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PRELIMINARES SKILLS 3.
qxd (4 #1 9/26/07 5:33 PM Página 1
Kim Milne Thompson

Elinore Jane Duque Henshaw
PRELIMINARES SKILLS 3.qxd (4 #1 9/26/07 5:33 PM Página 2
Skills 3. fue elaborado según el plan del Departamento de Investigación Educativa de

Norma Ediciones, S. A. de C.V., bajo la dirección de José de Jesús Arriaga Carpio.
Participaron en esta obra:
Coordinación editorial: Carmen Hernández Falcón

Asistencia editorial: Carmen Rivas Martínez
Revisión técnica y colaboración especial: Lourdes Juárez y Ruiz
Diseño de interiores: Hilda Bustos Barrera
Ilustraciones: Digital Stuff (Claudia Sánchez Cortés, Nevid Ramírez Millán,
Fabián Cobos Hernández, Araceli Luévano Ruiz)
Retoque de imágenes: Araceli Luévano Ruiz
Diagramación: Pedro Esparza Mora
Apoyo gráfico: Pedro Esparza Mora, Oswaldo García Enríquez
Diseño de cubierta: Inés Téllez Mendoza
Fotografía de cubierta: Editorial Norma
Fotografías: Editorial Norma (Archivo Agral), Carlos García
Skills 3. Inglés tercer grado de secundaria
Derechos reservados
© 2008, Kim Milne Thompson

Elinore Jane Duque Henshaw
© 2008, Norma Ediciones, S. A. de C. V.

Av. Presidente Juárez núm. 2004
Fraccionamiento Industrial Puente de Vigas
C.P. 54090, Tlalnepantla, Estado de México.
Miembro de la Cámara Nacional de la Industria Editorial Mexicana

Registro número 3074
ISBN 978-970-09-0979-0
El contenido y diseño de Skills 3. son propiedad de Norma Ediciones, S.A. de C.V.

La
publicación no puede ser reproducida o transmitida de manera parcial o total medi-
ante
algún sistema electrónico o mecánico, sin el consentimiento previo y por escrito de
la editorial.
Impreso en México
Printed in Mexico
Primera edición: 2008

Welcome to skills 3!
Dear student,
Welcome to Skills 3!
We have written Skills 3 thinking about you and the interests of students your age,
with original, creative illustrations for you to enjoy during your course. The content
of your book has been especially chosen to maintain your interest throughout the year.
In Skills 3 you will find a series of useful projects with stimulating themes: making
a theater box, making a scrapbook of all your favorite music, pictures and movies,
doing an interview with a person you admire, having an open house where your
parents and family will be invited to see what you are learning in your English class
and making a poster of your city or town.
You will have the opportunity to compile your work in a portfolio (backpack) with
games, flashcards, dialogues and pictures so that you can refer to them and
practice using them anytime you need. It will also be a way to evaluate your English. 3
Skills 3 offers you opportunities to access information on-line and communicate

with other students who are studying English or who live in English-speaking
countries in order for you to practice authentic English.
In Skills 3 you will focus on real-life communication first with social rules and true
3
purposes, that is to say, on what native speakers do in order to produce and
S K I L L S
interpret oral and written texts. Later you will be guided to make sense of how the
language works. You will have many opportunities to reflect on language in order
to discover the regularities, and irregularities of the language as well as its
similarities and differences from your mother tongue.
T O
Your personal experience is important and you will be able to, through the
W E L C O M E
production and the interpretation of a variety of spoken and written texts, satisfy
basic communication needs in a range of familiar situations.
We hope you enjoy the course.

The authors
HOW IS YOUR BOOK ORGANIZED?
HowLesson
is your1book organized?
The objectives are on the first page of each unit. If you look
at the illustrations, you will get an idea of the topics the
unit will cover, and the circumstances in which you will be
using English.
Each unit gives you the opportunity to create

specific material that will be interesting to you.
This is your project. It is divided into four steps
through which you will be guided step by step.
The project requires you to work in teams,
taking advantage of student-student
interaction, communicating in English. The end
of the project includes an On going project
where you can produce material on a personal
real situation.
The Text Preview is on the third page of each

unit. This page is an introduction to structure,
topics and expressions you will learn
throughout the unit. The purpose of this page
is to get you thinking about what you will be
learning in the future.
HowLesson
The lessons guide you by reading and/or

listening to situations where you will be
able to discover the language you will need
to use in many different kinds of situations.
There are some easy exercises for you to
practice the new language forms and some
freer exercises to communicate what you
have learned. Each lesson that presents a
new language form includes a Hey! section
for you to check that you understood it.

Get Real! section gives you more communicative
practice of the functions of the unit. This offers a
set of activities based on real life contexts and
language for you to reinforce what you have
learned and to become more fluent.
HowLesson
In the same way you were guided to
discover how to express yourself in
English, Do you remember? trains you
to evaluate your progress by yourself
through a series of freer exercises at
the end of each unit.
Backpack activities are a set of life like situations that

allow you to interact with classmates communicating freely
in English. These activities are designed to give you the
opportunity to revise, reinforce and practice English in real
meaningful communication.
Grammar Reference pages give you a description and

an example of the structures covered throughout Skills
3 it also gives the opportunity to reinforce or solve any
doubts you may have.
HowLesson
The Skills 3 Dictionary-helpful vocabulary includes

some of the vocabulary used throughout the book. Each
entry has a definition and an example of the words that
might be difficult for you. To save you time, these words
include the page number where they are used.
The Tests are written evaluations for you to check what

or how much you learned. Your teacher will decide on
the best moment to apply each test.
Contents
Lesson Purpose Social practice Functions Page
Unit 1 • Memories 21
Unit Purpose: To enable students to discuss their memories and describe actions that happened when other actions were in progress.
Project 1 To give the students the opportunity to Giving and obtaining factual Asking for and giving information 22
use the language learnt in a lifelike information of a personal and about past memories.
situation, working in teams and non-personal kind. Describing what people were doing at
C O N T E N T S
interacting to produce some material a certain moment in the past.

and /or an event.
Text Preview To enable students to recognize the Giving and obtaining factual Asking for and giving information 23
social practices and language they will information of a personal and about past memories.
work with throughout this unit. non-personal kind. Describing what people were doing at
a certain moment in the past.
Lesson 1 To enable students to recognize and Giving and obtaining factual Asking for and giving information 24
What a vacation! use regular and irregular verbs in the information of a personal and about past memories.
past. non-personal kind.
Lesson 2 To enable students to talk about the Giving and obtaining factual Asking for and giving information 25
What I did yesterday things they did and didn’t do in the information of a personal and about past memories.
Lesson 3 To enable students to do a survey Giving and obtaining factual Asking for and giving information 26
What did we do last about the activities they did on the information of a personal and about past memories.
weekend? weekend. non-personal kind.
8
Lesson 4 To enable students to ask about past Giving and obtaining factual Asking for and giving information 27
Talking about my last vacations. information of a personal and about past memories.
vacation non-personal kind.
Lesson 5 To enable students to understand a Giving and obtaining factual Asking for and giving information 28
The Best and Worst story about vacations. To enable information of a personal and about past memories.
vacations! students to use past time expressions. non-personal kind.
Project To introduce students to writing a Giving and obtaining factual Asking for and giving information 29
Step 1 biography about famous people. information of a personal and about past memories
non-personal kind
Lesson 6 To enable students to ask and answer Giving and obtaining factual Describing what people were doing at 30
Pope John Paul II questions about what people were information of a personal and a certain moment in the past.
doing at a specific time in the past. non-personal kind.
Lesson 7 To enable students to describe what Giving and obtaining factual Describing what people were like in 31
When Granny was little they and other people were like in the information of a personal and the past.
Lesson 8 To enable students to describe what Giving and obtaining factual Describing what people were doing at 32
My dream they were doing in a dream. information of a personal and a certain moment in the past.
non-personal kind.
Lesson 9 To enable students to talk about the Giving and obtaining factual Describing what people were doing at 33
What were you doing? things they weren’t doing at a information of a personal and a certain moment in the past.
particular time in the past. non-personal kind.
Contents
Lesson 10 To enable students to ask and answer Giving and obtaining factual Describing what people were doing at 34
I’m innocent what they were doing at a certain time information of a personal and a certain moment in the past.
in the past. non-personal kind.
Project 1 To enable students to select Giving and obtaining factual Gathering information about a 35
Step 2 information for a biography. information of a personal and person’s life.
non-personal kind.
Lesson 11 To reinforce students reading Giving and obtaining factual Relating stories in the past. 36
Edgar Allan Poe comprehension by reference. information of a personal and
non-personal kind.
Lesson 12 To reinforce students reading Giving and obtaining factual Relating stories in the past. 37
The Murders in the Rue comprehension by reference. information of a personal and
Morgue non-personal kind.
Lesson 13 To enable students to talk about an Giving and obtaining factual Describing what people were doing at 38
The Testimonies of the action that interrupts another action. information of a personal and a certain moment in the past.
Witnesses non-personal kind.
Lesson 14 To enable students to ask and talk Giving and obtaining factual Describing what people were doing at 39
The Scene of the Crime about actions that interrupt other information of a personal and a certain moment in the past.
actions. non-personal kind.
Lesson 15 To reinforce students’ abilities to Giving and obtaining factual Describing what people were doing at 40
The Game Show True Love describe past actions that interrupt information of a personal and a certain moment in the past. 9
other past actions. non-personal kind.
Project 1 To enable students to check and Giving and obtaining factual Asking for and giving information 41
Step 3 correct peer work. information of a personal and about past memories.
non-personal kind.
Get Real! 1 To develop students’ skills to Giving and obtaining factual Describing what people did and what 42
Baggins, Frodo communicate in reading and speaking. information of a personal and they were like in the past.
To enable students to describe the life non-personal kind.
of a family member.
Get Real! 2 To develop students’ skills to Giving and obtaining factual Describing what people were like in 43
C O N T E N T S
The Line-up communicate in listening and speaking. information of a personal and the past.
To enable students to identify a person non-personal kind.
from a description.
Get Real! 3 To develop students’ skills to Giving and obtaining factual Describing what people were doing at 44
Lost Luggage communicate in listening and speaking. information of a personal and a certain moment in the past.
To enable students to complete a form. non-personal kind.
Get Real!4 To develop students’ skills to Giving and obtaining factual Describing what people were doing at 45
Driving too fast communicate in listening and speaking. information of a personal and a certain moment in the past.
To enable students to tell a story. non-personal kind.
Get Real! 5 To develop students’ reading skills by Giving and obtaining factual Giving information about past 46
Natural disasters using the strategies of meaning of information of a personal and memories.
words from context and gist reading. non-personal kind.
Contents
Project 1 To give students guidance on finishing Giving and obtaining factual Giving information about past 47
Final Step the biography booklet. information of a personal and events.
non-personal kind.
Do you remember? To give students the opportunity to 48

self evaluate the knowledge
throughout this unit, be aware of their
C O N T E N T S
own progress to communicate in

English and feel satisfied on the
mission accomplished or seek remedial
work, if necessary.
Unit 2 • Rules and Regulations! 49

Unit Purpose: To enable students to interpret and discuss rules ad regulations and warning signs and notices, as well as to express obligation.
Project 2 To give students the opportunity to use Carrying out certain transactions. Expressing obligation 50
the language learnt in a lifelike Giving and stating prohibition.
situation, working in teams and
interacting to produce some material
and /or an event.
10 Text Preview To enable students to recognize the Carrying out certain transactions. Giving warnings and stating 51
social practices and language they will prohibitions.
work with throughout this unit. Expressing obligation.
Lesson 1 To enable students to recognize that Carrying out certain transactions. Giving warnings and stating 52
Do not touch! the imperative is used to give prohibitions.
warnings.
Lesson 2 To enable students to recognize and Carrying out certain transactions. Giving warnings and stating 53
Please, respect the rules! use different ways of stating prohibitions.
prohibitions and warnings.
Lesson 3 To enable students to understand and Carrying out certain transactions. Giving warnings and stating 54
What you have to do in the produce in authentic contexts prohibitions.
school library warnings and prohibitions.
Lesson 4 To enable students to understand and Carrying out certain transactions. Giving warnings and stating 55
Always read the warning produce labels with warnings. prohibitions.
on the label
Lesson 5 To enable students to recognize and Carrying out certain transactions. Giving warnings and stating 56
Safety instructions practice different kinds of safety prohibitions.
instructions.
Project 2 To introduce students to the project by Carrying out certain transactions. Giving warnings and stating 57
Step 1 selecting a game and doing research prohibitions.
about its rules.
Contents
Lesson 6 To enable students to ask about and Carrying out certain transactions. Expressing obligation. 58
At the airport state rules and regulations.
Lesson 7 To enable students to identify the Carrying out certain transactions. Stating prohibitions and expressing 59
The Highway code meaning of icons related to rules of the obligations.
highway.
Lesson 8 To enable students to recognize and Carrying out certain transactions. Stating prohibitions and expressing 60
Rules at school produce that the modal verb must obligations.
indicates obligation and in the negative
form mustn’t prohibition.
Lesson 9 To reinforce using the modal must/ Carrying out certain transactions. Stating prohibitions and expressing 61
Job Advertisements mustn’t for obligation and prohibition. obligations.
Lesson 10 Product To enable students to recognize that Carrying out certain transactions. Stating prohibitions and expressing 62
warnings the modal must has a regular form for obligations.
all persons.
Project 2 To enable students to develop Carrying out certain transactions. Giving warnings and stating 63
Step 2 communication through producing a prohibitions.
dialog about warnings and solutions. Expressing obligation.
Lesson 11 To give students guidance to write a Carrying out certain transactions. Giving warnings and stating 64
The Rules of this House set of rules for a board game. prohibitions.
11
Expressing obligation.
Lesson 12 To enable students to talk about Carrying out certain transactions. Expressing obligation. 65
Talking about different personal obligations.
jobs
Lesson 13 To enable students to talk about the Carrying out certain transactions. Expressing obligation. 66
Guess my job obligations of others.
To enable students to recognize that
the modal have to does not have a
C O N T E N T S
regular form for all persons.
Lesson 14 To enable students to guess a profession Carrying out certain transactions. Expressing obligation. 67
Being rich and famous by listening to the obligations that it implies.
Lesson 15 To enable students to develop listening Carrying out certain transactions. Expressing obligation. 68
What’s life like in the USA? comprehension by developing
strategies such as listening for gist and
specific details.
Project 2 To enable students to recognize and Carrying out certain transactions. Expressing obligation. 69
Step 3 understand that the modal have to in
the affirmative expresses obligation
whereas don’t have to expresses no
obligation.
Contents
Get Real! 1 To give students the opportunity to Carrying out certain transactions. Expressing obligations and 70
Rules and Regulations in correct peer work. prohibitions.
Museums
Get Real! 2 To develop students’ skills to Carrying out certain transactions. Giving warnings and stating 71
How do you play it? communicate in listening and speaking. prohibitions.
C O N T E N T S
To enable students to describe a

museum in their city.
Get Real! 3 To develop students’ skills to Carrying out certain transactions. Expressing obligations and 72
Describing how to do communicate in reading and speaking. prohibitions.
something To enable students to describe the
rules of a game to others.
Get Real! 4 To develop students’ skills to Carrying out certain transactions. Expressing obligations. 73
What I have to do to be a communicate in speaking.
better student To enable students to create a dialog
about the necessary steps in a
procedure.
Get Real! 5 To develop students’ skills to Carrying out certain transactions. Expressing obligations and 74
Harry Potter’s Biography communicate in reading and speaking prohibitions.
To enable students to develop a set of
12 rules for the English classroom.
Project 2 To develop students’ skills in reading Giving and obtaining factual Expressing obligations. 75
Final Step comprehension by developing information of a personal and
strategies such a reference and the non-personal kind.
meaning of words through context.
To guide students in the presentation
of their game and the description of
the rules.
Do you remember? To give students the opportunity to Expressing obligation and stating 76
self evaluate the knowledge acquired prohibition.
work, if necessary.
Contents
Unit 3 • Food and Drink 77

Unit Purpose: To enable students to participate in conversations in which food and drink are ordered, as well as to describe food and drink that they know/like and their
recipes, and learn about food and drink in other parts of the world.
Project 3 To give the students an opportunity to Carrying out certain transactions. Ordering meals. 78
use the language learnt in a lifelike Discussing food and giving recipes.
situation, working in teams and
and /or an event.
Text Review To enable students to recognize the Carrying out certain transactions. Ordering meals. 79
social practices and language they will Discussing food and giving recipes.
work with throughout this unit.
Lesson 1 To enable students to recognize and Carrying out certain transactions. Discussing food. 80
At the supermarket produce correctly countable and
uncountable food nouns.
Lesson 2 To enable students to recognize that a Carrying out certain transactions. Discussing food. 81
Can I help you? certain quantity of things are
expressed using a quantifier followed
by of and an uncountable noun.
13
Lesson 3 To enable students to identify the Carrying out certain transactions. Discussing food. 82
The Food Groups different food groups and categorize
the healthy and unhealthy food they
eat.
Lesson 4 To enable students to order food in a Carrying out certain transactions. Ordering meals. 83
At the fast food restaurant fast food restaurant.
Lesson 5 To enable students to order food by Carrying out certain transactions. Ordering meals. 84
Ordering pizza by telephone.
C O N T E N T S
telephone
Project 3 To guide students in the production of Carrying out certain transactions. Ordering meals. 85
Step 1 a menu for their roleplay. Discussing food and giving recipes.
Lesson 6 To improve reading comprehension Carrying out certain transactions. Ordering meals. 86
Choosing food from a though prediction and to enable
menu students to order meals using a variety
of language forms.
Lesson 7 To enable students to carry out a role Carrying out certain transactions. Ordering meals. 87
Eating out play successfully between a waiter and Discussing food.
customer(s).
To reinforce discussing likes and
dislikes.
Contents
Lesson 8 To enable students to discuss the food Carrying out certain transactions. Discussing food. 88
I love coffee, but I hate tea they eat on different occasions.
Lesson 9 To enable students to recognize that Carrying out certain transactions. Ordering meals. 89
What would you like? we use like to talk about always and I Discussing food.
would (I’d) like to talk about now or a
C O N T E N T S
time in the future.
Lesson 10 To introduce students to food and Carrying out certain transactions. Discussing food. 90
Fish and chips mmm…!! drink from other parts of the world.
To enable students to talk about
traditional food in their country.
Project 3 To give students the opportunity to do Carrying out certain transactions. Creating menus. 91
Step 2 peer correction.
Lesson 11 To enable students to recognize and Carrying out certain transactions. Discussing food and giving recipes. 92
What’s for dessert? use the imperative form when giving
recipes.
Lesson 12 To enable students to use How many…? Carrying out certain transactions. Discussing food and giving recipes. 93
Happy Mother’s Day! and How much…? to ask questions
about countable and uncountable
14 nouns respectively.
Lesson 13 To enable students to create and Carrying out certain transactions. Discussing food and giving recipes. 94
A non-alcoholic alternative explain recipes to others.
Lesson 14 To introduce students to food from Carrying out certain transactions. Discussing food and giving recipes. 95
A different kind of bread other countries and enable them to
order the steps in recipes logically.
Lesson 15 To reinforce students’ abilities to use Carrying out certain transactions. Discussing food and giving recipes. 96
Make your own pizza linkers that indicate sequence.
Project 3 To guide students in the preparation of Carrying out certain transactions. Ordering meals. 97
Step 3 the script for a role play. Discussing food.
Get Real! 1 To reinforce students’ communication Carrying out certain transactions. Ordering meals. 98
Let’s get cooking while extracting information from a Discussing food and giving recipes.
radio program and following recipes.
Get Real! 2 To reinforce students’ communication Carrying out certain transactions. Discussing food. 99
Restaurants while extracting information from an
article about fast food.
To reinforce students’ speaking while
creating a restaurant.
Contents
Get Real! 3 To reinforce students communication Carrying out certain transactions. Ordering meals. 100
Fast food while acting out a dialogue in a fast
food restaurant.
Get Real! 4 To reinforce students speaking skills Carrying out certain transactions. Ordering meals. 101
How well do you eat? while doing a survey to find the Discussing food and giving recipes.
healthiest person in the class.
Get Real! 5 To reinforce students’ communication Carrying out certain transactions. Ordering meals. 102
A food court while discussing food from different Discussing food and giving recipes.
countries.
Project 3 To guide students on the last stage of Giving and obtaining factual 103
Final Step material for the play At the restaurant. information of a personal and
non-personal kind.
Do you remember? To give students the opportunity to Carrying out certain transactions. 104
self evaluate the knowledge acquired
work, if necessary.
15
Unit 4 • Planning Holidays 105

