost ring rang rung
cut cut cut run ran run
do did done say said said
draw drew drawn see saw seen
dream dreamt/dreamed dreamt/dreamed sell sold sold
drink drank drunk send sent sent
drive drove driven shoot shot shot
eat ate eaten show showed shown
fall fell fallen shut shut shut
feed fed fed sing sang sung
feel felt felt sink sank sunk
fight fought fought sit sat sat
find found found sleep slept slept
fly flew flown smell smelt/smelled smelt/smelled
forget forgot forgotten speak spoke spoken
freeze froze frozen spend spent spent
get got got stand stood stood
give gave given steal stole stolen
go went gone swim swam swum
grow grew grown take took taken
have had had teach taught taught
hear heard heard tell told told
hide hid hidden think thought thought
hit hit hit understand understood understood
hold held held wear wore worn
keep kept kept win won won
know knew known write wrote written
254 TEACHERS BOOK

Websites
http://www.scientificamerican.com/article.cfm?id=fact-orfiction-runaway-greenhouse
http://www.festivals.com/
http://www.nutrition.gov./
http://www.kidshealth.org/teen/flu_center/about_flu/immune.html
http://www.famouspeople.com/sports-person.php
www.foodnetwork.com/healthy-eating/index.html
www.nationalgeographic.com
www.unesco.org
www.unicef.org
www.lonelyplanet.com
www.traveltochile.net/chile-cities.htm
www.artcyclopedia.com
www.britishmuseum.org
www.moma.org/
www.bbc.co.uk/science/humanbody/mind/surveys/careers/
www.nationsencyclopedia.com
www.sofofa.cl
www.englishclub.com
www.englishlistening.com
www.english-test.net
www.funbrain.com
www.teachingenglish.org.uk
www.tolearnenglish.com
www.usingenglish.com
www.dictionary.cambridge.org
www.dictionary.com
www.vocabulary.com
www.guardian.co.uk
www.stumbleupon.com
http://rubistar.4teachers.org/
255
256 TEACHERS BOOK
257

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Tune Up Teachers Book

Tune Up Ronda Haverland

Eugenia Contreras Mndez

Publishing Deputy Director-Public Area: Marisol Flores Prado

Design: M Vernica Roman Soto

Quedan rigurosamente prohibidas, sin la autorizacin escrita de los titulares del

Scope and Sequence of your book 4-5 Unit 5 130

Stereotypes An article A description Describing A description Review

Myths and A story p.29

Music genres An article Music genres Discussing A text message Review

Compound Four summaries A conversation Project

Literature and A paragraph

driving and on a cultural My Progress

p.50-69 A conversation p.44 p.44 p.69

Linking words programme My Progress

Listening and Understanding Writing

Vocabulary An article A description Interviewing Two Review

Reported An informative A radio p.104

Should/ your classmate p.129

Four narrative p.139 Project

the justification of simple infereces.

Listening and Understanding Writing

Language Two poems A report Discussing An email Review

Suffixes An article A weather p.156

p.157 forecast Discussing

Listening and Understanding Writing

An article your classmate

p.150-169 Connectors p.163 p.162

Get to know your book!

In this section you will listen to authentic audio

samples that will improve your understanding

below. the words

In this section you will put into practice what you

have learned by speaking with your classmates.

In this section you will put into practice what

you have learned by developing written tasks.

In this section you will practise different sounds

that are important for understanding and

In this section you will practise the main grammar

point using a variety of exercises.

While Listening myth or legend

This section offers tips and advice to develop

and improve your learning skills. Read

carefully, they are very useful!

This box shows you the differences between

American and British English.

They will campi she?

Check This Out!

This box gives you some extra information

about the topics you are reading or listening

to. This information helps you complement

help you improve your conversational

a satire? ue? My parents say I spend too much time unhealthy?

This section presents an extra activity

to challenge your English skills.

This section asks you to reflect on

fundamental values that help us live

harmoniously within society and the

world around us.

C with your partn aspects of learning

help you review what you learned in each

unit. By totaling your score, you can see

where totalling you need more practice.