Unit Purpose: To enable students to describe and discuss future plans in the context of holidays and travel.
Project 4 To give students the opportunity to use Carrying out certain transactions. Giving travel information. 106
the language learnt in a lifelike Establishing and maintaining
situation, working in groups and social contacts.
C O N T E N T S
or an event.
Text Preview To enable students to recognize the Carrying out certain transactions. Asking for and giving travel 107
social practices and language they will Establishing and maintaining information.
work with throughout this unit. social contacts. Talking about future plans.
Lesson 1 To enable students to understand and Carrying out certain transactions. Talking about the weather. 108
What’s the weather like? do research about weather forecasts.
Lesson 2 To enable students to carry out a role Carrying out certain transactions. Asking for and giving travel 109
At the Travel Agency play asking for and giving travel information.
information.
Contents
Lesson 3 To enable students to practice asking Carrying out certain transactions. Asking for and giving travel 110
Booking a flight for and buying a round trip ticket for a information.
particular destination.
Lesson 4 To enable students to extract Carrying out certain transactions. Asking for and giving travel 111
At the bus station information from a bus schedule and information.
C O N T E N T S
use it to ask and answer questions.
Lesson 5 What’s the To enable students to find out and Carrying out certain transactions. Talking about the weather. 112
weather like in Florida? write a descriptive paragraph about
the climate in their country.
Project 4 To guide students to produce the first Carrying out certain transactions. Doing research and writing about 113
Step 1 stage of the poster project by doing extreme sports.
research about an extreme sport.
Lesson 6 To reinforce the use of there is and Carrying out certain transactions. Asking for and giving travel 114
Can I help you? there are to describe the things that information.
exist in a place.
Lesson 7 Surfing’s Great To enable the students to describe a Carrying out certain transactions. Asking for and giving travel 115
sport for others to guess. information.
16 Lesson 8 To enable students to recognize that Carrying out certain transactions. Asking for and giving travel 116
An Extreme Destination some prepositions indicate a particular information.
method of transport and collocate
differently.
Lesson 9 To enable students to ask and answer Carrying out certain transactions. Asking for and giving travel 117
Let’s Go Surfing about where to get different things. information.
Lesson 10 To enable students to do research and Carrying out certain transactions. Asking for and giving travel 118
Have you ever been write about the history of an extreme information.
bungee jumping? sport.
Project 4 To guide students to produce a Carrying out certain transactions. Describing a place. 119
Step 2 paragraph describing a place where
they can practice or learn an extreme
sport.
Lesson 11 To enable students to recognize and Establishing and maintaining Talking about future plans. 120
A Summer Exchange practice that the structure be going to social contacts.
Program indicates future intentions, which are
fairly certain to happen.
Lesson 12 To enable students to understand and Establishing and maintaining Talking about future plans. 121
The Pessimist talk about plans in the future in the social contacts.
negative form.
Contents
Lesson 13 To enable students to ask and answer Establishing and maintaining Asking about future plans. 122
Guess your vacation! about plans in the future. social contacts.
Lesson 14 To enable students to understand and Establishing and maintaining Asking about future plans. 123
Dad has a few questions produce questions about future plans social contacts.
using question words.
Lesson 15 To enable students to recognize and Establishing and maintaining Talking about future plans. 124
Out with Friends understand that some linking devices social contacts.
indicate sequence.
Project 4 To guide students to produce a poster Carrying out certain transactions. Giving travel information. 125
Step 3 to advertise their extreme sport.
Great Real! 1 To offer students activities to reinforce Carrying out certain transactions. Giving travel information. 126
Weather Forecast communication in English while listening
using strategies to get information.
Get Real! 2 To offer students activities to reinforce Establishing and maintaining Talking about future plans. 127
A Birthday Surprise communication in English while reading social contacts.
Vacation using strategies to get information.
To develop speaking by creating a
dialogue.
17
Get Real! 3 To offer students activities to reinforce Carrying out certain transactions. Giving travel information. 128
The World’s Fair communication in English while listening.
To ask for information about where to
get things in a particular place.
Get Real! 4 To offer students activities to reinforce Carrying out certain transactions. Giving travel information. 129
More Extreme Vacations communication in English. To infer the
meaning of words while reading.
To develop students’ speaking by
guessing types of vacations.
C O N T E N T S
Get Real! 5 To offer students activities to reinforce Carrying out certain transactions. Asking for and giving travel 130
What’s new on the radio? communication in English. information.
To develop students’ speaking by doing
a role play to book a flight.
Project 4 To guide students on the last stage of Carrying out certain transactions. Asking for and giving travel 131
Final Step material for the poster Extreme Sports. information.
Do you remember? To give students the opportunity to self 132

evaluate the knowledge acquired
throughout this unit, be aware of their own
progress to communicate in English and
feel satisfied on the mission accomplished
or seek remedial work, if necessary.
Contents
Unit 5 • Life in the Future 132

Unit Purpose: To enable students to make predictions about their life in the future.
Project 5 To give students the opportunity to use Establishing and maintaining Making predictions about the future. 134
the language learnt in a lifelike social contacts. Expressing degrees of certainty and
situation, working in groups and doubt.
C O N T E N T S

or an event.
Text Review To enable students to recognize the Establishing and maintaining Making predictions about the future. 135
social practices and language they will social contacts. Expressing degrees of certainty and
work with throughout this unit. doubt.
Lesson 1 To enable students to recognize that Establishing and maintaining Making predictions about the future. 136
Good bye Secondary we use the modal verb will for social contacts.
School predictions and that it has a regular
form for all persons.
Lesson 2 To enable students to use the modal Establishing and maintaining Making predictions about the future. 137
Poor ol’ Pete will in the negative from will not (won’t). social contacts.
Lesson 3 To enable students to recognize and use Establishing and maintaining Making predictions about the future 138
Nanotechnology future expressions with the modal will. social contacts. tense.
18
Lesson 4 To enable students to ask questions Establishing and maintaining Making predictions about the future. 139
The Palm Reader about future predictions. social contacts.
Lesson 5 To enable students to talk about the Establishing and maintaining Making predictions about the future. 140
Who knows the future? future predictions of others. social contacts.
Project 5 To guide students to produce the first Establishing and maintaining Making predictions about the future. 141
Step 1 step of the project Life in the Future by social contacts. Expressing degrees of certainty and
writing questions about the future in doubt.
project groups.
Lesson 6 To enable students to identify Establishing and maintaining Making predictions about the future. 142
A field trip to the zoo questions in the future from a listening social contacts.
exercise and recognize the contraction
of will for all persons.
Lesson 7 To enable students to recognize and Establishing and maintaining Making predictions about the future. 143
Global Warming use the modal will with be like to give social contacts.
descriptions of things and people in the
future.
Where will they be in the some words indicate different degrees social contacts. Expressing degrees of certainty and
future? of certainty about the future (maybe, doubt.
perhaps).
Contents
Planning a Surprise Party some words indicate different degrees social contacts. Expressing degrees of certainty and
of certainty about the future (certain, doubt.
sure).
Lesson 10 To enable students to discuss how to Establishing and maintaining Making predictions about the future. 146
An Environmentally make our homes more environmentally social contacts. Expressing degrees of certainty and
Friendly School friendly. doubt.
Project 5 To guide students to continue the Establishing and maintaining Making predictions about the future. 147
Step 2 project Life in the Future by writing the social contacts. Expressing degrees of certainty and
answers to the questions in step 1. doubt.
What are you going to do some words indicate different degrees social contacts. Expressing degrees of certainty and
this weekend? of certainty about the future (certain, doubt.
maybe, perhaps, etc.).
School Outing some linking devices indicate sequence social contacts. Expressing degrees of certainty and
(first, then, after that, finally). doubt.
Lesson 13 To develop students’ reading abilities Establishing and maintaining Making predictions about the future. 150
Is it possible to see into by developing strategies such as, social contacts. Expressing degrees of certainty and 19
the future? inference, gist and specific details. doubt.
Lesson 14 To enable students to express different Establishing and maintaining Making predictions about the future. 151
What are you doing to do degrees of certainty about the future social contacts. Expressing degrees of certainty and
in your vacation? by talking about future plans. doubt.
Lesson 15 To enable students to use the linking Establishing and maintaining Making predictions about the future. 152
Dear Diary… device because to indicate cause. social contacts. Expressing degrees of certainty and
doubt.
Project 5 To guide students to continue the Establishing and maintaining Making predictions about the future. 153
C O N T E N T S
Step 3 project Life in the Future by discussing social contacts. Expressing degrees of certainty and
and selecting the most interesting doubt.
ideas to include in the article.
Get Real! 1 To offer students activities to reinforce Establishing and maintaining Making predictions about the future. 154
A house in the future communication in English by using social contacts. Expressing degrees of certainty and
reading strategies such as prediction doubt.
and extracting information from the
text. To develop students’ reading,
writing and speaking skills.
Cities in the future communication in English by getting social contacts. Expressing degrees of certainty and
them to discuss the advantages and doubt.
Contents
disadvantages of a particular topic.
To develop students’ reading and
speaking skills.
What will your future be? communication in English by playing social contacts. Expressing degrees of certainty and
C O N T E N T S
and inventing a prediction game. doubt.

To develop students’ reading, writing,
listening and speaking skills.
Planning a party! communication in English by having social contacts. Expressing degrees of certainty and
them plan a party. doubt.
speaking and listening skills.
Your future! communication in English by creating a social contacts. Expressing degrees of certainty and
horoscope. doubt.
speaking and listening skills.
Project 5 To guide students on the last stage of Carrying out certain transactions. Making predictions about the future. 159
20 Final Step material for the illustrated article
about the future.
Do you remember? To give students the opportunity to 160

self evaluate the knowledge acquired
work, if necessary.
Backpack Activities 161
Skills 3 Dictionary-helpful 165

vocabulary
Grammar Reference 171
Test 175
Answer Key 180
Recommended 183
Bibliography
Tapescripts 184
UNIDAD 1.qxd (4.0) 9/26/07 2:27 PM Página 21
UNIT One
Memories
At the end of this Unit you

will be able to:
• Give and obtain factual

information of a personal
and non personal kind by
- Asking for and giving
information about
the past.
- Describing what people
were doing at a certain
moment in the past.
21
Project 1
1
Putting together a biography booklet of a famous person

P R O J E C T
In this unit we are going to learn everything we need to know to write a biography, and make a
booklet of a famous person.
•
1
U N I T
22
One of the greatest writers…
Cleopatra was born…
Abraham Lincoln was the…
What do we have to do to create

a biography booklet?
Choose a famous, well-known, or important person.
Collect pictures or illustrations.
Write interesting questions.
Research the answers to the questions.
Put the information together in a booklet. She was the…

Text Preview
Charles Dickens (1812–1870)
Charles Dickens was a celebrity in the 19th Century. The people loved his
stories and wanted to know what happened next. Many of his most
popular novels first appeared in newspapers and magazines. Books
like The Pickwick Papers, Oliver Twist, and Nicholas Nickleby appeared
one chapter at a time.
Like many of his characters, Dickens knew about poverty. He was born
on February 7, 1812, in Portsmouth, England. When his father went to
prison, Dickens had to leave school. He worked in a factory to support his
mother and his seven brothers and sisters. Later he returned to school
and then got a job at a solicitor’s office; a solicitor is a type of lawyer.
After that, he became a reporter. In 1833, he got some of his stories and
essays published. His career as a writer started.
Dickens was very successful with his first novel, The Pickwick Papers (1837).
Next he wrote Oliver Twist (1838) and Nicholas Nickleby (1839). After that, he
wrote David Copperfield (1850), Bleak House (1853), A Tale of Two Cities (1859), and
Great Expectations (1861). People loved the interesting characters in his books. He
often wrote novels about the main character from boyhood to manhood. Pip in Great
Expectations, Nicholas Nickleby and David Copperfield are all examples of this. David
Copperfield is said to be semi-autobiographical. It shows many things about Dickens’
own life and childhood.
In April 1836 Dickens married Catherine Thompson Hogarth and they had ten children. They lived in 23
Bloomsbury, North London. They separated in 1858 but continued to live together until she died.
Divorce was not possible in Victorian times, particularly for someone as famous as Dickens.
In many of his books, Dickens wrote about both funny and difficult situations. He focused on the poor
and used his stories to point out social problems. Several stories described how badly people treated
the poor at the time. Dickens lived in Victorian England, in the Industrial Revolution. Many people
moved to the city in search of opportunity. But they found poverty, disease, and terrible working
conditions. There was an enormous difference between rich and poor. Because of his own experiences
of poverty Dickens empathized with the poor’s cause. He wrote about them and became involved in
P R E V I E W
various organizations to help them.
Dickens died on June 9, 1870, after suffering from a heart attack. His stories are still popular with
readers today and many have been dramatized into films, musicals, and television shows.
(Adapted from http://www.biography.com/bio4kids/bio4kids-meet-charles-dickens.jsp)
Read the biography and answer the questions. •
Was Charles Dickens a hero? Why?

1
U N I T
In what ways was his life remarkable?

In what ways was it admirable?
In what ways was his life horrible?
Are there any important lessons any young person can learn from Charles Dickens’ life?
Lesson 1 What a vacation!

1
1. In small groups talk about what you did last vacation.

For example: We went to the beach…
L E S S O N
2. Match the pictures to the phrases. Write the letter on the line.
( ) went to the beach ___ ( ) visited the pyramids ___

a) ( ) played beach volleyball ___ ( ) stayed in a boat house ___
h)
( ) swam in the sea ___ ( ) drank coconut milk ___
•
( ) ate seafood ___ ( ) bought souvenirs ___

1
U N I T
b) g)
d) e)
c) f)
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3. Listen and number the activities in Ex. 2 in the order you hear them.
24 4. In pairs, tell your partner about the boy’s last vacation.

For example: Last vacation he went to the beach.
5. Complete the letter. First circle the correct word of sequence. Then write the action words in
parentheses in past.
Dear Deb,
Today we ________ (visit) some of London’s museums. First/Then we _______ (go) to the
National Art Gallery in front of Trafalgar Square. First /Then we ___________ (explore)
the Science Museum. It _______ (be) fantastic. There _______ (be) lots of interactive
activities. After that/Finally we _______ (have) something to eat. Later/after we
______________ (continue) our tour with Madam Tussaud’s Wax Museum. I really
________ (have) a great time.
See you soon
Paul
6. Hey! 7. Write a paragraph

Complete the verb chart with some of the actions words about your last
above. vacation. Put it in
Now Then Now Then your backpack.
play played swim swam For example:
Last vacation I stayed at
______ ______ ______ ______ home, but I had a great time.
______ ______ ______ ______ My friends…
Look for a backpack activity on page 161.

Lesson 2 What I did yesterday

1. Make a list of the things you do everyday. Tell your partner about them.
For example: I usually get up early.
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2. Listen and put a check ( ) next to the things Jennifer did yesterday.
[ ] got up late
[ ] had lunch
[ ] went to school
[ ] did my homework
[ ] saw my friends
[ ] worked on the computer
[ ] listened to music
[ ] watched TV
[ ] went to the cinema
[ ] went to sleep early
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3. Listen again and circle the correct answer.
Yesterday was Saturday Sunday Monday

She got up at about 9:30 10:30 11:30
She went to sleep about 9:30 10:00 11:30
25
4. In pairs, tell your partner what Jennifer did yesterday.
For example: Yesterday she got up late and had…
Then she …
6. Hey!
5. In your notebook write the things she didn’t do.
When we talk about the past,
For example: She didn’t go to school.
we can use:
7. Write the right action word in the sentences.
2
Yesterday I went to school,
but I didn’t play football.
L E S S O N
I _______________ to the movies with my friends last night.
go buy went bought
I didn’t _____________ popcorn this time.
buy had ate drink •
I _____________ a soda
drink buy drank ate
1
We didn’t _______________ the movie.

U N I T
8. In your notebook write sentences

liked understood enjoy saw
about the things you didn’t do
It _________ very scary. last weekend, but wanted to, and
Is was be were read them to a partner.
For example: I didn’t go to the
disco with my friends on Saturday
night.
Lesson 3 What we did last weekend!

3
1. Read the questionnaire. Write the ten questions for the questionnaire in your notebook.
For example: Did you go to a party last weekend?
L E S S O N
2. Answer the questionnaire. Write your answers in your notebook.

For example: Did you go to a party last weekend? No, I didn’t. or Yes, I did.
3. Move around the class asking the questions. When a student answers “yes”, write his/her
name on the questionnaire.
•
1
Find someone in the class who…

4. Hey!
U N I T
student’s name:
Circle the correct answer.
went to a party last weekend When we ask and answer

about our actions in the
read a book last month past, we can use:
visited his/her grandparents last week A: (Do/Did) you (go/went) to
the cinema last night?
made a new friend last semester
B: No, I (didn’t/didn’t go).
26 helped with the shopping last week
I (go/went) to a concert.
cooked a meal last weekend
A: (Do/Did) you (meet/ met)
did his/her English homework last night your friends there?
had his/her birthday last month B: Yes, I (did/met).
got a great present for his/her birthday last year
stayed at home all day last Sunday
5. Complete the dialogue with the words from the box.
• saw • did • didn’t • relaxed • see • do • did • was • went

• did • have • did • get • didn’t • did • like • did • stayed
A: ______ you ______ a good weekend? 6. In pairs make up a dialogue

B: Yes, I________, thanks. about your activities last
A: ________ you _______ tickets for the Radiohead weekend. Present it to
concert on Saturday? another pair.
B: No, we ______, but we ______ to the movies. For example:
A: What ______ you _______? Student A: Did you have a
B: We _______ the new Kneave movie. _______ you ______ it? good weekend?
A: Yes, it _____ good. Student B: Yes, I did. I…
B: ________ you _______ anything on Sunday? How about you?
A: No. I______. I _______ at home and ________ all day. Student A: No, I didn’t. I …
Lesson 4 Talking about my last vacation

1. Read and write the correct question word from the box.
How long Where What When How Who Where

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2. Listen and check what you wrote.
__________ did you go? Orlando. Universal Studios. Miami.

__________ did you go? Last winter. In July. Last summer.
__________ did you go with? My mom and dad. My uncle, aunt, and cousins. My brother.
__________ did you get there? By plane. By bus. By car.
__________ did you stay? In a hotel. In a cabin. At my aunt and uncle’s house.
__________ did you stay? Two weeks. A week. A month.
__________ did you do all day? I went sightseeing. I went to the beach. I went swimming.
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3. Listen again and circle the correct answer for each question.
4. Complete the postcard about the girl’s vacation. Use the correct form of the action word in
parentheses.
5. Read the postcard and, in pairs,
ask and answer questions.
Hi Mom and Dad,
I’m having a great time. Today we _________ Ask: Where/drive? What/do? 27
(drive) to the beach. It was fantastic! Where/eat? What/eat?
We _________ (swim) in the sea all day. What/do/Orlando?
Then we __________ (go) to a famous
restaurant and ________ (eat) seafood.
After that we _______ (come) back to Orlando.
6. Hey!
Later I _______ (decide) to write and tell you
Asking about activities in the past.
all about it. Mr Mrs. G. Barnett, Complete.
See you soon. Bye 605 West 24th Street,
4
Apt 2G,
Eve New York City, Where did you go? To the movies.
L E S S O N
New York 10011,
______ did you ____? Last night.
7. Match the questions and answers. ______ did you ____ with?
My friends.
Where did you go? Around 6.
Who did you go with? To a party. _____ did you ___ there? By bus.
•
What time did it start? Very late. ______ did you ____? Matrix 5.
1
When did it finish? My friends. ______ did it ____? 2 hours.

How did you get home? I got a ride.
U N I T
8. In pairs talk about vacations. Use the questions in Ex.1 to help you.
For example: Student A: Where did you go? Student B: Acapulco.
9. Choose a vacation place. Write a postcard. Describe what you are doing at the moment. Give
your post card to another student. When you receive a postcard write an e-mail to the person.
Comment about his/her vacation.
More real practice in Unit 1, Get Real! 4. Driving too fast.
Lesson 5 The Best and Worst Vacations!

5
1. Have you ever had a bad vacation? Tell a partner about it.
L E S S O N
2. Read the story and number the events in the order they appear in the text.
Last summer, exactly four months ago, my friend Jose and I went camping. It took
hours to leave the city but finally we pulled into a campground at midnight. There
was no room so we decided to sleep in the car. Five minutes later, a ranger came with
a flashlight and told us to leave. Finally, at three in the morning, we camped in a field.
•
Suddenly I realized that I didn’t have my tent with me. Jose had a one-person Swiss
1
mountaineer’s tent that went up in about 30 seconds, and I only had an old red
sleeping bag. I put my sleeping bag on the ground and tried to sleep.
U N I T
Then the frogs arrived, dozens of tiny ones. They jumped onto my head, my lips and my
shoulders. I screamed. Jose emerged from his tent, laughed and went back inside again.
There was a picnic table nearby, so I lay on it to avoid the frogs, and slept three
hours. I woke up and saw three men. “You don’t look too comfortable,” one said.
“I’m fine,” I said. “Weird,” said another. Later in the day, I bought a tent.
We spent the rest of the day looking for campgrounds but didn’t find one with
camping space. Jose said that we could camp in his friend’s garden but first he wanted
to stop and see his parents. He left me in the car and went into his parents’ house. He
returned an hour later. “My parents are getting divorced,” he said. “Right now.”
28 He drove me to his friend’s place. We slept for a few hours, and then the phone
rang. It was his parents. “I have to go right now,” he said. “Can you get yourself
home?” “I guess so,” I said. He left, and his friend Maria drove me to the bus station.
3. Read the sentences and write true (T) or false (F). 4. Read the text and circle the best title
for the story.
The boys stayed in a campground. ____
Jose didn’t have his tent with him. ____ The Best Vacation Ever
The boy didn’t like the frogs. ____ The Worst Vacation Ever
Jose’s parents divorced two days ago. ____ Camping
The boys had a good vacation. ____
5. In pairs, discuss how you think the narrator

and Jose felt.
7. Hey!
Time expressions.
6. Complete the dialogues with last, ago, or yesterday. Complete.
last week = a week ago
last weekend = ________ days ago
A: I visited Disneyland ________ vacation.
in 2004 = ________ years ago
B: Did you? I went two years __________. on ________ = three days ago
A: I forgot to call my parents __________. last _______ = six months ago
B: They called you an hour ____________. at ________ = three hours ago
A: Did you go to the movies ______ night? in ________ = five years ago
B: No, I didn’t I was really tired ________.
A: I saw your ex girlfriend _____ weekend. 8. Use the time expressions in the Hey box.
Ask your partner to tell you something
B: Really! I saw her _________________.
he/she did on that day.
More real practice in Unit 1, Get Real! 3. Lost luggage.
Project 1 STEP 1
Writing Biographies
1. Get into groups of five for the project.
2. Read the names of the famous people below.
Who do you know? Choose one and do a little research
to see if his/her life is interesting enough.
• Henry Ford • Cleopatra

• Christopher Columbus • Marie Curie
• Abraham Lincoln • Albert Einstein
• Florence Nightingale • Joan of Arc
• Shakespeare • Beethoven
3. Each student in the group chooses two questions from

the list below.
In what ways was his/her life remarkable?

In what ways was his/her life admirable?
In what ways was his/her life horrible?
What human qualities were the most influential in shaping
this person’s life and influenced his or her times? 29
Which quality or trait was the most difficult or
problematic?
Which quality or trait was the most beneficial?
Did this person make any major mistakes or bad
decisions?
Was he/she a hero? Why? Why not?
Did he/she have a mentor, that is, someone who
influenced him or her in a good way?
1
Are there any important lessons any young person
P R O J E C T
can learn from this person’s life?
4. In your groups make a list of any other interesting

questions you might want to include. Share them with
other groups.
•
1
U N I T
Lesson 6 Pope John Paul II

6
Karol Jòzef Wojtyla (Pope John Paul II) was born on May 18, 1920
in Wadowice, Poland. In his town, there were 8,000 Catholics
L E S S O N
and 2,000 Jews. The Wojtylas were strict Catholics, but they
weren’t anti-Semitic. They had many Jewish friends. His
father, Karol Wojtyla, was a retired army officer and tailor.
His mother, Emilia Kaczorowska, was a schoolteacher. As a
young boy, Karol was an excellent student and an athlete,
but his childhood wasn’t easy or happy. When he was 8 years
•
old, his mother died, and when he was twelve, his older brother
1
died. In the university, Karol’s passions were poetry, religion and the
theater. Friends say he was an intense and gifted actor, and a fine singer. His friends in the seminary
U N I T
were like most young intellectuals at the time, practicing Catholics, but their Catholicism was
superficial. There was a distinct difference between Karol and the others. He earned a masters degree
and doctorated in theology and philosophy. He was Pope from 1978 to 2005, when he died.
1. Read the article, and circle the correct answer for each question.
What kind of article is this? a. poem b. biography c. scientific abstract

Who is it about? a. a president b. a dictator c. a Pope
What kind of man was he? a. a politician b. a religious man c. a scientist
30 Where was he from? a. America b. Europe c. Asia
2. Answer the questions with short answers.

For example: Was he Polish? Yes, he was. 3. Hey!
Was his mother a tailor? ______________________. Complete.
Now - am, is Then - ________
Was his childhood happy? _____________________. Now - _____ Then - were
Were the Woitylas against Jews? ________________. He _________ prime minister.
Was he a good actor? _________________________. His parents _________ Polish.
Was he like his friends in the seminary? They ___________ German.
Benito Juarez ________ president.
__________________________________________.
He _________ Pope.
Were his only interests poetry and religion? I ________ in first grade last year. I
__________________________________________. __________ in second grade.
My friends and I _______ in school on
4. Look at the answers and write questions that go Monday. We ____ in school on Sunday.
with them.
________________________________________________________? Yes, she was.
________________________________________________________? No, I wasn’t.
________________________________________________________? Yes, we were.
________________________________________________________? Yes, they were.
5. In small groups, talk about what you were/weren’t like, what you wore, what you ate, etc.
when you were little. Compare how you were when you were little to what you are like now.
For example: When I was little, I wasn’t shy. I was very funny. I wore pink dresses and I ate grass.
Now, I’m shy and I don’t wear pink dresses. I wear jeans.
Lesson 7 When Granny was little

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1. Listen and circle the words you hear.
• mischievous • in trouble • shy • best friends

• thin • funny • fun • perfect • kind • pretty
• skaters • beautiful • handsome • active
• studious • dancers • graceful
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2. Listen again and write the words under the
T
correct person. The first one is an example.
Granny Aunt Uncle Granny

Fanny Walt and Aunt
Mischievous Fanny
___________
___________ ___________ ___________
___________
___________ ___________ ___________
___________
___________ ___________ ___________
___________
3. Complete the questions. 31

For example: Was Aunt Fanny fat? _____ Uncle Walter _________?
No, she wasn’t. Yes, he was.
_______ Granny __________? _____ Granny and Aunt Fanny _______?
Yes, she was. Yes, they were.
_______ Granny and Aunt Fanny _______? _____ Aunt Fanny ____________?
No, they weren’t. No, she wasn’t.
7
5. Hey!
4. In pairs, ask your partner about the people in
L E S S O N
the story.
For example: Was Grandma perfect?
was I? were we?
6. Write the questions to the following answers. Complete.
_____ he? _______ you?
_____ she? _______ they?
1. ________________________________________________?
•
_____ it?
No, I wasn’t. I was quiet and shy.
1
2. ________________________________________________? 7. In pairs, think of five

U N I T
Yes, she was. She was absolutely beautiful. questions you can ask
3. ________________________________________________? your grandparents about what
they were like when they were
Yes, they were. They were in California. little. Write the answers on
4. ________________________________________________? an index card to put in your
No, we weren’t. We were fat. backpack. For example:
Were you a good student?
Lesson 8 My dream
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8
1. Listen and match the subject with the activity.

L E S S O N
I whispering
Two hairy yellow sticks dancing
A lady turtle speaking

•
You singing
1
I floating
U N I T
Five elephant-like creatures drinking
A tall three-headed monster watching
2. In pairs, talk about what you heard in the

listening. Write sentences about what you
remember.
For example: The boy was watching the
party.
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3. Listen again and correct the sentences you wrote with another pair.
4. Hey!
At midnight, I was watching the party Continous past action.
Complete.
Yesterday at 11:00 pm, Jannet ______ sleeping.
On Monday at 10:00 am, my friends and I ________ studying at school.
Yestarday at 4:00 pm, I was watching T.V., but now I am reading.
5. Complete the sentences to make them true for you.
On Sunday at 4:00 pm, my father _______________, but now he’s ___________________.

On Saturday at 5:00 pm, my friends _____________, but right now they ________________.
This morning at 7:00 am I _____________, but right now I __________________________.
6. In pairs, tell your partner about a dream you had. What were you doing? Where were you?
Who was there? What did people look like?, etc.
For example: I was flying around school in an old car. My teacher was at school, but she had blue
hair and she was eating a notebook.
7. On an index card, write about another interesting or incredible dream you had
(or make up one). Exchange your cards with another student and make corrections.
Lesson 9 What were you doing?

1. Read the following sentences, and look up the words in
your Skills 3 Dictionary-helpful vocabulary. Write
the sentences in your notebook.
For example: At exactly 11:00 am, when the
teacher was scolding.
I wasn’t talking to Sally. Were you?

No way!
I wasn’t arguing with Dan.
Were you? No way!
I wasn’t shouting at Molly.
Were you? No way!
I wasn’t eating my lunch. Were you?
No way!
I wasn’t kicking my books. Were you?
No way!
I wasn’t chewing gum. Were you? No way!
Well then, What? What were you doing?
I wasn’t fighting. I wasn’t talking. I wasn’t shouting
I wasn’t paying attention, at all.
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3. Hey! 33
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2. Listen and repeat.

Last night at 9:00, I was sleeping; I wasn’t watching T.V.; I wasn’t
reading in the library.
Complete.
Last night at 9:00, we ______________ swimming in the ocean.
Last night at 9:00, my father ___________________________.
9
4. Unscramble the words to make sentences.
L E S S O N
morning / I / 5:00am / eating / hotcakes / wasn’t / This /at
_______________________________________________________________________.
singing / my / yesterday / Madonna / wasn’t / house / at
_______________________________________________________________________. •
5. In pairs, student A gives student B three places he/she was at a certain time.
1
Two places are false and one is true. Student B tries to guess the correct place.
For example: At 6:00am, I was in the kitchen, my bedroom, the T.V. room.
U N I T
Student B: Were you in your bedroom? Student A: Right!

Now, Student A makes three negative statements about things he/she wasn’t doing at a
specific time, two false statements and one true. Student B tries to guess the true statement.
When he/she guesses, he/she has to make a complete sentence about where student A was and
what he/she wasn’t doing.
For example: Student A: At 6:00am, I wasn’t sleeping. I wasn’t studying. I wasn’t eating breakfast.
Student B: You were in your bedroom, but you weren’t sleeping.
Lesson 10 I’m innocent!

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1 0
1. Listen and fill in the chart below.

L E S S O N
Where What they were or weren’t doing.

Example: He wasn’t doing anything wrong.
Sam
________________________ the store.

•
________________________ anything wrong.

Ray and Len
________________________ around 6th and Main.
1
U N I T
________________________ T.V.
________________________ steak.
Lilly
________________________ wine.
2. Look at the chart and make questions from the answers. Write them in your notebook.
For example: Was Sam doing anything wrong? What was Ray doing?
34 3. Hey!
Complete.
_________ Sam watching a TV show?

No, he wasn’t watching a TV show.
What _______ ______ he _________?
He was ____________ Star Wars.
4. Fill in the blanks.

For example: Were you eating cereal at 7:00?
No, I wasn’t. I was taking a shower.
______ Sally _________ soda at 4:00?

No, she _________ _______ _______ _________ milk.
________ you _________ in a pool at 3:00?
No, I _________. ________ ________ _____________ in the ocean.
_______ your cousins ______________ football on Saturday at 11:00?
No, they __________. _________ _________ ___________ basketball.
5. In pairs, ask and answer questions about what each other was doing at certain times. Use the
vocabulary in the box.
• Tuesday at 8:00pm • study • December 31st at 12:00 am • drink • Yesterday at 7:00am • eat
For example: Were you studying on Tuesday at 8:00pm?

More real practice in Unit 1, Get Real! 2. The line-up.
Project 1 STEP 2
Enrique José Martin Morales IV, better known as Ricky Martin, was born
on December 24, 1971 in San Juan, Puerto Rico. As a child, he sang in the
choir and performed in school plays. When he was six, he began acting
in television commercials. In 1984, when he was 12, he became a member
of the teen singing group Menudo. In 1989, when he outgrew Menudo, he
went back home to Puerto Rico where he completed high school.
In 1991 he released his first album. The album became a big hit in the
Latin charts. In 1993, his second album “Me Amarás” made him a
superstar in Latin America. He acted in an American soap opera in 1994,
and later on Broadway in Les Miserables. In 1999, he won a Grammy
Award for Best Latin Pop Performance. He has continued to have
success after success, hit after hit.
Throughout his career, Ricky Martin has remained true to his Puerto Rican
roots and his Hispanic/Latino fans that first made him a star. He is a
musical ambassador, fluent in five languages, who has introduced Latin
Pop music to markets around the world.
He is also an active participant in many social causes including the
Pediatric AIDS Foundation, the Luciano Pavarotti & Friends fundraising
concerts and his own foundation, the Ricky Martin Foundation, which
helps people with a variety of problems.
35
1. Read and underline what you think is:
• Remarkable
• Admirable
• Any mistakes or bad decisions this person made in his life
• Any good decisions this person made in his life
1
2. Compare your answers to a classmate’s. Talk about them.
P R O J E C T
3. Now, look for the answers to the questions you wrote in unit
one.
Here are some possible web sites you can use.

Electric Library http://www.elibrary.com
•
Biography.com http://www.biography.com/
Indexes of Biographies
1
http://www-groups.dcs.st and.ac.uk/~history/ShortBiogs.html
U N I T
http://www.harcourtschool.com/activity/biographies/
http://www.achievement.org/
4. Bring your answers to the next project class.

Lesson 11 Edgar Allan Poe

1 1
1. Read the text below and circle the correct option.

L E S S O N
What is the text below? an autobiography a biography a psychological thriller

Who is it about? a soldier a writer an actor
He was American English French
2. Match each word and its meaning.

•
Edgar Allan Poe was born on the 19th January,

1809. He was the son of actress Eliza Poe and
1
actor David Poe Jr. He became famous for his orphans fame
poems and short stories. Some critics say that gamble parents are dead
U N I T
he was the inventor of the detective story and his debts not write name
psychological thrillers have influenced writers
worldwide. anonymously recognized
Edgar, his brother, and sister became orphans acknowledged play games for
before Edgar’s third birthday. John and Fanny money
Allan took Edgar into their home in Richmond, Va.
but they didn’t adopt him. The Allans lived in England success to owe money
for five years (1815-1820) where he also attended school. In 1926 he
entered the University of Virginia. He was a good student but he didn’t 3. Read the text again and in your
have enough money and started to gamble. Allan refused to pay his debts
and Edgar had to leave the university after a year. notebook make a time line for the
In 1827 Edgar published his first book anonymously under the signature A life of Poe.
Bostonian. Later that same year he enlisted in the army. He did well but
36 decided to leave in 1829 and apply for a cadetship at West Point.
Before he entered West Point he published a book of poems, this time
under the name of Edgar A. Poe, which acknowledged John Allan’s name.
When he left West point his fellow cadets gave him financial help to
publish a second edition of the same book.
Later Poe moved to Baltimore to live with his aunt Maria Clemm, and his
cousin Virginia. In 1832 he won a $50 prize for his story MS. Found in a
Bottle. In 1835 Poe took his aunt and cousin to Baltimore where he worked 19th
on the Southern Literary Messenger. He also married his cousin who was January,
only thirteen years old. 1809. He
Most of his work with the Messenger were of a critical nature but he also was born.
published some literary works such as Berenice. Edgar tried to establish
his name in literary journalism but he didn’t have much success. A time line shows the date and the
In January 1847 Virginia died and Edgar took this very hard but he kept on most important events at that time.
writing until his death in Baltimore on October 7, 1849.
4. Write questions for the answers about Alfred Nobel.
___________________________________________? He was born in Stockholm, Sweden.

___________________________________________? He was born in 1833.
___________________________________________? He was an important scientist.
___________________________________________? He invented dynamite.
___________________________________________? He died on December 10th, 1896.
5. Make a time line for one of your parents or grandparents. Put it in your backpack.
Lesson 12 The Murders in the Rue Morgue

1. Read the summary and write the answers to the questions in your notebook.
• Who wrote the story? • Who did the police arrest?

• What is the title of the story? • What did Dupin discover that
• Where does the story take place? helped solve the murders?
• What happened to Madame L’Espanaye? • What killed the women?
and her daughter Camille? • What special talent did
• What did the witnesses hear? Dupin have?
The Murders in the Rue Morgue

By Edgar Allan Poe
1 The narrator of the story and his friend, Monsieur C. Auguste Dupin, read in a newspaper about the
terrible murders of Madame L’Espanaye and her daughter, Camille, that had been committed in the
Rue Morgue. Madame L’Espanaye’s throat was cut and her daughter was strangled and pushed up
a chimney. All the witnesses heard two voices, one deep, one high, but none of them could agree
5 about the language used. They also found the door closed and all the windows shut too. The police
didn’t have any real evidence, but they arrested a clerk of the bank Madam L’Espanaye used. The narrator
and Dupin horrified by this fact, decided to investigate the murders themselves and went to the
Rue Morgue. Dupin examined everything very carefully. He found hair in Madame L’Espanaye’s
hand, which did not look like human hair. He also discovered that the windows closed by
10 themselves. On the way home, he put an advert in a newspaper. He told his friend that he had a
37
theory about the murders. Finally, a French sailor came in answer to Dupin’s advert and confirmed
Dupin’s theory that an orangutan belonging to him had escaped and killed the two women. Dupin,
with his talent for analytical thinking, solved the murders, much to the embarrassment of the Paris
Police.
2. Find the words in bold in the text and circle 3. Look up the magenta words in your Skills 3
who they refer to. Dictionary-helpful vocabulary. Write your
1 2
own sentences with the words in your
“her” in line 2 refers to notebook.
L E S S O N
Madame L’Espanaye Camille
4. In pairs, talk about the story.
“they” in line 5 refers to
Have you ever read the story above?
the narrator
Would you like to read it?
and Dupin the witnesses Do you think it is believable?
•
Do you like it?

“they” in line 6 refers to
1
the police the narrator and Dupin 5. In groups, discuss the following questions.
U N I T
Do you know any other detective stories by

“he” in line 8 refers to other authors? Which ones? Tell the group.
For example: Sir Arthur Conan Doyle Creator
The clerk Dupin
of Sherlock Holmes.
“him” in line 12 refers to

Dupin the sailor
Lesson 13 The Testimonies of the Witnesses

1 3
1. Read the things the witnesses said in The Murders in Rue Morgue.
Henri Duval, a neighbor
Pauline Doubourg, laundress. Isidore Muset, policeman. and a silversmith. Odenheimer, restaurant owner.
L E S S O N
“The lady and her daughter “Two people were arguing. “I entered first. “I was passing the house
were very affectionate to each One was speaking in a low A high voice was when I heard screams. They
other. I never saw anybody in voice and the other higher. I speaking in Italian. I were long and loud. A man was
the house when I was picking could hear the word diablo. don’t understand shouting in French. He was
up their clothes. I think they They were speaking in Italian.” repeating Mon Dieu, sacre and
live alone.” Spanish.” diablo.”
•
Adolphe Le Bon, clerk at

Madame L’Espanaye’s. William Bird, a tailor. Alfonso Garcia, undertaker.
1
“I accompanied Madame L’Espanaye to “Several people were One of the group who entered
U N I T
her house with two bags of gold. Her strugling. The gruff or low the house. “The low voice was of
daughter, Camille, was standing at the voice was that of a a Frenchman and the high voice was
door. I bowed and departed. No one Frenchman and the other was speaking English. I don’t
was walking or standing in the street at speaking in German.” understand English but I recognize
the time.” the intonation.”
2. Underline in the texts the different When the clerk _____________ (leave) no one
professions. _______ ______________ (walk) in the street.
When Isidore ___________ (enter) the house
3. Read and answer the questions.
two people __________ ___________ (shout).
38 How did the witnesses describe the voices? 7. In your notebook write sentences to
____________________________________ describe the pairs of pictures.
Were the old lady and her daughter living alone?
____________________________________
Which languages were the people in the room
speaking according to the witnesses?
____________________________________
4. Check exercises 2 and 3 with another student.
5. Hey!
Complete the sentences about what happened.
Odenheimer _____________ _____________

(pass) the house when he _________________
(hear) interrupted action screams.
8. In groups, talk about what you were doing
6. Complete the sentences with the correct past when you first met your girlfriend or
form. boyfriend.
For example: I was walking home when I
Camille _________ ___________ (stand) at dropped my books. A boy picked them up for
the door when Madame L’Espanaye and the me. Now he’s my boyfriend.
clerk ____________ (arrive).
Lesson 14 The Scene of the Crime

1. In pairs, look at the picture and describe to each other what you see.
For example: There is a fireplace.
2. Look at the scene of the crime again and match the sentence halves. Use Skills 3 Dictionary-
helpful vocabulary.
When we entered the room…
The furniture • were lying in the fireplace.

A bloody razor • were hanging out of the draws.
Tufts of hair • was falling out of the
bags on the table.
Clothes • was lying on a chair.
Gold • was lying all over the place.
3. Check your answers with a partner.
Student A: What was lying all over the place?

Student B: The furniture.
4. Hey! 39
Continous action in the past: I was looking for a book in the library yesterday
Past action: I met my friend.
Join the two sentences. One interrupts the other. Use when.
I ____________________________________________________________________
1 4
5. Complete the sentences using the cues.
L E S S O N
I _______________________ (run) for a bus when I _______________. (fall)
They __________________ (wait) for a bus when the car ____________ (crash) into them.
The accident ________________ (happen) when he _________________ (go) to work.
She ____________________ (do) an exam when the fire alarm ____________. (go off)
He __________________ (wear) an old t shirt when they __________________. (meet)
•
They __________________ (kiss) when her father ___________ (walk) in.

1
6. Read the questions and write the answers in • told you to do your homework?
U N I T
your notebook. • told you to go to bed?

What were your family doing when you
arrived home from school yesterday? 7. In groups exchange information about last night.
What were you doing last night when For example:
your mom or dad: What was your sister doing when you arrived
• called you for dinner? home last night? She was having a nap.
Lesson 15 The Game Show True Love

1 5
1. In small groups, talk about your favorite game show. Their names, when you watch it, what
you do and what you win.
L E S S O N
rack 9
T
2. Listen to the TV game and circle T (true) or F (false). 3. Complete the questions that
Max asks the couple.
The game is called True Love. T F rack 9
T
The presenter’s name is Max. T F 4. Listen again and write the
girl’s answers.
The players have to answer the same questions. T F
•
rack 9
The questions are about the couple’s relationship. T F
T
5. Listen to her boyfriend
1
They get one point if they have the same answer. T F and write his answers.
U N I T
The players can’t hear each other’s answers. T F
Questions Answers
When _______ you _______ your Girl’s / Boy’s

boyfriend/girlfriend?
40 What _____ you _______ when you ______? Girl’s / Boy’s
What _____ he/she ______? Girl’s / Boy’s
What _____ he/she ______? Girl’s / Boy’s
6. Write the action word in the correct form.
The police officers _____________________ (enter) the bank just as the robbers
_________________ (run) out. One robber __________________ (carry) a case full of money
and the other _______________________ (hold) a gun in his hand. They ________________
(wear) stockings over their faces. The police officers realized what was happening and they
___________________ (run) after them. The police officers _____________ (arrest) the
robbers when they _________________ (get) into their car.
7. In pairs take turns asking and answering questions about the paragraph in Ex. 6. Use the cues.
What / police officers / do? leave / bank

What / the robbers / do? eave / bank
8. In groups of three do a role-play
What / robbers / wear? wear / stockings / faces
of the TV program. Use the
What / robbers / carry? gun / money questions in the program and
When / robbers / arrest? get / car change the answers.
Project 1 STEP 3
1. Get into your project groups.

2. Read the following paragraph from a biography and correct the mistakes shown in bold.
When Mozart is five years old, he begin composing

minuets. The next year, he and his sister go to
Munich and Vienna to play a series of concert
tours. Both children play the harpsichord, but
Mozart have also mastered the violin. In 1763,
when Mozart is seven years old, his father
take the family on an extended concert tour
of Western Europe. Mozart and his sister
perform in the major musical centers,
including Stuttgart, Mannheim, Mainz,
Frankfurt, Brussels, Paris, London, and 41
Amsterdam. They do not return to Salzburg
until 1766. During this time, Mozart continue to
compose, completing his first symphony at age nine
and publishing his first sonatas the same year.
1
P R O J E C T
•
3. Exchange your questions and answers with another person in the group.
1
U N I T
4. Read and make corrections and suggestions on the answers you receive.
5. Give back the corrections and suggestions.
6. Rewrite your answers taking into account the suggestions and corrections.
7. Bring them to the next project class.

Get Real! 1 Baggins, Frodo

1
1. Read and circle True (T) or False (F).

R E A L !
Baggins, Frodo
Frodo Baggins was the son of Drogo and Primula Baggins. He lived together with his parents in the
family home of his mother, Brandy Hall in Buckland, until Drogo and Primula drowned in a boating
accident. The young hobbit, Frodo, became an orphan when he was just 12 years old.
G E T
In Buckland, Frodo grew into a fine young hobbit. He got into mischief occasionally, when he stole
mushrooms from old Farmer Maggot. He had many friends and was especially well liked by his elder
cousin, Bilbo Baggins who was also an orphan. When Frodo was 22 years old, Bilbo invited him to live
•
with him at Bag End in Hobbiton, adopting him as his heir.

1
By coincidence, the two hobbits shared the same birthday, September 22, and made it a custom to
celebrate each year with a small party. When Bilbo was turning 111 and Frodo 33, they threw a huge
U N I T
party and invited practically everyone they knew. During the party in September 3001, while Bilbo was
giving a speech, he disappeared. He left the Shire and no one ever saw him there again. This left Frodo
as master of Bag End.
(The Barrow-Downs Middle-Earth Encyclopedia)
http://www.barrowdowns.com/description.php?param=id&data=20)
Drogo and Primula were Frodo’s parents. T F

An orphan has parents. T F
42 Being a fine young hobbit means Frodo was a good boy. T F
Bilbo was his elder cousin means he was younger than Frodo. T F
Frodo disappeared during a party. T F
2. Match the word to the meaning. Use your Skills 3 Dictionary-helpful vocabulary if necessary.
drowned had in common

mischief a talk
stole died in water
heir vanished
shared trouble
speech took something that didn’t belong to him
disappeared beneficiary
3. In pairs, talk about the reading. Check how much you understood. Ask and answer questions.
Write your questions down and exchange them with two other students. Answer their
questions.
For example: What did they do on their birthdays?
4. In pairs, tell your partner about your mother/father/grandfather

/grandmother’s, life. Use the following phrases and your own.
He/She was the son/daughter of ….

He/She grew up…….
He/She lived with…..
When he/she was little he/she…….
Get Real! 2 The line-up
ack 1
43
0
Tr
1. Listen and circle the two suspects Nancy describes.
2. Fill in the blanks with the correct verb form in parentheses.
The woman I (see) __________ yesterday was very strange. She (wear) _______ ___________
brown mechanic’s pants and a frilly pink shirt. She (have) _________ curly purple hair. She (be)
_______ short and the boots she (wear) ________ ___________ were red. She (eat) _______
2
________ hot dog. She and her friend (sing) _________ __________ a song when suddenly
R E A L !
they (stop) ________ and (begin) ___________ to dance. It was the strangest thing I ever saw.
3. In pairs, role-play the following situation: Student A saw one of the thieves in the line up
above. Student B finds out which one student A saw. Ask questions.
For example: Was he wearing a hat? Did he have big eyes?
G E T
• a big nose • black pants • a base ball cap • short black hair
• a Hawaiian shirt • brown eyes • a blue skirt • pink tennis shoes
•
4. Use your imagination and the vocabulary to complete the sentences. 5. In your
1
notebook,
The man I saw _____________________________________ write a
U N I T
_________________________________________________. description of the most

unusual person you
The woman _______________________________________
ever saw (you can make
_________________________________________________. it up). Put it in your
Compare your sentences with a partner. Are they similar,
backpack.
different? Correct them.
Get Real! 3 Lost luggage

3
ack 1
1
Tr
1. Listen and fill in the baggage claim report.

R E A L !
Personal information Luggage description Color Size

(check the line)
Name: Duncan Steven
(last) (first)
box ___ blue ___ large ___
G E T
Address: Pine Ave. 417 suitcase ___ black ___ medium ___
(street) (number) backpack ___ red ___ small ___
Pasadena Calif.
•
duffle bag ___ green ___

(city) (State)
1
carry-on bag ___ brown ___

Phone number: 97-8344 other ___ other ___
U N I T
any specific markings ___

Nationality: American
Airline: Destination:
Flight number:
2. Put the events in the correct order. Write the correct word on the line.
_________ He listened to a recording.
44 First Next _________ Patty asked him about a baggage report.
After that _________ He talked to Silvia.
_________ He found out where to go.
Then Finally
_________ He explained his problem to Rick.
3. Write the events in a paragraph in your notebook.

For example: First he ………, next he………
4. Rewrite the following paragraph with the sentences in the correct order in your notebook.
Use the words in the box.
• next • then • first • finally • after that
I had a really bad day yesterday. _________, when I got to school, I dropped my backpack in a
puddle. _________, in my first class, Sandra, the girl I like, told me she didn’t want to talk to me
ever again. ___________ I went to school and the bus broke down. _____________, during
recess, I fell down playing soccer. And ___________, when I got home, my mother scolded me
because my backpack was dirty. ___________ my teacher got mad at me because I was talking
to Sandra.
5. In pairs, tell your partner about a really bad day you had. Try to use the expressions in the box
above. What happened? Whose day was worse? Why?
6. In small groups, think about things you lose at school (sweaters, notebooks, backpacks,
etc.). Design a “Lost and found” report. Include: what you lost, a description, where you
lost it, when you lost it, etc. Put it in your backpack.
Get Real! 4 Driving too fast

ack 1
2
1. Listen and circle the correct answers.

Tr
Where are they?

a. downtown b. on a highway c. in front of
What was Brad doing? their house
a. turning b. traveling fast c. going slowly
Where were they going?
a. to the hospital b. to her c. to school
brother’s house
Who stopped them?
a. her father b. a fireman c. a policeman
What was the officer like?
a. kind b. angry c. indifferent
ack 1
2. Listen again and match the 3. Complete the story with the action words in exercise 2.
2
Tr
person to the action.

Last weekend my family and I went to the beach for the
You was thinking.
day. We _____________ along the highway when we got
A passenger were hurrying.
We were traveling. a flat tire. We __________________ because we were 45
I were going fast. excited to get there as soon as possible. We __________
We wasn’t wearing. around a curve when we heard a loud bang. My father
pulled the car to the side of the highway. Because we
4. Fill in the blanks with the action
words from the box. were going to the beach, he ______________________
shoes. He got out and stepped on glass. There we were
4
• was standing • was running • saw with a flat tire and an injured father. I ______________
• was looking • crying “We’ll never get to the beach” when another car came up
R E A L !
• was watching • heard • was
behind us. It was a highway patrol officer. He had a first
• came • went • opened
aid kit and helped us change the tire.
Last night I __________________ TV 5. In pairs, tell your partner about the last time you
G E T
when suddenly the lights ______________ went out with your family.
out. It _________ completely dark. I For example: Last summer my family and I went…….
We were watching…….Ask your partner questions.
____________ for a flash light when I
•
____________ a scream from the kitchen. 6. In small groups, get in a circle and tell a story,
1
I ________________ toward the kitchen person by person. Student A starts the story.
“Two years ago…”. Student B continues the story
U N I T
when the lights ____________ back on. I

_______________ the door and saw my repeating what Student A said. “Two years ago, I
took a trip to the beach”. Student C continues the
sister. She _________ on a chair
story the same way. “Two years ago, I took a trip to
_________________ “I __________ a the beach. When I was swimming in the ocean,…”
mouse!!!!” Go around the circle until the story is complete.
Get Real! 5 Natural disasters

5
1. Read and order the paragraphs. Write the numbers in the spaces. Check your answers with a
R E A L !
partner.
___ In 2004 there was an earthquake in the Indian Ocean which originated undersea and occurred at
7:58 local time on December 26th. The earthquake had a magnitude of 9.3 on the Richter scale. It
caused a tsunami that was among the worst disasters in modern history.
G E T
___ The 2004 earthquake and its resulting tsunami opened the eyes of governments throughout the
world. Scientists are studying what we can do to be better prepared for the next earthquake or
tsunami. Hopefully, with more information and knowledge we can prevent the loss of so many lives.
•
___ Natural disasters take thousands of lives every year. Hurricanes, tornados, forest fires, etc. are
1
different types of natural disasters. The damage caused by these deadly events is devastating
economically and emotionally.
U N I T
___ The earthquake originated in the Indian Ocean near Banda Ach off the western coast of Sumatra,
Indonesia. The tsunami that followed devastated the shores of Indonesia, Sri Lanka, Southern India,
Thailand, and other countries with waves up to 30 meters. It caused serious damage and deaths as
far as the east coast of Africa. Between 200,000 and 310,000 people died as a result of the tsunami.
2. Match the word to the meaning. 3. On the map, underline the name of the
place where the earthquake originated,
____ earthquake a. loss of lives and circle the names of the places that
46 were devastated by the tsunami.
____ undersea b. formation of sea water
____ deaths c. movement of
4. In pairs, talk about a natural disaster
the planet’s surface
that you know about. What happened?
____ waves d. destruction When did it happen? How did you hear
____ damage e. beneath the ocean about it? Were you there?
5. In small groups, compare your stories.
Now go back to Text Preview and underline

the new language forms you learnt in this unit.
Project 1 FINAL STEP
Jacques-Yves Cousteau was born on June 11, 1910 in Saint-André de Cubzac, Gironde. He was a
French naval officer, but he was very interested in researching the deep oceans; he became an
explorer, ecologist, filmmaker, and photographer. Cousteau was a member of the Académie
Française. His nickname was Captain.
His ship, Calypso, was his companion and means of transportation. Cousteau explored all the seas
and oceans (he called them The Blue continent), he loved to share all what he discovered. All his
images inspired from musicians to writers, including ordinary people. Everybody wanted to know
more about all the awesome creatures living in such a different world, and so closely related to us,
though.
Calypso sank on January 11, 1996 in Singapore harbor, Cousteau died of a heart attack a year later.
He founded a French non-profit group against the pollution of the sea (especially nuclear
pollution), Équipe Cousteau, that is still active today.
1. Paste your biography on half sheets of paper

to make a booklet.
2. Decorate a front cover.

47
3. Paste pictures and illustrations of the person
you chose in the booklet.
4. Put your booklet together.
5. Bind it.
1
6. Display the booklets around the classroom.
P R O J E C T
Ongoing Project
Vacation Brochure
•
1
In groups of five choose a city that you would like to visit.

U N I T
Research its history on the Internet, in English.
Select important, interesting and unusual

information about it.
Write a paragraph for your brochure.

Do you remember?
UNIT 1 • DO YOU REMEMBER?
Unscramble the words to make sentences.
1. was/ but/ born/ in/ He/ Mexico/ he/ France/ lived/ in

______________________________________________________________________________
2. to/ went/ the/ days/ cinema/ I/ two/ ago

______________________________________________________________________________
3. the/ were/ out/ studying/ lights/ when/ They/ went

______________________________________________________________________________
4. did/ you/ last/ Where/ go/ vacation

_____________________________________________________________________________?
Now write four sentences or questions you remember from Unit 1.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
48 Do you remember how to:
Yes I think so No
Ask for and give information about past memories?

Write an example.
Use time expressions in the past?

Write an example.
Describe what people were doing when another action happened?

Write an example.
Talk about a sequence of past events?

Write an example.
Vocabulary.
Write the words from the box in the chart below.
• murder • mischievous • handsome • kick • chew • argue • witness • graceful • debts • perfect
• throat • sailor • studious • gifted • orphans • gamble • drowned • strict • scold • success
Words that describe Action words People, places, things
Choose a famous person you know a lot about. Imagine you interview him/her. Write the interview.
2
unit 2.qxd (4.0) 9/26/07 3:38 PM Página 49
UNIT Two
Rules and
Regulations!

will be able to:
• Carry out certain
transactions by
- Giving warnings and
stating prohibition.
- Expressing obligation.
49
Project 2
2
How to write a set of rules

P R O J E C T
In this unit we are going to learn everything we need to know to write a set of rules for a game.
•
2
U N I T
50
Some of the rules of Snakes and Ladders.

To win the game you have to get to 100. ______
You have to throw a die to move. ______
You don’t have to throw a six to start. ______
Start on number 1. ______
You have to go up the snakes. ______
You have to go down the ladders. ______
You can have another turn if you throw a six. ______
You mustn’t stay on an occupied square; you have to go back four squares. ______
You don’t have to miss a turn if you throw three six. ______
You don’t have to do anything to your opponent. ______
Are the instructions to play Snakes and Ladders correct? Check ( ) the right ones.
What do we need to make up a set of rules?
A board game, or table game, write the rules for the game, explain the rules to other students.
Materials we need: Board games or table games, a sheet of poster paper, and pens.
Text Preview
Instructions for _____________________________
The idea is to form interlocking words on the board using lettered tiles.
STEP 1: Agree on a dictionary to use in case of a challenge.

STEP 2: Put all of the lettered tiles face down in the lid of the box and shuffle them.
STEP 3: Draw seven tiles and place them on your rack.
STEP 4: Combine two or more letters to form a word on the board. Begin the
word on the red start square.
STEP 5: Remember that diagonal words are not permitted.
STEP 6: Add up the total score for the word.
STEP 7: Draw the same number of tiles that you just played and put them on your rack.
STEP 8: Alternate turns making words.
STEP 9: Keep in mind that new words must include one of the letters already on the board.
STEP 10: Don't use words that are always capitalized, abbreviations, or words requiring a
hyphen or apostrophe.
STEP 11: Win the game by achieving the highest total score after all of the tiles are
used. If you have tiles left that you couldn't put on the board, you have to
subtract the value of each one from your score.
Tips & Warnings

Each lettered tile has a number value; some squares on the board will increase the value of the letter or 51
the entire word. A blank tile can be used as any letter.
1. Read the instructions and write the name of the game on the line.
2. Read the instructions again and circle

the correct answer, true (T) or false (F).
You have to make words from letters.
P R E V I E W
T F
You are not allowed to use the blank tiles
as a letter. T F
You mustn’t use words with capital
letters. T F
•
You have to start the game on the red

2
square. T F
U N I T
You don’t have to keep your score.

T F
You cannot place diagonal words.
T F
You should try to make words that give a
lot of points. T F
Lesson 1 D o n o t To u c h !
1
1. Answer.
L E S S O N
What are the pictures for? _____________________________________________________
2. Read the rules and write them under the correct sign.
Do not touch No smoking No entry

Do not feed the animals No cycling Be quiet
•
2
U N I T
3. On the second line of each sign, write the place where we might see it.
52 in the park
in a restaurant
in a library
in a museum
in the street
at the zoo 5. Hey!
Write obligation (o) or
4. Which signs are prohibitions and which are obligations? prohibition (p) next to the
sentences.
6. Write in your notebook an obligation or prohibition
Do not litter. ( )
for each of the pictures.
Put litter in trash cans. ( )
Keep off the grass. ( )
No swimming. ( )
Do not chase the
animals. ( )
Do not use cell phones. ( )
7. In pairs, draw signs to illustrate the following prohibitions and obligations.
• Keep dogs on leashes. • Do not turn left. • No ball games. • Do not drink the water.
• Fasten seat belts.
8. Show another pair the signs to guess what they mean and where you can find them. Point to
one of the signs and ask: What does this mean?
More real practice in Unit 2, Get Real! 1. Rules and regulations in museums.
Lesson 2 Please, Respect the Rules!

1. In pairs, talk about the things you like doing in a park. Then ask
your partner when he/she last did this activity.
For example: I like playing football. When did you last play
football in the park? Last weekend.
2. In the same pairs make a list of the prohibitions

and obligations you might find in a park and say
if you respect them.
For example: No cycling, but sometimes I cycle in
the park.
3. Look at the picture of the park and write the

correct letter for prohibitions and obligations.
a) No swimming b) Put litter in trash cans

c) Keep dogs on a leash d) Keep on the paths
e) Do not climb the trees f) Do not feed the deer
4. Complete the signs for the pictures. Use an order.
53
___ pick flowers ___ fishing ___ litter in ___ cycling

6. Hey!
Write the following sentence
trash cans
in another way to mean the
5. Write what the following signs mean. same.
2
You cannot fish here.
L E S S O N
No _____________
Do not fish here.
You _______ smoke _________

______ smoking
•
______ smoke.
2
7. Read the following prohibitions. Write them in 2 other

ways in your notebook. Keep the same meaning.
U N I T
• You cannot park here.

• You cannot cycle here. 8. Game: Choose a prohibition.
Mime it to the class to guess
• You cannot have picnics here. what it is.
• You cannot speak here. For example:
• You cannot enter here. No smoking in the restaurant.
What you have to do in

Lesson 3 the school library!
3
1. In pairs, read and answer the questions.

L E S S O N
Does your school have a library? Do you use the library? What kinds of books does it have?
Can you take all of the books home? Which books can’t you take out of the library? How can
you get a book out? How long can you take a book out for?
2. In small groups, write the list of rules for your school library.
•
2
U N I T
54
ack 1
3. Listen to the person explaining the rules of the library. Complete them.
3
Tr
_________________________ cellphones
______________ book back on the shelves
________________________ eat or drink
_____________________________ quiet
_______________________ bags outside
4. Write another rule for the library.

__________________________________________________________________________
5. In pairs, discuss why the rules for the library are necessary.
6. In groups of 4 choose a place. Write five rules for that place.
7. Read your rules to another group to guess the place.

For example: An indoor play area for children 3-12.
• Don’t run.
• Be friendly.
• Leave shoes here.
• Don’t bring animals into the play area.
• Don’t climb on the outside of the slides.
Always Read the War ning

Lesson 4 on the Label!
1. Read quickly the can’s label and answer the questions.
What is the name of the product? _______________ What is it for? ____________________

_______________ How much does the can contain? ________________________________
What does it tell you to do before using the product? ________________________________
__________________________________________________________________________
2. Complete the warnings on

the label with the verbs
from the box.
• transport • Keep • burn • Protect

• Keep • store • perforate • use
• Avoid • Inhale • expose
ack 1
3. Listen and check your
4
Tr
answers.
4. Hey! 55
When we write warnings
we can use yes/no orders.
Warning:
________________ (expose)
to sunlight.
_________________ (avoid)
4
contact with water.
L E S S O N
ack 1
5. Listen and write the warnings on the label of the detergent.
5
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children
•
place
2
eyes
U N I T
product
6. Choose a product that requires a label with warnings.

For example: cough medicine, shampoo, and
disinfectant.
Write a label with warnings for the product.
Put it in your backpack with a picture of the product.
Lesson 5 Safety Instructions

5
1. Write the name of the object under the correct picture.

L E S S O N
• video camera • stroller • drawing screen • binoculars • answering machine • VCR
2. Complete the safety instructions with the correct verb. Look up the verbs if necessary in your
Skills 3 Dictionary-helpful vocabulary.
• expose • use • unplug • cover • apply • view

•
2
3. Match the safety instructions with the correct drawing.

U N I T
1( ) 2( ) 3( ) A B C
____________ Do not Do not

this unit from ________ slots ___________
the wall outlet and openings to rain or
before cleaning. on the unit. moisture.
Do not use Place this unit Keep out of
liquid or aerosol on a stable the reach of
cleaners. surface. children.
56 4( ) 5( ) 6( ) D E F
Do not Do not
________ ________ the
Always
heavy pressure sun with this
__________
or force on the binocular.
the seat belt.
drawing screen. Keep the
Do not use on
Use only the covers on the
escalators.
special line pen lens when it is
included. not in use.
4. Read the safety precautions or instructions for the mixer. Write don’t when necessary.
_________________ read all instructions.
_________________ supervise when used near children.
_________________ unplug before cleaning.
_________________ touch moving parts.
_________________ keep clothing and hair away from moving parts.
_________________ remove beaters when working.
_________________ operate with a damaged cord.
5. Game: In groups of 6, make a set of 12 cards.
• On 6 cards draw an object. • Then give the 6 cards with the

• On the other 6 cards write 2 safety instructions drawings to another group.
for each object. • Read the safety instructions for
For example: the other group to return the
Do not pick up anything that is burning, such as cigarettes. correct card to you.
Keep fingers and hair away from moving parts.
More real practice in Unit 2, Get Real! 1. Rules and regulations in museums.
Project 2 STEP 1
1. Look at the pictures and read the names of the games. Write the correct one under
the picture.
• marbles • checkers • chess • jacks
2. Read the rules below and write the name of the game they refer to.
_________________________ You have to throw the pieces on the floor.

Then you have to throw the ball in the air and pick
one of them up. You mustn’t pick up the piece with
your other hand. 57
_________________________ You have to win your opponent’s pieces. You have to knock
them with your own pieces.
_________________________ You have to get to the other side of the board. Each
2
player has to put their 12 colored pieces on the black
squares.
P R O J E C T
_________________________ You have to use all your pieces. You have to move
around the board. You don’t have to throw a die.
You have to kill the king. •
3. Get into groups of four. Tell your group the board games or
2
table games you have at home. Talk about your favorite one.
U N I T
Tell each other how to play them.
4. Choose one board game for your project. For the next class do
research on the Internet about your game. Find out its name in
English and information about the rules. Bring the information
to the next Project class.
Lesson 6 At the Airport

6
1. Look at the picture and match the warnings or restrictions in the airport with the correct
numbers.
L E S S O N
1. Personnel only
2. Do not enter
3. No smoking
4. Do not leave luggage unattended
5. Be careful
•
2
2. Read the rules at the check in. Circle true (T)

or false (F) for the following statements. You
U N I T
can find the words in your Skills 3 Dictionary-

helpful vocabulary.
You can take two bags on the

plane with you. T F
You can take scissors on the plane. T F
You should put sharp objects in
your big suitcase. T F ack 1
You shouldn’t leave your 3. Listen to the couple at the check in.
6
Tr
58 bags unattended. T F
You can carry things on the Which rules and regulations did they break
plane for other people. T F from the list? Circle them.
You should check packages
left by passengers. T F 4. Complete the sentences with a word from
Your electronic goods should work. T F the box
You can take wrapped gifts
on the plane with you. T F • exceed • pack • keep an eye on
• carry • report • leave
Susan, _____________ your clothes in your

suitcase, please.
___________________________ the baby,
please.
Do not __________________ other peoples
bags.
Please, _____________ anything suspicious
to the police.
Do not ______________ 10 persons in this
lift.
______________ sharp objects at home.
5. In pairs, do a role play. Imagine that you don’t understand the rules and regulations and ask for help.
For example: Student A: Excuse me. I don’t understand this. What does this mean?
Student B explains to student A.
More real practice in Unit 2, Get Real! 3. Describing how to do something.
Lesson 7 The Highway Code

1. Match the meanings to the signs. Write the correct letter next to the meaning.
( ) Turn left only ( ) Turn right only ( ) Go straight on

( ) Dangerous curve ahead ( ) Dangerous intersection ahead ( ) No entry
A ____ B ____ C ____ D ____ E ____ F ____
ack 1
2. Listen and put a check next to the road signs
7
Tr
mentioned in the conversation.

ack 1
3. Listen again and answer the questions.
7
Tr
Which rule did the driver break?

____________________________________________
How much was the fine? _______________________________ 59
Did he pay it?
_______________________________________________________
What happened? _______________________________________________________________
4. Write the meaning on the signs in the drawing.
Which cars are breaking the rules?
7
Mark them with an on the picture.
L E S S O N
5. Hey! •
Write in another way.

You must turn right = No left turn.
2
No right turn = ________________________

U N I T
Go straight ahead = _____________________
6. In pairs, look at www.street-signs-usa.com

Write a list of rules for driving in the USA.
Compare with another pair. Which ones are
different in your country?
Lesson 8 Rules at School

8
1. Read the school’s rules and match them with the correct picture.
L E S S O N
1 2
[ ] You must wear a uniform.
[ ] Boys must wear long gray pants.
[ ] Skirts must be below the knee.
[ ] You must wear casual shoes.
•
[ ] You must wear white sneakers for physical education.

2
[ ] Girls must wear knee high socks.

[ ] You must not wear earrings.
U N I T
[ ] Girls must not use makeup. 3 4

ack 1
2. Listen to the students talking about the
8
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rules of the high school. Put a check next

to the rules they talk about.
3. Complete the sentences with must or mustn’t.
We _________ be punctual.
60 We _________ speak in Spanish in the English class.
We _________ take our notebooks. 5 6
We _________ use our mobile phones in class.
We _________ eat chewing gum in class.
We _________ respect our teachers.
4. Hey!
Complete the sentences below to express
obligation and prohibition.
7 8
obligation
We ____________ wear our uniform.
I _____________ wear knee high socks.
prohibition
They ___________ use make up.
You ___________ dye your hair blue.
6. Have a class discussion about the rules of

5. In groups, write some of the rules of your school. your school.
For example:
We must…. Which ones do you agree with? Why?
We mustn’t… Which ones do you disagree with? Why?
More real practice in Unit 2, Get Real! 4. What I have to do to be a better student.
Lesson 9 Job Advertisements

1. Read the text below and answer the questions.
What is the text?

___________________________________________
Where is the text from?
___________________________________________
What are the requirements for the job?
• _________________________________________
• ________________________________________
• ________________________________________
• ________________________________________
2. Look at the picture and describe

the man’s physical appearance.
_______________________
_________________________________________________
___________________________________________________________________ 61
3. Imagine he is interested in the job. What must he do? Use the ideas in
the box and write sentences in your notebook. Read your sentences to another
student and compare.
• cut his hair • buy new clothes • shave off his beard • wear smart clothes
• arrive late for the interview • wear his jeans • dye his hair
9
4. Hey!
L E S S O N
Write obligation or prohibition, using
must, must not.
He _________ be punctual. ________

•
She ________ type fast. ________

2
He __________ dye his hair blue. ________

She _________ wear casual clothes. _______ 6. In pairs, imagine you are a
U N I T
company and have a job vacancy.

5. Match the description to the profession. First, think of the type of job.
Then write an ad for it.
secretary You must be patient. Include the qualities the person
doctor You must be good with numbers. you want must have.
accountant You must be ethical. For example: Typist, must have good
teacher You must be efficient. appearance type fast, speak another
Look for a backpack activity on page 162. language.
Lesson 10 Product Warnings

1 0
1. Match the two parts of the sentences to complete warnings for an inflammable product. Write
the warnings in your notebook. Give your sentences to another student to read and check.
L E S S O N
Warning:
Do not use with soap and water after using product.
Do not inhale a cool dry place.
Keep away from holes or incinerate the can.
Avoid contact indoors or in closed areas.
•
Wash hands near heat sources.

Don’t use with eyes and skin.
2
Don’t smoke children and pets.

U N I T
Store in spray.
Don’t make while using.
What do you think the product is? _______________________________________________
2. Write the warnings in another way in your notebook.

For example: Keep away from children and pets. You mustn’t use the spray near children and pets.
3. Look at the drawings and write the warnings. Use the following verbs.
62 read put heat use
manual frayed cord metal objects sealed containers

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
ack 1
4. Listen to the two friends talking and complete their conversation.
9
Tr
1st boy: Hi. ________________________________?

2nd boy: ________________________________ with
this fantastic _________________________.
1 boy: Yeah, it looks cool, but didn’t you read
st
the warning on the can.

2 boy: No. ________________________________?
nd
1st boy: It says ______________________________

2nd boy: O.K. ________________________________
5. In pairs, write a similar dialogue. Use a different warning and solution. Practice the dialogue.
More real practice in Unit 2, Get Real! 2. How do you play it?
Project 2 STEP 2
2. Read the rules. Which game are they for? _______________________________
3. Write true (T) or false (F) next to the rules.
63
Rules: 2
P R O J E C T
•
( ) Each player has to have twelve marbles.

( ) Up to ten players can play.
2
( ) Each player has to have one of the colored triangles.

U N I T
( ) You can jump your opponents marbles, but you mustn’t take them.
( ) You have to get all your marbles into the opposite triangle.
4. In your project groups compare information you have about your board game.
5. Write a set of rules for your game. Use orders: have to, has to, must and mustn’t when
possible.
Lesson 11 The Rules of this House

1 1
1. Read the text and write in the spaces what the

words refer to in each line.
L E S S O N
Line 1: it refers to
____________________________________________
____________________________________________
•
____________________________________________
2
____________________________________________
U N I T
____________________________________________
____________________________________________
____________________________________________
2. Which of the rules in the list do you have to follow? Tell another student.
For example: I have to feed my dog.
64
3. Read each girl’s obligations at home.
1st girl 2nd girl
has to do things. has to do the dishes.

has to help her mum. has to tidy her room.
has to make her bed. has to take the dog for
has to do her homework a walk.
before she watches TV.
4. Complete the dialogue with logical questions

and answers.
5. Hey!
1st girl: What do you have to do at home? Write obligations that are true for you.
2nd girl: I ______________________ my breakfast, I ______________________________
_________________________________ my room. every morning.
1st girl: I _________________________ things, too. I _______________________ before I
2nd girl: What ____________________________? go to school.
I _____________________ before I
1st girl: Well, I ______________________________
watch TV in the evening.
my mum around the house and I _______________
_____________________ my school work before I 6. Write a list of the obligations
______________________________. you have at home. Put it in
your backpack.
Look for a backpack activity on page 162. For example: I have to…
Lesson 12 Talking about Different Jobs

1. Look at the pictures. Write the name of the professions and say what each person has to do.
ack 2
2. Read and match the parts of the sentences. 3. Listen to two girls talking about a
0
Tr
friend’s job. Number the sentences
A student has to know a lot about law. in the order you hear them.
A model has to train hard.
A cook has to study a lot. [ ] She has to work until 5 on Fridays.
A tour guide has to speak several languages. [ ] In the afternoon she has to answer
A lawyer has to have short nails. the phone.
An athlete has to be tall and thin. [ ] In the morning she has to call the
ack 2
clients.
4. Listen again and write in your notebook the [ ] Then she has to write invoices.
0
Tr
questions the girl asks. Use the questions to [ ] She has to take lunch between 1and 2.
practice a similar dialogue. [ ] She has to work until 6 Monday to
Thursday.
65
5. Complete the text with the boy’s obligations. [ ] She has to check in.
Write the action words correctly. [ ] She has to get up very early.
catch • get up • study • have • take • do
My brother is a student at university. He __________________ very hard all the time. He

doesn’t have time to do anything else. He ________________ early on school days
1 2
because the college is far from our house. He _________________ a bus and
then _____________ the metro. It takes him one and a half hours. He
L E S S O N
______________ lunch near the college before he makes his way home. In the
evening he ______________ his homework before he can watch TV. My brother’s
life is full of obligations, but I want to be like him when I grow up.
6. Hey!
•
2
Complete the sentences about the

U N I T
professions. Write their obligations.
A veterinarian has to ____________________

____________________________________
A doctor _____________________________ 7. Think about someone you know who has a
job. Tell your partner about his/her
____________________________________
obligations.
Lesson 13 Guess my job!

ack 2
1 3
1. Listen and answer the questions.

1
Tr
L E S S O N
What’s the name of the show? __________________________________________________

What are the contestants’ names? _______________________________________________
What do they have to do? ______________________________________________________
How many questions can they ask? ______________________________________________
How many guesses do they have? ________________________________________________
•
ack 2
2.
1
Listen again and complete the contestants’ questions.

Tr
2
U N I T
__________ you ____________ with people a lot? ______________________________

__________ you_____________? ______________________________
__________ you _________ your hands dirty? ______________________________
__________ you __________ a computer? ______________________________
__________ you ___________ long hours? ______________________________
__________ you ___________ people? ______________________________
3. Write his answers. Yes, I do. No, I don’t.

66
4. Complete the dialogue.
A: Hi Steve. How’s it going?

B: Fine. It’s tiring but it’s good experience.
A: _____ you ________ check in the morning?
B: Yes, I ___. So I ___________ get up early.
A: _______ you _________ work until late?
B: No, I ________. I finish at 6pm.
A: Next week I _______________ to our
central office in Dallas.
B: That sounds great!
5. Hey!
When we ask and talk about jobs, we can use: 6. Work in small groups. One student chooses
______ you ______ to _________ early? a job from the list and answers the rest of
the groups’ questions.
No, ________ dont’t.
Do you ______ ________ handle money? • architect • truck driver • pilot • photographer
Yes, I __________. • businessman • electrician • doctor
_______ you a bank clerk? The rest of the group asks the questions to
No, ______ not. try to guess his/her profession.
Lesson 14 Being Rich and Famous

1. In groups discuss the disadvantages of being rich and famous.
ack 2
2. Listen to the interview with the actress and answer the questions.
2
Tr
What’s the actress’ name? _______________________________

Does she like her profession? _____________________________
Why is she angry? _____________________________________
ack 2
3. Listen again and write the questions and answers in the interview.
2
Tr
Use the cues.
go /boring parties? ____________________________________

___________________________________________________
sign /autographs for fans? _______________________________
____________________________________________________
use /make-up all the time? _______________________________
____________________________________________________
look /fantastic? _____________________________________________________________
__________________________________________________________________________
wear formal clothes? _________________________________________________________ 67
__________________________________________________________________________
smile /all the time? ___________________________________________________________
__________________________________________________________________________
answer /silly questions? _______________________________________________________
__________________________________________________________________________
1 4
4. Hey!
L E S S O N
Asking about obligations. Complete the questions.
Does she _________ ________ get up early? No, _______ doesn’t.

_________ he have ________ ______ a lot? Yes, he ____________.
Write the questions and answers about the obligations of a hotel receptionist. Use the prompts.
•
_____________________________________?(answer the phone) Yes, ___________________.

2
U N I T
_____________________________________?(show people their rooms) No, ______________.
_____________________________________?(carry suitcases) No, ______________________.
5. In pairs, think about a famous person’s obligations. Imagine you are interviewing his/her
mother. Do a role play.
More real practice in Unit 2, Get Real! 5. Harry Potter’s Biography.
Lesson 15 What’s life like in the USA?

1 5
1. Read the things about life in

the USA. Do you think they are
L E S S O N
true or false?
Life in the USA
ack 2
2. Listen to two people
3
Tr
You don’t have to do military service talking about life in the
You have to drive on the right USA. Check your answers.
You have to pay to go into museums
•
You have to be over 18 to vote

2
You have to be over 18 to buy

U N I T
cigarettes and alcohol

You don’t have to carry an identification card
Children have to sit in the back of a car
3. Write have to or don’t have to in the sentences below.

68
I _______________________ to wear a uniform.
You ____________________ wear helmet on a bicycle.
You ____________________ have a driving license to drive.
I _______________________ get up early on weekends.
You ___________________ pass an exam to get into university.
You __________________ have a visa to travel to the USA.
You ___________________ have a visa to travel to Spain.
I _____________________ do homework at night.
4. Hey!
Match the sentences and their meaning.
You don’t have to It’s necessary…
carry an identification card.
You have to drive It’s not necessary…

on the right.
5. In groups, discuss the things you have to do 6. Compare and check lists with other groups.
and the things that are not necessary in Make a class list.
your country. Write a list. Display in the classroom with the title Life
For example: You don’t have to…You have to… in Mexico.
Project 2 STEP 3
2. Correct the mistakes in the

rules below.
69
You has to put your 12 pieces on the first three rows of black squares.
You must move backwards.
You have to move forward.
2
You don’t have to crown the pieces that reach your side of the board.
P R O J E C T
You have to jump over your own pieces.
To win you have to has the most pieces on the board.
3. Give your rules to another group to check.
4. Check for mistakes.

•
For example: Do you know what game they are talking about?
Do they need more rules?
2
Are they in a logical order?

U N I T
Is the grammar correct?
5. Return the corrected rules to the group.
6. Write your corrected rules on a large piece of poster paper.
7. Bring your board games or table games and rules to the next project class.
Get Real! 1 Rules and regulations in museums

1
1. Match the warnings to the signs.

R E A L !
G E T
•
2
• 1. Danger! Inflammable gas. • 2. Poison. Keep away from children. • 3. Danger! of electric shock.
U N I T
• 4. Danger! Falling rocks. • 5. Caution! Men at work.
2. In pairs, look at the picture below and answer the questions.
Where are the children? __________________________________________

Why do you think they are there? ________________________________
ack 2
3. Listen and answer.
4
Tr
70
What are the following children doing?
Jose ________________________________
Diego ______________________________
Claudia _____________________________
Luisa _______________________________
Sabina _____________________________
Maria ______________________________
4. Which rules are the children breaking in the

museum? Write them in your notebook.
ack 2
4
Tr
5. Listen again and check your answers.
6. Write the prohibitions in another way.

___________________________________
___________________________________
___________________________________
___________________________________
7. In groups, choose a museum in your city or town. Describe it and the things you can see and do
there. Present your museum to the rest of the class.
Get Real! 2 How do you play it?
1. Write the name of each game under the correct picture.
2. Match the games and the rules.
You have to hit a ball over a net football

You have to kick a ball into a net chess
You have to hit a ball into a hole volleyball
You have to capture a king baseball
You have to hit a ball and run hockey
You have to hit a ball into a net with a stick. golf
3. Write one more rule for each game.
4. Read the rules of the game and answer

71
the questions.
To win you have to be the wealthiest player.

The bank must give each player $1500 to start.
The bank has to collect taxes, fines, loans and
interests.
You have to start on go.
The person on your left has to throw the dice next.
2
You don’t have to buy the real estate you land on.
R E A L !
You have to pay rent when you land on another
person’s property.
You must move your token in the direction of the arrows
and the number of spaces indicated by the die.
If you throw a double three times you have to go to jail. G E T
Every time you pass go the bank has to give you a $200 salary.
How much money does the bank give you at the start of the game? ___________________________
•
How does the bank get money from the players? _________________________________________
2
Do you have to buy all the real estate you land on? ________________________________________
U N I T
How much salary do the players receive? _______________________________________________

What happens when you land on somebody’s property? ____________________________________
What happens if you throw three doubles? ______________________________________________
5. In groups, think of a well know game. Write some of the rules of the game.
Get Real! 3 Describing how to do something

3
ack 2
1. Listen and write what the person wants to do.
5
Tr
R E A L !
__________________________________________________________________________
ack 2
2. Listen again and write what the person has to do.
5
Tr
G E T
First you have to _____________________________________________________________

Then ______________________________________________________________________
After that __________________________________________________________________
•
Finally _____________________________________________________________________
2
3. Discuss in groups what these people have to do.

U N I T
• A person who wants to travel by air.

• Somebody who wants to cook a steak.
• A person who wants to get into a university.
4. Read the sentences below and write them in your

notebook in the correct order.
Use: First, then, after that, and finally.
72 • You have to wait for the results.
• You have to prepare it.
• You have to take an exam.
• You have to tell them when and where
you want to fly.
• You have to buy the steak.
• You have to cook it.
• You have to go to a travel agent.
• You have to decide what you want to study.
• The travel agent has to check the availability.
• You have to fill in the application forms.
• You have to heat the stove.
• You have to make a reservation. 5. In pairs check your answers.
6. Read the instructions. What does this person want to do? Choose from the options.
( ) buy an airplane ticket ( ) get a visa ( ) work in another country
• You have to pay.
• You have to go to the embassy or consulate of that country.
• You have to show your passport.
• You have to have an interview.
7. In pairs, decide on something someone has to do. Write a list of the things that a person has to
do. Make a dialogue. For example: Get a passport. Take some photographs. Go to the passport
office…Student A: What do I have to do to get a passport? Student B: First, you have to take some
passport photographs. Then…
What I have to do to be a
Get Real! 4 better student
1. Read the title of the text. What do you think 2. Read the paragraphs quickly and write the
it is about? Put a check next to the correct answer. correct heading above each one.
Things you don’t do in the classroom. _____ The do’s and dont’s about taking an exam.
Rules to be a better student. _____ The do’s and dont’s in the classroom.
Things you have to do in an exam. _____ The do and dont’s about studying.
What you have to do to be a better student:

The Dos and Dont’s
_________________________________________________
• Don't study for a test while eating dinner. • Don't study and listen to a game of football.
• Don't stay up all night. • Don't study when tired.
• Practice taking tests. • Practice memory strategies
• Stay fit and eliminate bad habits.
_________________________________________________
• Read all the questions first. • Answer the easiest questions first.
• Underline the important facts and key • Always take 1 or 2 minutes to think and organize
words in each question. your thoughts before writing.
• Answer the questions you are sure of first. • Don't spend a lot of time on any one question.
_________________________________________________
• Go to class. . . . Every class is important. • Think about the subject before you go to class.
• Pay attention the entire time you are in class. • Focus on what the teacher is saying. 73
• Concentrate on the teacher, not on • Don’t focus on the speaker's mannerisms, voice
how many holes are in the ceiling. quality, appearance....
• Listen with your mind not your emotions.
3. Which do you think is the best idea in each section? Why?
4. Are there any things you already do that are mentioned in the text?
4
R E A L !
5. Unscramble the dos and dont’s about running.
shoes/good/wear/running
in/early/the/run/morning
run/don’t/eating/after G E T
comfortable/clothes/wear
up/before/run/warm/you
•
run/if/tired/you/don’t/feel
2
6. In small groups make a set of rules for the English classroom.

U N I T
For example: Title: The Dos and Dont’s of the English Classroom.
We mustn’t speak in Spanish. We have to speak in English…

Get Real! 5 Harry Potter’s Biography

5
1. Read the text and write

R E A L !
1 Dan Radcliffe, better known as Harry Potter, was born on the answers to the
July 23, 1989 in a suburb of London, England. Dan has two questions in your
very loving, supportive parents, and two dogs. When he is notebook.
making movies he has to take classes on the film set. When
5 he isn’t, he has to go to a normal school.
G E T
He landed the role of "Harry Potter", the famous, modern,

Who is the actor who plays
literary character who stars in author J. K. Rowling's popular Harry Potter?
book series by surprise. He was sitting in the bath, when his When was he born?
father received a phone call to tell him that Dan had the part of Where was he born?
•
10 Harry Potter. Dan cried with happiness and even woke in the middle of the Does he have any brothers and
2
night to ask his dad if it was a dream! J. K. Rowling agreed that Dan's should sisters?
play the character and said, "it was like being reunited with her long, lost son. Does he have to go to school?
U N I T
Dan has played "Harry Potter" in the five films adapted from J. K. Rowling's Does he have to take classes
book series, Harry Potter and the Philosopher’s Stone, Harry Potter and the when he is making movies?
15 Chamber of Secrets, Harry Potter and the Prisoner of Azkaban, Harry
What was he doing when his
Potter and the Goblet of Fire.
Dan said that he would also portray "Harry" in the fifth one, Harry Potter and
father received a phone call
the Order of the Phoenix. about Harry Potter?
In his free time he has a very strong admiration for punk music bands such as Was he happy about it?
20 The Pixies, The Clash, and The Sex Pistols. Most recently his interests have What did J.K. Rowling say about
included British punk band Bloc Party, The Bravery, and The Killers. He says, Dan?
74 “I think one of my favorite things to do is just lock myself up in a small room What are the titles of the books
and listen to music and watch films for a day. mentioned in the text?
Also I just like seeing my friends. We have pizza parties which means I get What kind of music does he
25 four friends round, we eat a pizza and we're really lazy and we play like?
PlayStation.”
Who are his favorite bands?
He also plays the bass guitar but because of a very heavy film and school
schedule he admits that the guitar lessons have ceased for now. Dan also
What does he do with his
expressed an interest to learn to cook. friends?
Can he play the guitar?
2. What do the words refer to?
he line 3 refers to
him line 9 refers to
her line 12 refers to
we line 23 refers to
I line 23 refers to
3. Match the words with their meanings according to the text. 4. Check the vocabulary with
another student. Write a
suburb full
sentence with one of the
supportive related to literature
words and delete it for
landed timetable
another student to guess
literary the outer part of a city
what it is.
heavy got
schedule helpful


2. Set up your game on a desk in front of you.
3. Two students move to another group.
4. Explain to the new students the rules of
your game.
5. Get back into your original group.
6. The other two students in the group
now move to a game.
7. Explain the rules to the new
students.
8. Play the games.
75
2
P R O J E C T
Ongoing Project
Vacation Brochure
Part 2
1. In your groups decide what tourists have to,

must or mustn’t do in that city.
•
2
For example:
Tourists have to…
U N I T
You have to visit…

You have to see…
You must…
You mustn’t travel…
2. Keep the information for your brochure.

Do you remember?
DO YOU REMEMBER?
Unscramble the words to make sentences.
from / away / children / keep

__________________________________________________________________________
classroom / the / leave / Students / mustn’t

__________________________________________________________________________
to / entrance / Students / at / show / their / the / ID / have / school

__________________________________________________________________________
•
have / card / to / You / carry / an / don’t / identity

2
_________________________________________________________________________?
U N I T

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
76 Do you remember how to:

Yes I think so No
Give a warning?
Write an example.
State prohibitions?
Write an example.
Talk about obligations?

Write an example.
Ask about obligations?

Write an example.
Write a rule?
Write an example.
Copy the table in your notebook. Write the following sentences under the correct heading.
Prohibition Warning Obligation No obligation
Close it. You don’t have to have a visa. Wet floor. No smoking, Do not feed the animals. You mustn’t use
in a closed space. Avoid contact with eyes. You must wear a uniform. Do not touch. She doesn’t have to
wear formal clothes. Personnel only. You must be punctual. You mustn’t take photos. No entry. Pick it
up. No left turn. She has to phone clients.
Writing. Write a list of rules and regulations for cyclists. Give it to another student to check it. When
you receive a list do the same.
UNIT Three
Food and Drink

will be able to:

transactions by
- Ordering meals.
• Give and obtain factual
information of a personal
and non-personal kind by
- Discussing food and
giving recipes.
77
Project 3
3
How to write and present a short play called At the Restaurant

P R O J E C T
In this unit we are going to learn everything we need to know to create a short play called At the
Restaurant.
What do we need to create a short play?

Invent a restaurant.
Make a menu.
•
Write a script for the short play.

3
Present the play.

U N I T
Materials we need:
Paper, some photographs, or illustrations for the menu.
Props for the play: table, tablecloth, flower,
two chairs, notebook, etc.
78
Text Preview
Dialogue ( ) Dialogue ( )
ack 2
6
1. Listen as you read the dialogues.

Tr
Dialogue A Dialogue B
Sales assistant: Sushi Corner. May I help you? Sales assistant: Can I help you? 79
Customer: Yes, I’d like to order sushi, please. Customer: Yes, please. Do you have this
Sales assistant: How many pieces would you like? jacket in a larger size?
Customer: 8 pieces, please. Which ones are Sales assistant: What size do you need?
the cheapest? Customer: 16.
Sales assistant: The egg ones. The shrimp ones Sales assistant: Yes, here you are. Would you
are the most expensive. like to try it on?
Customer: O.K. then…I’d like a mixture of Customer: Yes, please.
egg and shrimp, please. How Sales assistant: Is everything O.K.?
P R E V I E W
much is that? Customer: Not, not really. Can you get me a
Sales assistant: $10. What’s your address? larger size, please?
Customer: 1320 Sea Drive. Sales assistant: Of course.
Sales assistant: And your telephone number?
Customer: 433 5668.
Sales assistant: Thank you, we deliver in 30
minutes. Bye.
•
Customer: Bye.
3
2. Match the dialogues with the photographs.

U N I T
3. Where do the dialogues take place?
A: ____________________________
B: ____________________________
4. In pairs practice the dialogues. Listen to them again if necessary.

Lesson 1 At the supermarket

1
1. Find and circle 14 different foods. 2. Look at the shopping baskets. Match the
baskets to the people.
L E S S O N
CH B C K E N P T P [ ] a vegetarian
OA R H F I S H O O [ ] a family
FM E E A N S Y M T [ ] a student living on his own
F I A E T I N O A A
A
•
E A D SW I E G T T
E P O E U C R U O O
3
Y P M I L K O R E E
U N I T
H L B E A N S T S S
B E E F B U T T E R
D S E GG S R I C E
B
3. Write the different products next the
correct basket.
• chicken • beans • broccoli • coffee • beef

• tomatoes • carrots • grapes • butter
80 • bread • ham • yogurt • tuna fish C
• bananas • milk • potatoes • lettuce
• oranges • cheese • rice • apples • eggs
4. Now write the names of the food on the

correct bag.
• meat • cereals/pulses • dairy products • fruit • vegetables
5. Hey! 6. Write in your notebook the products in

exercise 3 under the headings countable and
Countable nouns can be singular or plural: uncountable.
a banana, an orange, two bananas,
three oranges. 7. Draw a shopping basket with 10 products
from the bags (except number 3). Write the
Uncountable nouns don’t have a plural form: list of products you have in it.
a meat, a sugar, money, coffee
Lesson 2 Can I help you?

1. Read the shopping list, and check ( ) the things in the picture.
2. What did the person forget to buy? Put a check ( ) next to them on the list.
ee ____
a jar of coff
____
a kilo of ham _
cookies ___
a packet of
a fish ____
a can of tun
da ____
a bottle of so
eese ____
1/2 kilo of ch
k ____
a liter of mil
eese ____
1/2 kilo of ch
al ____
a box of cere
eggs ____
a carton of
ad ____
a loaf of bre
er ____
a bar of butt
ack 2
3. Hey!
7
Tr
5. Listen to three conversations in a store.

Write the list of things the customers
81
We say: ask for.
some bread but a loaf of bread Customer 1 Customer 2 Customer 3

some tuna fish but ___________________
4. Complete the table below with the products

from the shopping list.
We can’t count We can count
2
L E S S O N
•
3
A can of tuna fish

6. Practice a similar dialogue with a partner. For example:
U N I T
Storekeeper: Good morning. Can I help you?

Customer. Yes. Can I have …? (list of products)
Storekeeper: Anything else?
Customer: No, thanks.
Storekeeper: That’s $10, please.
7. Write your dialogue in your notebooks.

More real practice in Unit 3, Get Real! 1. Let’s go cooking.
Lesson 3 The Food Groups

3
1. Look at the following text. Underline the correct answer.

L E S S O N
Where do you think it is from?

• an encyclopedia • a dictionary • a food label
To keep healthy you must:

Food groups
• Include food from each group.
•
• Vary foods from each group.

3
Group 3
• Eat less fat and sugar.
Pulses and animal products
U N I T
eat 3 portions a day. Example of equivalents from each

group:
Group 1: 1 slice of bread, 1
tortilla, 1/2 cup of rice, 1/2 cup
Group 2
Fruit and vegetables
of pasta, 1/2 cup potato.
eat 6 or more portions a day. Group 2: 1 orange, 1/2
apple, 1/2 banana, 80g
carrots, 1/4 kilo tomato.
Group 1 Group 3: a cup of
Cereals/pasta/tubers eat 9 milk, 1 egg, 40g of
82 or more portions a day.
chicken, 1/2 cup of
beans, 1/2 cup of
lentils.
2. Write in your notebook the name of the 6. Write in your notebook the following words
products you can see in each group. Compare under the correct food groups.
your answers with a classmate.
chicken leg • lentils • spinach • coffee • beef
3. Add the following words to the table. pineapple • tomatoes • carrots • grapes • butter
Look them up in your Skills 3 bread • ham • yogurt • tuna fish • bananas • milk
Dictionary-helpful vocabulary. potatoes • lettuce • oranges • cheese • rice
apples • eggs • pork chop • pasta • water melon
• oats • zucchini • yogurt • onions • spaghetti
4. In pairs read the text and write a day’s 7. Write in your notebook a list of what you
menu of food you should eat. ate yesterday. Put each word of the list
For example: Breakfast: eggs and … Lunch… under the correct heading.
5. Hey! • mustn’t eat too much/many/eat less/

have to eat more
Complete.
8. In pairs, make a dialogue asking and
We can’t count We can count answering about what you ate yesterday
chicken __________________ and what you should eat more or less of.
bread a loaf of bread ______
milk __________________
More real practice in Unit 3, Get Real! 4. How well do you eat?
Lesson 4 At the Fast Food Restaurant

1. Match the pictures to the food on the menu.
ack 2
8
Tr
2. Listen and write who says

the following. Write (S)
for salesperson (C) for
customer. Check your
answers with a classmate.
ack 2
8
3. Listen again and number

Tr
the dialogue in the correct

order.
[ ] Anything else? ( )
[ ] Small medium or large? ( )
[ ] No, thanks. ( )
[ ] Small medium or large fries?( )
[ ] Large, please. ( )
[ ] $11, please. ( )
[ 1 ] Next! ( )
[ ] Anything to drink? ( )
[ ] Yeah. An orange juice ( ) 83
[ ] Hi, Can I have hamburger
and some fries, please? ( )
Customer: please / soft / a / drink
[ ] Medium. ( ) Salesperson: large / or / medium / small.
Customer: please / medium
4. Hey! Salesperson: like / anything / you / else /
Would /?
Complete the dialogue. Customer: No, thanks.
4
A: _____________________________? 6. Work in groups, categorize the words in the
L E S S O N
12 chicken nuggets and large fries, please. box under the headings: starters, main
B: _____________________________? courses, desserts and beverages. Write
A: A large coke. them in your notebook.
B: _____________________________?
orange juice • hot dogs • scrambled eggs
A: No, thanks. cherry pie • bacon • waffles • hotcakes
•
B: $___________, please. potatoes • hamburgers • salad • beans

3
breaded chicken • spaghetti • pizza

tacos • milk shake
U N I T
5. Unscramble the words to make sentences.

Write the dialogue in your notebook.
7. In small groups invent a fast food
restaurant. Write a menu for it.
Customer: Hi, / I / a / hot / fries / dog / Can /
Include meals, drinks, desserts and
large / some / please / and / ?
prices. Put it in your backpack.
Salesperson: drink / of / Yes / anything / to /
course /? Look for a backpack activity on page 162.
Lesson 5 Ordering Pizza by Telephone

5
1. Do you like pizza? What’s your favorite pizza? Write the ingredients below.
L E S S O N
__________________________________________________________________________
2. Read the text and answer the following questions.
What’s the name of the place? __________________________________________________

What’s the telephone number? __________________________________________________
•
What sizes are the pizzas? _____________________________________________________

3
How much do they cost? _______________________________________________________

U N I T
3. Circle on the menu the food we can’t count, and underline the food we can count. Name three
kinds of vegetables, and three meats on the menu. Compare your answers with another
student.
ack 2
4. Listen to the conversation and number
9
Tr the dialogue in the correct order.
( ) What’s your name, please?

( ) Anything else? soda, coffee?
84 ( ) And your address?
( )Thank you. We deliver in 30 minutes.
Bye.
( ) Pizza place.
( ) Small or large?
( ) Telephone number?
( ) 1320 Sea Drive.
( ) Yes. Can I have two cans of coke?
( ) Large.
( ) Sarah Gowland.
( ) 433 5668.
( ) Hi. Can I have a vegetarian pizza
with extra cheese?
ack 2
5. Listen again and pay attention to the pronunciation, stress, intonation and rhythm. In
9
Tr
pairs read out the dialogue imitating all these aspects.
6. Write the questions in the following dialogue. 7. In pairs order your

favorite pizza by
Salesperson: Customer: phone. Student A is the
salesperson. Student B
Can ____________________________? Italian? Yes, of course is a customer: Use the
What___________________________? Lucy Down. menu above.
What___________________________? 251 West 27th Street.
What___________________________? 54 39 20 04
_______________________________? No, thanks.
Project 3 STEP 1
1. Look at the menu very quickly and answer the following questions.
What type of restaurant is it? International or Spanish?
Circle the different divisions on the menu. Underline the different foods on the menu.
85
3
P R O J E C T
1. In groups of three invent a restaurant.
For example: Mexican, Fast food, International, etc.
2. Give your restaurant a name. Brainstorm how to make a menu.

•
3
3. Make a list of the different food and drinks your restaurant sells under the following headings:
U N I T
• Starters • Main course • Desserts • Beverages
Look in cookbooks, magazines or on the Internet for ideas. Include a short description of
some of the dishes. (See the menu above).
4. Bring all the information to the next project class.

Lesson 6 Choosing Food from a Menu

6
1. Read quickly the text, and circle the correct answer.

L E S S O N
What is it? a shopping list a menu advertising
What type of restaurant is it for? Portuguese Spanish Italian

•
minestron
3
e soup
chocolat
e cake 2. Write the headings in the correct
U N I T
vegetable
salad
e
place on the menu. Look them up in
cheesecak
mixed sala
d
your Skills 3 Dictionary-helpful
it salad
fresh fru vocabulary if necessary.
Italian ha
m
Bottles of
Italian • Main Courses • Desserts
Baked ch or white)
• Beverages • Starters
icken wine (red
Beef meatb
use wine
alls
a cup of ho 3. Write the following names of food
Lasagna
lemon ice
and drink on the menu under the
Macaroni
with Zuc correct headings.
86
chini
Fish with coffee
orange sa
uce
ice-cream • mineral water • pasta
salad • spaghetti Bolognese
ack 3
4. Listen to the conversation in a restaurant 6. Complete the sentences with like or have.
0
Tr
and answer the following questions.

I think I’ll _____________ the six cheese pizza. It
What would the woman like? ________________ looks delicious.
_______________________________________ She’d __________ the raviolis, please?
_______________________________________ We’ll _____________ a bottle of red wine with
What would the man like? __________________ our meal.
_______________________________________ How about you? What would you ___________?
_______________________________________ They’d _____________ a fresh salad.
3. Hey! Anything else? Yes, she’d _______ a coke and I’ll

________ a lemon soft drink.
There are two ways to say what you want.
7. In pairs practice a similar dialogue as in
I’_____ some fries. or I’___________ a coke.
exercice 4. Customer decides what he/she
Asking for and saying what you want. would like from the menu.
Complete the dialogue. For example: What would you like?
A: Everything looks delicious. I’d like… Would you like anything to drink?
What ___________ you ___________? Yes, I’ll have…
B: _____________ some soup for starters and
________ some meatballs for the main course.
Lesson 7 Eating Out

1. Read the dialogue, and complete it with the following questions.
Could I have a glass of mineral water, please? Is everything O.K.? Would you like anything to
drink? Anything else? Are you ready to order? Anything for dessert?
ack 3
1
Tr
2. Listen and check your answers.
In the restaurant…
Waiter: ________________________________
Man: Yes, we are. I’d like the nachos for starters
and chicken crisp for the main course.
Waiter: And you miss?
Woman: I’ll have the tomato basil beef pasta.
Waiter: ________________________________
Man: Yes I’d like some wine.
Woman: ________________________________
Waiter: Of course. ________________________
Man: Oh yes, we’ll have the chocolate cake.
Waiter: O.K.
1/2 hour later …
87
Waiter: ________________________________
Customer. Yes, thanks.
1 hour later…
Waiter: ________________________________ 4. Hey!
Customer: The check please. Complete the dialogue.
Waiter: Of course.
Waiter: _______________________?
3. Number the dialogue in the correct order 1-11.
7
Customer: Yes, ___________ the lasagne.
Waiter: _____________________ to drink?
L E S S O N
( ) Would you like anything to drink?
( ) Are you ready to order? Customer: ______________ a glass of water?
( ) Anything for dessert? 1 HOUR LATER…
( ) And you, madam? Waiter: _______________________?
( ) Of course. ( ) Fish and salad.
Customer: Yes, the check. please.
( ) Could I have a glass of water, please?
•
( ) I’ll have…
( ) Yes, I’d like some wine. Waiter
3
( ) Yes, I’d like the soup for starters and the ask /customers/ ready /order?
U N I T
steak for the main course. ask /like/anything/drink?

( ) Oh yes, we’ll have the apple pie. ask what/ like /dessert? ask like/ anything else?
Customers
5. Imagine you want to go to a restaurant with say what/ like/eat.
a friend. Decide what kind and suggest going. say what/like/drink.
Practice a similar dialogue as in exercise 3. Say what/like/dessert.
Use the cues. ask/ check?
Lesson 8 I Love Coffee, but I Hate Tea

8
1. Look at the pictures of the food. Write the names of the foods under the pictures.
L E S S O N
•
3
U N I T
88
2. Put a check ( )next to the food you like. Put Lunch: ________________________________
a cross ( ) next to the food you don’t like. _____________________________________
Tell another student your likes and dislikes. Dinner: _______________________________
For example: I like… I don’t like…
_____________________________________
ack 3 Compare you answers with another student.
2
3. Listen to the girl talking about her

Tr
favorite food.
5. Hey!
For breakfast she likes ____________________ We use like to talk our favorite things.
_____________________________________ For example: I like coffee, but my sister likes tea.
_____________________________________ Write things for the people you know.
For lunch she likes ______________________
I ___________________________________
_____________________________________
My parents ___________________________
_____________________________________ My sister/brother ______________________
For dinner she likes _______________________ My friend ____________________________
_____________________________________
_____________________________________ 6. In pairs interview your partner about
his/her favorite restaurant.
4. Write the things you like to eat for Student A asks:
breakfast, lunch and dinner. • favorite restaurant?
For example: I like… • its name?
• favorite food there?
Breakfast: ______________________________ Student B answers:
_____________________________________ I like…
More real practice in Unit 3, Get Real! 3. Fast food.
Lesson 9 What would you like?

1. Look at the picture. Write a list in your notebook of the type of food you can find in this kind
of restaurant. Compare with another student.
2. Complete the dialogue with the words do /like/would/like/ I’d…

ack 3
3
Tr
1st boy: _______ you _________ fast food?

2nd boy: Yeah, I _____.
1st boy: What’s your favorite food?
2nd boy: I really _______ hamburgers. How about you?
1st boy: I really ______________ hotdogs.
2nd boy: Well this restaurant looks good. Shall we go in?
1st boy: Yeah.
Inside the restaurant:
Waiter: What ___________ you _________?

2nd boy: ___________ a hamburger with bacon and double cheese and lots of catsup and mustard.
Waiter: _________ you _________ anything to drink? 89
2nd boy: A lemonade, please.
Waiter: Next.
1st boy: ____________ a jumbo hotdog with cheese and lots of relish
Waiter: Anything to ___________?
1st boy:
Waiter:
An orange soda, please.
O.K. Next.
5. Hey!
We use like to talk about always.
For example: I like coffee.
9
4. Complete the sentences with the words like/
I’d like/ do/ would. Always refers to habits. We use I’d like to take about now or a time in
L E S S O N
the future.
I ___________ coffee for breakfast (always) For example: I’d like a coffee, please.
Complete the dialogue.
I ____________ hamburgers. (always)
__________ you _________ a coffee now? ________ you _________ hamburgers?
Yes, I _______________. Yes, I do.
•
________ you _________ one now?

__________ you _____________ rice and
Yeah, I would. I’m really hungry.
3
vegetables? Yes, I _____________.

U N I T
__________ you ____________ some for 6. In pairs talk about the last time you went to
lunch? Yes, I _____________. a fast food restaurant. Talk about where you
__________ your girlfriend ____________ went and what you ate.
Indian food? No, ________________.
7. In groups of 3 imagine you are in a
__________ she ___________ to go to an
fast food restaurant. Write a similar
Italian restaurant? Yes, she _____________. dialogue. Put the written dialogue in
Look for a backpack activity on page 162. your backpack.
Lesson 10 Fish and Chips mmm…!

1 0
1. In groups look at the pictures of the food and write where you think the typical food is from.
Write the names of the countries under the foods.
L E S S O N
• Spain • Italy • U.S.A. • England • China • France • Greece • Japan
2. In the same groups write the names of the dishes next to the foods. Then check answers with
another group.
•
• sushi • ravioles • kebab • fish and French fries • hamburgers • paella • snails
3
U N I T
90
ack 3
3. Listen to the people talking about typical __________________.
4
Tr
food in their country and complete the chart. We also eat a lot of _______________ and
Country Name of typical foods Typical drinks drink liters of __________________.
5. Hey!
When we talk about food and its
ingredients, we can say:
I’m from ______________.

4. Complete the paragraph with the following words.
The typical food in my country is
• ham • wine • baguette • lettuce • bread • French fries _____________________ It ‘s a mixture
France • tomato • cheese • mustard of _______________________.
We also eat a lot of _____________ and
I’m from ______________. The typical food in my
drink liters of ______________.
country is a _____________ which is a long piece of
______________. We fill them with a kinds of 6. In pairs write a list of the typical foods and
fillings like _____________, _________________, drinks in your country. Investigate the
_______________, ______________ and lots of ingredients. Compare with other pairs.
Project 3 STEP 2
2. Check the English on your menu.
3. Write your corrected menu on clean paper.

Illustrate it with some pictures of the dishes.
4. Make the front and back cover with cardboard.

Decorate it with the name of the restaurant
and pictures of food from magazines.
5. Bind the page(s) of the menu to the front and

back cover.
91
3
P R O J E C T
•
3
U N I T
Lesson 11 W h a t ’s f o r d e s s e r t ?
1 1
1. Read the recipe, using your Skills 3

Dictionary-helpful vocabulary. Match
L E S S O N
the vocabulary in the box with the

correct picture.
Apple Crisp
• mix • sprinkle • bake • melt
3/4 Cups oats • peel • slice
3/4 Cups brown sugar
1/4 teaspoon baking powder
•
1/3 Cups butter

3
3/4 Cups flour

3 Cups apples
U N I T
1 Tablespoon flour
1 Cup sugar
1 pinch salt
1 teaspoon cinnamon
Melt butter over low heat. Don’t burn. Mix

oats, brown sugar, baking powder, flour and
melted butter together. Peel and slice apples.
Mix with sugar, flour, salt and cinnamon. Put
in baking pan. Sprinkle the oatmeal mixture
over the apples. Bake in 175ºC oven for 30 to
40 minutes.
92
2. Hey! 4. Look at a similar recipe for Peach Crumble

and complete the sentences comparing the
Complete. two recipes.
Peach Crumble
Giving instructions: • 1 can of sliced peaches • 1/2 Cup flour • 1 Cup
you slice the apples __________ the apples oats • pinch of cinnamon • 1/2 Cup brown sugar
____ the oats with…. _________ the oatmeal • 1/2 teaspoon salt • 1/3 Cup butter
don’t ____ the butter ________ in 175ºC oven In the first recipe use ________ of oats, but for
peach crumble use ____________ of oats.
3. Choose the correct option to complete the In the first recipe you need ______ of flour and
sentences. to make peach crumble you need __________.
In the first recipe use ________ of brown sugar
Nachos: (You melt / Melt / Burn) the cheese
and in peach crumble you only use _________.
and pour it over the tortilla chips.
Eating a banana: (Mix / You peel / Peel) For apple crisp you need __________ of salt
________________ it. but for peach crumble you need _________.
Don’t (you bake / bake / slice) the ham too thick. 5. In pairs, check your answers to exercise
I like it thin. 4 by asking and answering questions.
(Sprinkle / You sprinkle / mix) sugar on top For example: Did you use 2 cups of oats for Peach
of the cake. Crumble? No, I didn’t. I used one cup of oats.
More real practice in Unit 3, Get Real! 1. Let’s get cooking.
Lesson 12 H a p p y M o t h e r ’s D a y !
ack 3
1. Listen and match the food to the quantity.
5
Tr
eggs a pound
bacon a basket
coffee some
oranges a dozen
cinnamon roles a half a pound
strawberries fifteen
ack 3
2. Listen again and fill in the blanks with how
5
Tr
much or how many.

For example: how many eggs………?
___________ bacon….….?
___________ coffee….…?
___________ oranges..…?
___________ bread……..?
___________ fruit ……….?
B: _________________________ of sugar.
3. Hey! A: __________________ eggs do we need?

B: We need ____________ eggs.
93
Asking quantity. Circle the correct option. A: ________________ teaspoons of vanilla?
B: ______________ teaspoons.
How much + can’t count / can count food
How many + can’t count / can count food A: And ________________ salt do we need?
B: _________________ of salt.
___________ cans of tuna
___________ apples 5. Write the words on the correct line.
1 2
___________ cheese do we need? • bananas • fruit • loafs of bread • butter
___________ yogurt • lettuce • brown sugar • tablespoons • flour
L E S S O N
• bottles • meat
4. Look at the ingredients in the recipe and How much: _____________________________
complete the conversation. ______________________________________
Yellow Cake How many: _____________________________
• 2/3 cups butter • 13/4 cups sugar ______________________________________
•
• 2 eggs • 11/2 teaspoons vanilla

• 3 cups flour • 2 1/2 teaspoons baking 6. In pairs, think of the ingredients for a
3
powder simple recipe you know (a dessert, a

U N I T
• 1 teaspoon salt • 11/4 cups milk sandwich, a salad, etc.). Write the
complete recipe, including the
A: ________________ butter do we need to procedure, on a card. Compare it with
prepare the cake? other pairs and see if you can put
together a complete meal (breakfast,
B: We need __________________ of butter.
lunch and dinner). Put your recipe in
A: __________________ sugar do we need? your backpack.
Lesson 13 A non-alcoholic alternative

ack 3
1 3
1. Listen to the conversation and answer the questions.

6
Tr
L E S S O N
What are they planning?__________________________

____________________________________________.
What’s a mocktail?______________________________
____________________________________________.
What are some ingredients? ______________________
•
____________________________________________.
3
U N I T
2. Look at the Mocktail recipes and match the recipe with

the instructions. Write the correct number on the line.
Sunset Cooler Black Cow Toots Cinderella

1/4 C. orange juice,
1/2 C. cranberry juice, 2 scoops of Ice cream, 1 scoop each of;
1/4 C. pineapple juice,
1/3 C. orange juice, cola, whipped cream orange sherbet,
dash of grenadine,
splash of lemon juice, (optional), maraschino chocolate ice cream, splash of soda,
Ginger Ale cherry (optional) 1/4 C. orange soda maraschino cherry
94
1. Blend until smooth, Decorate with whipped
cream and an orange wedge 4. Hey!
2. Blend juices with ice until smooth. Top When measuring ingredients we use:
with Ginger Ale and decorate with flag.
_________________. We say:
3. Blend ingredients. Pour over ice in a glass.
Decorate with a cherry. cups = ___________ 1/4 = one quarter
4. Pour cola slowly over ice cream. Decorate tablespoons = _____. 1/3 = one third
with whipped cream and a cherry.
teaspoons = ______. 1/2 = one half
3. Write the correct word on the line.
5. Play charades. In small groups, student A
• wedge • whipped cream • pour • scoop • blender
acts out making a recipe and, step by step,
asks “What am I doing now?” The rest of the
group guesses what he/she is doing.
For example: You’re putting eggs in a bowl.
Finally the group guesses what he/she is
making.
6. In groups, invent your own mocktail.

Write the recipe on a card. Compare
your drinks with other groups.
Choose the one you like best. Put
your recipe in your backpack.

Lesson 14 A different kind of bread

1. Read the history of Pita Bread and fill in the blanks.
The History of __________ __________

Pita Bread or Flat Bread is a flat bread made from whole-wheat
flour, water, and a little salt. The dough can be flattened and
shaped by hand like a tortilla.
History tells us that flat bread probably started in Babylon in
4,000 B.C. The Egyptians, as long ago as 2,500 B.C. baked flat
bread in hot ashes.
In the early centuries of our era, the traditional Greek word for a
thin flat bread, “plakous”, became the name of a thicker cake. The
new word that came into use for flat bread was “pitta”. The word
spread to Southern Italy as the name of thin bread. In Northern
Italian dialects pitta became “pizza”.
People in northern India eat flat bread, which is called a “chapatti”. A traditional American Indian flat
bread is “fry bread”. The ritual Jewish flat bread is “matzoh”. And in Mexico, flat bread is the _______.
How many ingredients are there in flat bread? __________________________________________.

When did people probably start eating flat bread? ________________________________________.
Who called flat bread plakous? ______________________________________________________.
95
What are some other names for flat bread? ____________________________________________.
What are some other countries where they eat flat bread? _________________________________.
What is flat bread in Mexico? _______________________________________________________.
2. Try to guess the meaning of the following Pita Sandwiches with Avocado
words and match the columns.
2 whole wheat pitas, cut in half
flat formed 2 small avocados, mashed
1 4
dough not inflated 2 cups alfalfa sprouts
shaped moved 2 medium tomatoes, sliced thin
L E S S O N
spread mixture 1 onion, sliced thin
1 cup cucumber, sliced thin
3. In groups talk about other words you don’t 1/4 teaspoons salt
understand. Ask and answer with “What 1 tablespoons lemon juice
does ________ mean?” and “How do you say 2 teaspoons honey
_________ in English.” Try to guess their
•
meaning, and decide which words aren’t 4. Look at the ingredients in the recipe above.
3
necessary to understand. Look up the rest In pairs, play a game. Write the procedure to
of the words in your Skills 3 the recipe above on a card. Put each step to
U N I T
Dictionary-helpful vocabulary. Write their the procedure on a separate line. Cut the
definitions in your notebook. recipe in strips, one step per strip. Mix them
up and give them to another pair. Put the
recipe in a logical order. Compare your
recipes.
For example: First cut the pitas in half.
More real practice in Unit 3, Get Real! 2. Restaurants.
Lesson 15 Make your own pizza

1 5
1. Put the conversation in order. Write the correct number on each line.
L E S S O N
1 Hello? 2 Hi Mom. I want to make that pita pizza

___ No, HAM, not jam. Then, cover you make, but I don’t remember all the
everything with cheese. ingredients.
___ Oh yes. Put it in the microwave for 4 Excuse me?
about a minute and a half. Then, eat it. 6 Ok. And how do you prepare it?
___ No, Toast it!! After that, spread tomato 8 What vegetables?
•
sauce on the pita. 10 Did you say roast the bread?

___ Well, first, chop all the vegetables. Then….,
3
12 How much sauce?

___ As much as you like. Next, add the 14 What? Jam?
U N I T
vegetables and ham. 16 What kind of cheese?

___ Well, I like green peppers, onions and 18 But don’t I have to cook it?
mushrooms. Then toast the pita. 20 Ok, Thanks, Mom.
3 Well, basically you need the pita bread,
tomato sauce, cheese and Italian spices.
___ I like Mozzarella cheese. Finally
sprinkle the spices on the top.
___ Pita bread, tomato sauce, cheese, and spices.
96 3. Hey!
Listing steps in a procedure.
first
then
use interchangeably next
after that
finally
4. Role play a similar telephone conversation
Complete. Making a sandwich. as in exercise 1 with your mother. Think of
__________ spread mustard on the other slice something delicious your mother makes.
__________ add ham and cheese Practice saying “Excuse me?” “What did you
__________ put the slices together say?” “Did you say……?”
__________ take two slices of bread
__________ spread mayonnaise on one slice 5. In pairs, tell your partner how to make your
favorite food or drink.
3. Order the pictures using first, then, etc. and For example: Student A: How do you prepare
write the correct instruction. your favorite smoothie?
Student B: First put a cup of milk in the
blender.
First chop the

vegetables.
Project 3 STEP 3
1. Choose your roles for your play.

Who is the waitress/waiter? The customers?
2. Decide how you want to set up your props for your play. You need a table, a tablecloth, and
decoration for your table, etc.
3. Look back to the beginning of the unit and answer the following questions.
How do you greet customers in a restaurant?
How does the waiter/waitress ask customers if they are ready to order?
How does the waiter /waitress ask what customers want to eat, drink?
How do customers order food and drink in a restaurant?
4. Now, write and practice your script.
For the next project, bring all necessary props and be prepared with your script memorized,
to present your play “At the Restaurant.”
97
3
P R O J E C T
•
3
U N I T
Get Real! 1 Let’s get cooking

1
ack 3
7
Tr
1. Listen and circle the answer.

R E A L !
You are listening to a. a TV program b. a waiter c. a radio program

His name is a. Gordon Books b. Gordon Banks c. Gordon Binks
He’s making a. macaroni pizza b. pizza c. macaroni
G E T
ack 3
2. Listen again and write the quantities.
7
Tr
___ cup Mozzarella

•
___ cups macaroni

3
___ cups milk

U N I T
___ egg
___ kilo ground meat
___ can tomato sauce
___ teaspoon salt
___ teaspoon oregano
___ teaspoon garlic
ack 3
7
Tr
3. Listen again and correct the instructions

98 with a partner.
Cook Mix the Mozzarella and American 6. Now, another pair is your audience.
cheese together. Pair number one says what they are doing.
Pair number two takes notes and asks
Add _______ macaroni,
logical questions.
Mix _______________ For example: How much cheese do I mix?
Cook __________ in a baking dish.
Drain __________ egg. 7. In small groups, modify the recipe
Pour ________ meat and onion. above. What ingredients would you
like to change or add?
Brown _______, add sauce, soup
For example: ground meat / chorizo
and seasoning. Write the new recipe and put it in your
Bake __________ with cheese. backpack.
Top _____________ at 175ºC
4. In pairs, correct your answers to

exercises 2 and 3.
For example:
Student A: How much Mozzarella did he say?
Student B: He said one cup.
5. In pairs, imagine you are making the recipe

above on a radio program. Explain what you
are doing to the audience.
For example: I am spreading the butter. Look for a backpack activity on page 163.
Get Real! 2 Restaurants
1. Look at the title and answer the following questions.

What kinds of restaurants do you know? What kind of food do you like?
2. Read the text.

Fast Food
A restaurant is a business where we can order

prepared food and beverages. What does a typical
restaurant look like? There are tables where
customers sit, waiters (or waitresses), who take
the order and bring the food when it is ready, a
cash register where customers pay the bill before
they leave the restaurant.
There are many different kinds of restaurants:
ethnic, seafood, vegetarian, and fast food.
Restaurants are different in every country, especially
fast food restaurants because the food depends on the
kind of ingredients in the region. Some of the most common
menu items we can get are fish, chips, sandwiches, pitas,
hamburgers, fried chicken, chicken nuggets, tacos, pizza, and ice cream, 99
although many fast-food restaurants offer "slower" foods like chili, mashed potatoes, and salads.
In 1912 (the same year the famous Titanic sank) the first fast food restaurant opened, its name was
Automat. It was a kind of cafeteria with prepared food behind small glass windows and coin-operated
slots. The Automats became very famous all over The United States. In 1940, brothers Mac and Dick
McDonald founded a variation of the Automats, a “take-out” food restaurant; they sold hamburgers,
French fries, shakes, coffee, and Coca-Cola, served and ready to go in paper wrapping.
The company's biggest customer was Ray Kroc; he sold them the milkshake. Kroc decided to buy the
2
business with the goal of making cheaper food. Besides, he added a seating area where customers
could eat the food on the premises.
R E A L !
3. Find the word or words in the text that mean the same.
In line 2, “drinks” _____________________________________________________________

In line 13, “elements” __________________________________________________________
G E T
In line 16, “well-known” ________________________________________________________
In line 20, “arranged” __________________________________________________________
•
In line 22, “purpose” __________________________________________________________

3
4. In small groups, answer the following questions. Come to a group conclusion and write it on the line.
U N I T
Why do you think Ray Kroc was successful? ________________________________________

What’s the name of his restaurants? ______________________________________________
5. In small groups, invent a fast food restaurant. What would you sell? How many employees
would you need? What equipment would you need? Give it a name. Write about it and put it
in your backpack.
Get Real! 3 Fast food

3
ack 3
8
Tr
1. Listen and answer the questions.

R E A L !
How many megaburgers did she order? ______ How many salads did she order? ______
How many colas did she order? ______ How many coffees did she order? ______
How many milkshakes did she order? ______
G E T
ack 3
2. Listen again and write the sentence below under the correct picture.
8
Tr
•
• May I take your order? • I want a cheese burger.

• Are you ready to order? • I’d like three megaburgers.
3
• I want one too. • Anything else?

U N I T
• I’d like three colas and a vanilla milkshake. • Chocolate.

• I’ll also have a medium coffee, please. • Ok. Your total is $15.85.
100
3. In small groups, create a menu for the fast food restaurant you invented in lesson two.
Role play a conversation similar to the one in the listening.
4. In groups, imagine that you

are working in your fast food
restaurant. A supervisor
makes a surprise inspection
and everyone in the restaurant
was doing the wrong thing.
Complete the report the
supervisor writes.
Last Friday I went to __________

__________ fast food restaurant
at 3:00pm. The cook was picking a
hamburger up off the floor. The
waitresses were _____________
__________________________
__________________________
__________________________
__________________________
Get Real! 4 How well do you eat?
1. Answer the questionnaire. Check the space in the column that that is true for you.
Are you a Healthy Eater?

In one week:
0 1-2 3 or more
portions portions portions
Dairy 1. How many glasses of milk do you drink? ______ ______ ______
products 2. How much cheese do you eat? ______ ______ ______
3. How much cream do you eat? ______ ______ ______
meat 1. How much chicken do you eat? ______ ______ ______
2. How much red meat do you eat? ______ ______ ______
3. How much pork do you eat? ______ ______ ______
fruit 1. How many bananas do you eat? ______ ______ ______
2. How many oranges do you eat? ______ ______ ______
3. How much papaya do you eat? ______ ______ ______
vegetables 1. How many green vegetables do you eat? ______ ______ ______
2. How many red vegetables do you eat? ______ ______ ______
3. How many tubers (carrots, potatoes, etc) do you eat? ______ ______ ______
cereals 1. How much rice do you eat? ______ ______ ______ 101
2. How much oatmeal do you eat? ______ ______ ______
3. How much dry cereal do you eat? ______ ______ ______
2. Calculate your score.
0 portions = 0 points, 1-2 portions = 1 point
3 or more portions = 2 points
30-20 – Congratulations! You are on your
4
way to a long healthy life. Keep up
R E A L !
the good work!
19-10 – Not bad, but I think you could eat
more vegetables and less meat.
9- 0 – You definitely need to eat more.
Refer to page 82 for a healthy diet!
G E T
3. In small groups, compare your questionnaire
results. Who is the healthiest person in 5. Make a class contest. Each group writes
•
your group? Who is the least healthy? a paragraph describing the healthiest
person in your group. Write the reasons
3
4. In pairs talk about what you think these you decided he/she is healthy. Each group
U N I T
people eat and don’t eat. posts its “healthiest person” and the class
For example: He doesn’t eat meat, he eats carrots. will vote for the best.
6. In pairs, write suggestions for your partner’s diet. Put your partner’s suggestions in
your backpack. For one week try to follow your partner’s advice. Keep a diary of what
you are/aren’t eating.
Get Real! 5 A food court

5
1. Look at the picture and the title. Where are they? Do you have anything similar to this in your
R E A L !
city or town? What do you think they’re going to talk about?

ack 3
2. Listen to the conversation and complete the chart. Put a check ( ) in the spaces of the
9
Tr
food the people like, and an ( ) for what they don’t like.
G E T
Greek Chinese Japanese Mexican

Jim
•
Jenny
3
Molly
U N I T
ack 3
9
3.
Tr
Listen again and write the reasons why

they like or dislike the different foods.
For example: Molly/Chinese food- Molly doesn’t
like Chinese food because there are too many
vegetables.
Molly / Japanese food _________________________________________________________

102 Jenny / Japanese food _________________________________________________________
Molly / Mexican food __________________________________________________________
Jenny / Mexican food __________________________________________________________
4. In pairs look at the countries and the foods below. Talk about which food you know. Describe
as many as you can. Match the food to the country.
Spain enchiladas
Greece chow mein
England pizza
The United States paella
France hamburgers
Japan fish and chips
China gyros
Mexico sushi
Italy snails
5. In groups of three, look at the menus in the food court. Role play a similar conversation.
6. In two teams, play a guessing game. One person describes any kind of food. The two teams
secretly talk about what food he/she is describing. In order to guess the answer, the teams
have to construct an answer, which includes the food and the nationality of the food.
For example “You are describing snails, which are a French food.”
The team that answers correctly the most kinds of foods, wins.
103
3
Set up the props for your short play (table, table cloth, flower, menus, etc.).
P R O J E C T
Group by group present your plays to the class.
Ongoing Project
Vacation Brochure
•
(Part 3)
3
Research typical food in the country where your vacation spot is located.
U N I T
Invent the names of restaurants you want to recommend in your city.
Write a paragraph about the restaurants and the food they offer for your brochure.
Include a sample menu with a description of some of the food.

Do you remember?
DO YOU REMEMBER?
Complete the sentences.
I’d like _________________________________________________________________________.

How would you like _______________________________________________________________?
How much _____________________________________________________________________?
How do you ____________________________________________________________________?

•
3
U N I T
Do you remember how to:

Yes I think so No
Describe food and drink?

Write an example.
104 Order a meal in a restaurant?

Write an example.
Order a meal by phone?

Write an example.
Talk about food from different countries?

Write an example.
Talk about recipes and ingredients?

Write an example.
Write and give recipes?

Write an example.
Look through the unit and fill in the blanks. 5. When we combine ingredients we say,
For example: An orange vegetable is a carrot. __________________________________.
6. When we buy a package of bread, it’s called
1. Steak, chicken and pork are
__________________________________.
__________________________________.
Writing.
2. Another word for a drink is a Write a critique about a restaurant you
__________________________________. know. Mention the good things and the bad
3. The container for cereal is a things, what do you like, and what you don’t
__________________________________. like. Give suggestions for improving the
4. A typical breakfast is ____________ and restaurant. Exchange your critiques with
__________________________________. another student and make corrections.
4
UNIT Four
Planning Holidays
At the end of this Unit

you will be able to:

transactions by
- Asking for and
giving travel
information.
• Establish and maintain
social contacts by
- Talking about
future plans.
105
Project 4
4
How to make a poster to advertise an extreme sport and a suitable vacation

P R O J E C T
spot where you can practice or learn it

In this unit we are going to learn everything we need to know to make a poster to advertise an
extreme sport and vacation or competition spot.
•
4
U N I T
106
Itinerary for beginners:

Day 1. We get to know the equipment;
what it consists of and how to
put it together.
Day 2. We put on the equipment, and
learn to manipulate it while on
the ground.
Day 3. Our first trial flight. Cool!
Where?
Day 4. We go to higher places.
Day 5. You’re on your own.
What do we need to do to create our poster?

A description of an extreme sport.
A vacation destination to practice or learn the sport.
A map to show the place where you can do the sport.
An itinerary of the vacation.
Materials we need:
Illustrations of the extreme sport, a vacation spot, poster
paper, and markers.
Text Preview
Agent: Can I help Man: What time is Man: What’s the Man: Oh, one more
you? the first weather like thing. Is there
Man: Yes. I’m going flight on in Acapulco? a bank
to attend a Saturday? Agent: It’s beautiful around here?
conference in Agent: It’s at this time of Agent: Yes, there’s
Acapulco 6:00 am. the year. one across
next week. Man: How much is Man: Where can I the street, on
I’d like to a return buy a map of the corner. 107
book a flight. ticket? Acapulco? Man: Thanks.
Agent: Certainly. Agent: It’s 350 Agent: You can get a
dollars. map at the
airport.
P R E V I E W
Where are they? _________________________________________________________________.
Where does the man want to go? _____________________________________________________.
Write three things the man needs _________________________, _______________________, and
________________________________________.
•
4
U N I T
Lesson 1 W h a t‘ s t h e w e a t h e r l i k e ?
1
1. Complete the chart below with words from the box.

L E S S O N
• cloudy • rains • wind • snowy • rain • warm • sunny • snows • rainy • sun • stormy • hot
Climate
•
clouds snow storm

4
It’s ________.
Word that It’s ________, It’s_______.
U N I T
It’s________. It’s________. It’s________. It’s windy.

describes and dry. It’s thundery.
It’s ________.
Action
It _________. It _________. It thunders.
word
2. In pairs, discuss what the weather is like in 5 Complete the paragraph with the correct
your country. Write in your notebook about words.
108 the weather in different seasons and months
of the year. • cold • cold • rain • warm • snows
For example: In summer, June, July, and August • mild • very cold
it’s usually hot and sunny but it rains a lot, too.
ack 4 In Mexico, winter is ___________ in some of the
3. Listen and write the answers to the
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northern states, such as Chihuahua. It sometimes

following questions in your notebook.
______________. But in most of the country, it’s
What are the students talking about? __________ in the morning, __________ in the
afternoon, and ___________ again for a while at
Where do they want to go?
night. It doesn’t usually _____________. It’s very
What’s the weather like in each place?
_____________.
6. Choose a country. Research on the Internet

4. Hey! or in an encyclopedia what the weather is
like there. Write a paragraph describing its
This is how we talk about the weather. weather.
For example: Australia: It’s very hot and dry in
Unscramble the words.
Australia. It doesn’t rain much. In July and
August it is often windy.
A: the / in / what‘s / summer / like / weather ?
___________________________________ 7. Give what you wrote to the teacher. When
you receive a different paragraph, read it
B: hot / it’s / dry / and and report it to other students in your own
words. Find the student who wrote it and
___________________________________ give it back to him or her.
More real practice in Unit 4, Get Real! 2. Weather forecast.
Lesson 2 A t t h e Tr a v e l A g e n c y
1. Look at the picture and answer the questions.
Where are the people?

____________________________________
____________________________________
What do you think they are talking about?
____________________________________
____________________________________
2. Read the sentences and identify who says

what. Write M for man, W for woman, or
T for travel agent. Check your answers with
a classmate.
[ ] We’d like to book a room with a view of the sea.

[ ] We’d like to book an African safari vacation.
[ ] We’d like to book a vacation to a hot sunny beach.
[
[
]
]
Why don’t you go to South Africa?
We’d like to make reservations at a five star
5. Hey!
hotel. Complete. 109
[ ] Can I help you?
[ ] We’d like to book a flight to South Africa. When we ask to make a reservation, we say:
[ ] Which would you like the beach or the __________________ a room with a view of
safari vacation? the sea.
ack 4 When we ask about a vacation, we say:
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________________ a vacation to a hot sunny
2
4. Unscramble the words in parentheses to beach.
complete the questions.
L E S S O N
6. In pairs, practice asking for and giving
a: Good morning. (I / you / can /? / help) travel information. Use ideas from
___________________________________ exercise 3.
b: Yes. We would like to book a vacation For example:
• Think of vacation places you would like to go.
to Cancun. • Make a reservation.
•
a: (like / when / go / you / would / to / ?) • Book a flight.

4
___________________________________ • Book a room in a hotel.

U N I T
b: We would like to book a flight for July 22nd.

a: That’s fine. (a / you / like / reservation / to
/ a / would / hotel / make / ?)
___________________________________
___________________________________
b: Yes. We would like the best hotel.
More real practice in Unit 4, Get Real! 2. A birthday surprise vacation.
Lesson 3 Booking a Flight

3
1. Read the dialogue and complete it with the words from the box.
L E S S O N
• $1000 • one-way • season • Australia • flights • Sydney

• December • summer • cheapest • round-trip • $1200
T.A.: Good morning. Aussie Air. Can I help you? cheapest / ticket / ?
Client: Yes, I’d like some information about ___________________________________
•
____________ to ____________, please. O.K. / like / to / buy / round trip

How much is a ______________ ticket to ___________________________________
4
_____________?
U N I T
T. A.: When do you want to go?

Client: In __________________.
T.A.: Well, that’s the high _______________.
It’s _______________ then so it’s more
expensive. One moment, I’ll check it for you.
T.A.: One way costs ___________.
Client: Is that the _________ flight you can find?
T.A.: Yes, I’m afraid so. A ___________ ticket is
110 cheaper. It costs __________________.
Client: O.K. I’d like to buy a round trip ticket
for December 2nd.
T.A.: Sure. You have to pay for the ticket within
the next three days. Thank you for using
Aussie Air. Bye.
Client: Bye. 4. Practice a similar dialogue to exercise 1.
ack 4 Use the ads above.
5. Hey!
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3. Write the sentences and questions from the Complete the following with round-trip or
cues in the dialogue. one-way.
How much / round trip / ? ______________ ticket: Mexico-Paris

___________________________________ ______________ ticket: Mexico-Paris-Mexico.
cost / $1000
___________________________________ 6. Choose six vacation destinations.
Find out the cost of a round trip from
When / go / ?
your nearest international airport.
___________________________________ Look for information on the Internet.
summer For example: www.cheaptickets.com
___________________________________ Put the information in your backpack.
For example: From Mexico City to Miami.
Look for a backpack activity on page 163. It costs $240 round trip.
Lesson 4 At the Bus Station

1. Read the timetable text and circle the correct answers.
What are the texts about? a ticket center schedules

What’s the name of the company? Red Arrow Ticket Center
What’s the type of ticket? round trip one way
What’s the departure date? 9/5/08 5/9/08
What’s the return date? 9/5/08 9/15/08
Where does the bus leave? New York Niagara Falls
What’s the destination? New York Niagara Falls
How many people are traveling? 12 2
RED ARROW TICKET CENTER Schedules
Travel From Date To Date Miles Passengers
Round Trip New York, NY 9/5/08 Niagara Falls, NY 9/15/08 398 2
1st girl: Jane. I’ve found the bus schedule for New York to or at night?
Niagara Falls on the Internet. 1st girl: I prefer the night bus. We can sleep on the bus.
2nd girl: Great. What time’s the first bus from New York? 2nd girl: O.K. How about the return Trip on September
1st girl: It’s at 5:40 in the morning. 15th. What time’s the first bus back to New York?
2nd girl: Wow that’s early! What time does it get to 1st girl: At 8 in the morning and we arrive here at 5:30 in
Niagara Falls? the evening.
1st girl: At 2:30 in the afternoon. 2nd girl: And the last bus what time does it leave?
2nd girl: What time is the next bus? 1st girl: At 10 pm and you arrive here the next morning at 111
1st girl: At 1 in the afternoon and it gets in at 9:30 at night. 6:15
2nd girl: Oh, I don’t know. What time’s the last bus? 2nd girl: Why don’t we travel during the night on the
1st girl: At 10:45 at night and you get to Niagara Falls at return trip?
6:45 the next morning. 1st girl: Sounds good to me.
2nd girl: Which one do you prefer to travel during the day 2nd girl: O.K. Let’s make a reservation.
2. Read the conversation and underline the

times they mention on the departure and
return schedules. 4. Hey!
4
L E S S O N
3. Read the dialogue and number it in the
correct order. Compare your answers with When we ask about bus schedules, we can say:
another student.
A: When /Guadalajara?
( ) What time is the next bus? ___________________________________?
B: __________ 10 am.
•
( ) What time’s the first bus from New York?

( ) What time’s the last bus?
4
( ) What time does it get to Niagara Falls?

U N I T
5. Look for a real bus timetable

( ) At 1 in the afternoon and it gets in at 9:30
on the Internet to a
at night.
tourist destination in
( ) At 10 pm and you arrive here the next your country. Use the
morning at 6:15. information and create a
( ) It’s at 5:40 in the morning. dialogue similar to the
( ) At 2:30 in the afternoon. one in Exercise 3.
What‘s the weather like

Lesson 5 in Florida?
5
1. Read the text quickly. What is the best title?

L E S S O N
Florida’s Climate Tampa St Petersburg USA Weather
2. Read the text again. Copy the questions and answer them in your notebook.
How many climatic regions does Florida have?
What’s the weather like in the south?
What’s the weather like in the north of the state?
•
What’s the weather generally like in Florida in different

4
seasons?
U N I T
When is a good time to go to Florida?
__________________
Florida is actually divided into two climatic regions. The area
south of Tampa-St. Petersburg is considered "tropical." While
Miami has reported very occasional snow and ice,
generally, in the winter is dry and pleasant there. The part of
the state north of Tampa-St. Petersburg is colder in the winter,
but visitors often find they can wear T-shirts and shorts while
walking on the beach in January and February. The spring in Florida is
112 mild and is a popular spring break destination. Summer is hot and humid
throughout the state, though things cool off in the afternoon thundershowers. The autumn in Florida is
mild and pleasant, the crowds are sparse, and attractions offer discounts. However, the period from
June to the end of November is hurricane season, and most storm activity occurs in September and
October. Watch the weather reports if you plan a fall vacation to Florida.
3. Find the words in column A in the text and match them with their meanings in column B.
very occasional forecasts

pleasant temperature drops
cool off lower prices
sparse rare
discounts nice
reports few
4. Read the text and complete it with words from the box.
Mexico City's climate is ____________ all year round, but it can be a little ___________ in the
morning and at night from November to ______________. It rarely __________ in winter and
is very ___________. In the summer it is usually ___________ in the day and it ___________
in the afternoon from May to October.
5. In pairs choose a Mexican state. Look for information on the Internet or in books about the
climate of that state during winter, spring, summer, and fall.
Read the information and write a paragraph in your own words. Display your paragraph on a
class map of Mexico.
More real practice in Unit 4, Get Real! 4. More extreme vacations.
Project 4 STEP 1
Get into small groups. Do research about your favorite extreme sport. Find out what it is about,
how to practice it, the equipment you need, and how long it takes to learn the sport. Write a
descriptive paragraph.
What is paragliding?
Paragliding is a relatively new extreme sport with a lot of adrenalin. It started in 1978 in the Alps. Today
there are a lot of competitions worldwide.
A paraglider is a light glider like a parachute. It is very flexible for maneuvering. You can use it with or
without an engine. It is more commonly used without any propulsion. In this case, the pilot takes off from a 113
hill and the wind or the thermals make it glide.
To glide a paraglider, the pilot, moves his/her body, crossing the legs and rotating the shoulders while pulling
down a series of stings. To take more advantage of gliding the pilot uses instruments like an altimeter, a two
way radio, a wind speed-measuring device, and other instruments. A reserve parachute is compulsory for
gliding. And, of course, the harness and the glider are primary equipment. All the equipment weighs about
20 kilos or more.
Courses in paragliding are essential for anyone taking up the sport. Basic techniques and a solo flight are
achieved in a 2-day introductory course. Afterwards, if you want to continue with the sport, we recommend
4
that you have more advanced training.
Read the text and answer the questions.
P R O J E C T
What is the extreme sport?
_________________________________
When did it start?
_________________________________
Where did it begin?
•
_________________________________
How do you practice it?
4
_________________________________
U N I T
_________________________________
What equipment do you need?
_________________________________
_________________________________
How long does it take to learn the sport?
_________________________________
Lesson 6 Can I help you?

ack 4
6
1. Listen to the travel agent and answer the questions.

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L E S S O N
What type of vacation is the travel agent talking about? _______________________________

What’s the weather like in summer there?__________________________________________
ack 4
2. Listen again and complete the form.
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•
From ________________ p/p

Price
There may be seasonal variations in the above price. Please, contact us to confirm exact price.
4
________________ Breakfast and __________ with beverages.

U N I T
___________________ with guide to other surf spots.

Price Includes
Exploring & excursions. ________________________.
Cable TV.
Flights ___________________
Duration ____________days.
Availability From _____________ to _________________.
Company JAH MEK YA Surf Tours.
Location Morant Bay, _____________.
Center, Course & Equipment details Accommodation details

Surf in your own backyard plus other surf spots within Clean comfortable rooms with a shower and
walking distance. Daily guide trips to other surf spots. _______________________.
114
3. In pairs, check your answers, asking your 6. In pairs, role play a client and a travel
partner questions. Use the cues. agent:
For example: Are there…? Yes… Is there…?
How much / vacation cost?
What / price include?
Price / include the flight?
7. Hey!
How long /vacation last? Match the columns.
When can /go? We use:
What / the accommodation include? some with there isn’t or there aren’t
there is or there are
4. Read and complete the sentences with any any with
or some. Is there? Are there?
Complete.
There is______ good surfing.
There are______ sandy beaches. There isn’t ________ food in the fridge, but
There is ______good accommodation. there are ________ cookies in the cupboard.
There are______ large hotels. Is there ___________ juice?
There isn’t _______ international food.
There aren’t ______discos. 8. Choose a popular vacation place in
There isn’t ______pollution. Mexico. Describe the things you can
ack 4 find there.
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5. Listen again and check your answers. Look for a backpack activity on page 163.
Lesson 7 Surfing‘s Great!

1. In pairs, look at the photograph and answer
the questions.
What’s the name of the sport?
___________________________________
What equipment do you need?
___________________________________
What clothes do you have to wear?
___________________________________
Is it an expensive/dangerous sport?
___________________________________
ack 4
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2. Listen to the boys talking about the sport

and check your answers.
3. Look at the pictures and write the correct

names of the sports under them.
snowboarding white water rafting

scuba diving rock climbing
115
7
L E S S O N
4. Write the following equipment under the 6. In pairs, talk about the sports above. Have
•
pictures. Use your Skills 3 Dictionary- you ever tried it? Would you like to? Why?
helpful vocabulary if necessary. Why not?
4
U N I T
• harnesses • tank • paddles • snowboard 7. Choose your favorite sport. Write a paragraph
• wet suit • dry suit • helmets • fins about the equipment you need and the
• boots • hat bindings • slings • glasses special clothing or accessories. Read your
• aqualung • climbing shoes • raft paragraph to another student to guess the
sport.
5. Add to the list a piece of equipment or For example: You need a pair of boots and a
accessories. ball. You also need shorts, socks and a T-shirt.
Lesson 8 An Extreme Destination

ack 4
8
1. Listen to the dialogue and match the places with the correct forms of transportation to get
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there.
L E S S O N
hammocks 2. Complete the

restaurant
conversation. Use the
information from the
dialogue in Exercise 1.
•
A: How ________________
4
_______________ hotel?
U N I T
surfboard hire B: Hotel? You mean the

micro lighting windsurfing hammocks on the beach.
A: You have to
______________________
____________.
B: Yeah, everything’s
extreme here.
parachute
116
3. Practice similar dialogues for the other places and transportation.
4. Look at the different forms of transportation and complete the phrases with the prepositions by or on.
____ foot ____ plane ____ train ____ bus
5. Hey! 6. In pairs, make a list of the different forms of

transportation in your town or city. Discuss:
Complete. Which is the most expensive?, the
When we want to know how to get to a place, cheapest?, the fastest?, the slowest?, the
we can ask: best?, the worst? Compare your ideas with
A: ____________________ to the city center? another pair.
B: Well, you can get there ______ bus,
7. In pairs, think of different locations in your
_______ taxi, or ______ foot. city or town. Ask for and give travel
A: Thanks. information.
B: You’re welcome. For example: How can I get to…? By…or…
More real practice in Unit 4, Get Real! 2. A birthday surprise vacation.
Lesson 9 Let‘s Go Surfing!

1. Match column A and B to make up expressions.
change my e-mail _______

take surfing lessons _______
check a surf board _______
hire a wetsuit _______
rent traveler’s checks _______
2. Match the expressions in Exercise 1 to the pictures. Write the letter.
A B C D E
ack 4
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3. Listen to the boy asking for information about surfing. Number the questions in the order
they appear in the dialogue. Then, aswer them.
117
[ ] Where can I check my e-mail?_______________________________________________
[ ] Where can I hire a wetsuit? _________________________________________________
[ ] Where can I rent a surfboard? _______________________________________________
[ ] Where can I change traveler’s checks?_________________________________________
[ ] Where can I take surfing lessons? ____________________________________________
4. In pairs, practice a similar dialogue. 5. Read the texts and answer the following
9
Use the questions and answers in Exercise 3. questions in your notebook.
What does the vacation package include?
L E S S O N
Where can you find information about
scuba-diving vacations?
Where can you buy surfing equipment?
Where can you buy used equipment?
Where can you get bargains?
Where can you go scuba-diving?
•
6. Hey!
4
U N I T
Complete.
When we want to ask for information about
where we can get things, we say:
A: Where _____ I ________ some postcards?
B: You ____ _______ some at the Cyber-cafe.
A: Thanks.
Have you ever been

Lesson 10 bungee jumping?
1 0
1. Read the text and answer the

The Origins of Bungee Jumping
There is an island in the South Pacific called following questions.
L E S S O N
Pentecost Island and the Vanuatu people live

there. They have a tradition, called "land What’s the name of the ritual?
diving", that is the root of what we know today as
"Bungee Jumping" The young men of Pentecost Island ___________________________
perform the "land diving" ritual as a rite of passage to prove Where is the ritual from?
their manhood.
The ritual is simple but dangerous. They have to build a tower, ___________________________
•
pick two vines, climb to the top of the tower, tie the vines' ends ___________________________
to their ankles and the other ends to the tower and then jump off.
4
The islanders build the towers themselves, using bamboo and Who does it?
vines. The wood must be strong and fresh. They use vines as jump ___________________________
U N I T
ropes. To ensure that these "ropes" do not break they only use fresh vines.
They must be elastic and have a very high sap content. Why do they do it?
The selection of the bamboo and vines is very important process and is the ___________________________
responsibility of a trusted village elder. The elder has to check that the vines are
supple and elastic enough and that they match the weight of each young diver. ___________________________
There are no nets, no safety harnesses, no "soft impact" zones such as water. What type of wood do they have to
The diver's intention is to go as high as possible and then to stop as low as
possible. use?
In 1977 four members of Oxford University's Dangerous Sports Club ___________________________
performed the very first modern Bungee Jump. They jumped from Clifton
suspension bridge, a 250-foot high structure. The police arrested them ___________________________
118 immediately. What do they use for the ropes?
Bungee, a British slang term for "Indian Rubber", went into a state of
hibernation.
___________________________
In the 1980's it became a sport and business in other countries but it did not ___________________________
return to Britain until the 1990's.
(Adapted from article in www.sabungee.co.za)
Who helps select the wood and
vines?
_______________________________________________________________________________
Do they use any safety measures? __________________________________________________
Who performed the first modern Bungee jump? __________________________________________
What does Bungee mean? ___________________________________________________________
When did Bungee jumping return to Britain? _____________________________________________
2. Number the pictures in the correct order according to the text.
3. Write a description of land diving in your notebook.

For example: The young boys of Vanuatu perform a rite of passage to prove they are men. First…
Then… After that…
4. Choose an extreme sport, and do research about its history on the Internet or in an encyclopedia.
Write a paragraph in your notebook. Add illustrations. Make a class book about the History of
Extreme Sports.
Project 4 STEP 2
Mexico saw its first paragliders in the early 1990's. To date there are
approximately 400 practicing pilots throughout the country at places such as Valle
de Bravo, Iguala, Puebla, Leon, Tlaxcala, Manzanillo, Puerto Vallarta, Guadalajara,
Monterrey, Orizaba, and most recently Oaxaca. Mexico is known internationally as
one of the world's finest areas for free flight with thousands of foreign pilots
visiting the country annually.
Orizaba is an excellent place to practice this sport because it is surrounded by hills
and mountains. Paragliders use the Hill of San Juan not only because of its
excellent paragliding characteristics (weather, altitude, flight conditions), but also
because of the beautiful landscape which some people have called “The little
Thailand.”
San Juan Hill is 15 minutes from Orizaba and 12 km as the crow flies. To the north
is Fortin de las Flores, Cordoba is east, Zapoapan is southeast, and Orizaba, the
championship site, is west. Pilots come from all over the Republic of Mexico,
Mexico City, Guadalajara, Leon, Monterrey, Morelia, Oaxaca, Puebla, Valle de Bravo,
Veracruz, and naturally, from Orizaba.
119
Read the text and answer the questions.
4
When did paragliding first start in Mexico?
P R O J E C T
__________________________________
How many practicing pilots are there?
__________________________________
__________________________________
Where can you paraglide in Mexico?
•
__________________________________
4
Where can you paraglide in Orizaba?

__________________________________
U N I T
__________________________________
Why is the place good for paragliding?
__________________________________
__________________________________
Lesson 11 A Summer Exchange Program

1 1
1. Read the e-mail, circle the correct answer and talk about the follow-up questions. Write your
reasons in the space.
L E S S O N
• The e-mail is between

a. a teacher and student
b. two students
c. two teachers
Valerie
Helen Brook
•
The Texas Summer Exchange Program • How do you know?

____________________________
4
Hi Helen, April 23, 2008

Sorry you couldn’t make it to the exchange program meeting. I know you’re ____________________________
U N I T
studying for your English exam. I told Mrs. Peters why you weren’t there. She
understood completely. Anyway, it was a good meeting. Let me tell you about it;
it’s going to be a really cool summer. Here’s what we’re going to do: we’re all • Valerie is explaining something about
going to listen to an orientation talk in the morning on June 6th. It’s going to be
at the hotel. The organizer, Mr. Jenkins, is going to explain the rules. He’s going a. past
to talk for about an hour, and we are going to do different things the rest of the
day. Mrs. Peters is going to take a small group in the bus in the afternoon. I b. present
think your name was on her list. You’re going to take a city tour. The rest of the
group is going to go out with Ms. Mathews. I’m going to go with her, too. She’s c. future
going to show us our new school. On June 7th, we are all going to meet our new
families. I think it’s going to be an awesome trip. I’m super excited!
• How do you know?
See you at school,
Valerie ____________________________
120 ____________________________
2. Circle the answer that is the closest in meaning to the word or phrase.
“couldn’t make it” a. she didn’t go to the meeting b. she went to the meeting
“orientation talk” a. an explanation b. a description
“awesome” a. horrible b. fantastic
3. Look at the reading. Fill in the blanks and 5. In groups of 10 play “telephone.”
underline the time expression.
Student 1: Whisper what you are going to
For example: It’s going to be a really cool summer. do on the weekend in student 2’s ear.
Student 2: Whisper what you heard in
We’____ going ____ ___________ an
student 3’s ear, and so on.
orientation talk on June 6th. Student 10: Say out loud what you heard.
Mrs. Peters ____ _________ ____ _______ a For example: Student 1: “I’m going to play
small group in the afternoon. video games on the weekend.”
Student 2: “She’s (He’s) going to………….”
4. Hey! When student 10 has said what he/she
Complete. heard, walk around and ask people
When we talk about future plans, we say: individually: “Who did you talk to?,”
“What did he/she say?”
I ____ ________ _____ watch videos tonight. For example:
He/She/It ____ _______ _____ be at my Student 2: Who did you talk to?
house tomorrow. Student 5: I talked to Linda.
You/We/They ____ _______ ____ work next Student 2: What did she say?
weekend. Student 5: “She’s going to…”
Lesson 12 The Pessimist

ack 4
1. Listen and write the activity from the box below on the correct line in the cartoon.
7
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• understand anything • be a nice day • let me go • come on time remember • win the game
ack 4
2. Listen again and write the complete sentence in your notebook.
7
Tr
For example: I’m not going to understand anything.
3. Hey!
Complete.
When we express a negative idea about
future plans, we say:
I’m not going to sleep late on Sunday.
You _________________ on Friday.
He _________________ tomorrow.
We _________________ tonight.
They ________________ next week.
Some time expressions: tomorrow.
4. In pairs, talk about the pictures. Use the information under the pictures. Make true
121
statements and explain why you aren’t going to do something.
1 2
L E S S O N
James / _________ and I / ______ and _______ / The exam
this afternoon on Friday next week / tomorrow
•
For example: James isn’t going to do his homework this afternoon.

4
He always does his homework at night, or James isn’t going to do his

homework. He did it this morning.
U N I T
5. In small groups, talk about your plans for next weekend. What do you
want to do, why? What are you going to do, why? What you don’t
want to do, why? And what aren’t you going to do, why?
For example: I want to go to an amusement park with my friends, but I’m
not going to because I don’t have any money. My mother / tonight
More real practice in Unit 4, Get Real! 5. What’s new on the radio?
Lesson 13 Guess your vacation!

ack 4
1 3
1. Listen to the first part of the game

8
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show and answer the questions.

L E S S O N
How many questions can the audience ask?

_____________________________________ “Guess your
Who are the contestants? vacation”
_____________________________________
•
_____________________________________
4
How are they going to win?

_____________________________________
U N I T
What is the prize?

_____________________________________
ack 4
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2. Listen to the second part of the game

show and underline the action words
you hear.
• go • need • swim • take • eat • drink • sail • make • see • travel • dance • wear
122
3. Hey! 6. Exchange your letters. Talk about your
vacations. Ask questions about things you
Complete the questions about future plans. partner didn’t mention. Correct each other’s
letters.
Are you going to walk in the park this For example: When are you going to leave?
afternoon? Are you going to fly? Are there any beaches?
Are there any cool places to visit?
_____ he _____ _____ work ___________?
____ they _____ _____ eat ____________?
_____ ___________ play ____________?
4. In pairs, use the action words in exercise 2

to ask and answer questions about your
partner’s likes and dislikes and plans for
the near future.
For example: Do you like to swim? Where?
Are you going to swim there in the summer?
5. Imagine you are planning your perfect

summer vacation. Are you going to go to
Europe? Are you going to go with your
family? Are you going to see relatives?
What are you going to do? What is there to
do and see? Write about it in a short letter
to your partner.
More real practice in Unit 4, Get Real! 3. The World’s Fair.
Lesson 14 Dad has a few questions

ack 5
1. Listen and write who says what. Write D for
0
Tr
Dad or S for Sandy on the first line.
Bye, Dad
___ ___ I’m going with Lucy.
___ ___ We’re going to the mall.
___ ___ Who are you going with?
S ___
___ 1 Bye, Dad. I’m going to meet friends.
___ ___ I don’t have any homework. It’s Friday.
___ ___ Early.
___ ___ Wait a minute. Where are you going?
___ ___ What time are you going to come home?
___ ___ When are you going to do your homework?
___ ___ Wait a minute. Where are you going?
___ ___ What are you going to do?
ack 5
2. Listen again and put the conversation in 5. Continue the conversation in exercise 1.
0
Tr
the correct order. Write the number What does your father/mother ask you when
on the second line. you go out?
Write two more questions and answers to
123
3. Hey! continue the conversation.
Match the word to the information it asks for. __________________________________?

__________________________________.
where quantity
__________________________________?
what place
__________________________________.
who time
how much/ how many day/month 6. In pairs, role play a conversation
1 4
when thing about a party. Student A is going to
what time person have a party. Student B asks for
L E S S O N
information.
For example:
4. Complete the sentences with words from
A: I’m going to have a party.
the box. One is extra.
B: When is it going to be?
• how much • who • what • how many • when
•
a. _________ is the man in the green suit?

4
b. He’s my father.
a. _________ are these shoes?
U N I T
b. 20 dollars.
a. _________ are you going to the beach?
b. In July.
a. _________ do you do after school?
b. I usually eat lunch.
Lesson 15 Out with Friends

1 5
L E S S O N
•
4
U N I T
ack 5
1
1.
Tr
Listen to a conversation between two Where are they going to meet?

girls. Try to guess what they are talking ______________________________________
about. Check ( ) the activities you think What’s the Grecian Urn?
they are going to talk about.
______________________________________
124 ____ doing homework ____ seeing a movie What kind of food are they going to eat?
____ eating at home ____ shopping ______________________________________
____ meeting friends ____ eating out Why?
____ going dancing ____ taking a vacation ______________________________________
____ playing video games ______________________________________
ack 5
2. Listen and check your answers. Who is going to give them a ride?
1
Tr
______________________________________
ack 5
3. Listen again and answer the questions.
1
Tr
Check your answers with a partner. 4. Write the activities in exercise one using the
words in the box. Make complete sentences.
Who is talking?
• after that • next • finally • first • then
______________________________________
What’s The Rally? For example: First, Anna is going to look for
______________________________________ something to wear.
Are they going to go to Rosy’s or The Rally?
5. Get into your project groups and talk
______________________________________ about what you have to do to finish
Why? your project. Use the words from
______________________________________ exercise four. Write down your plan
What are the guys going to do? and put it in your backpack. You can
follow it when you finish your
______________________________________
project.
Why? For example: First we have to cut out pictures
______________________________________ of extreme vacations. Then…
Project 4 STEP 3
125
4
P R O J E C T
•
4
U N I T
1. Design your poster. Where do you want to put the list of activities, your map?
2. Organize your activities into an itinerary and put it on your poster. Write a
description of the places and the sports, and say how long you are going to be
in each place.
3. Decorate the poster with pictures of all the activities.

Get Real! 1 Weather forecast

1
ack 5
1. Listen to the weather forecasts and write the number of the symbol on the map.
2
Tr
R E A L !
ack 5
2. Listen again and match the place to the weather. N
2
Tr
windy
northeast warm W E
G E T
dry
northwest hot
humid S
•
southeast cloudy
4
clear sunny
southwest snow
U N I T
rain partly cloudy

cold windy
snow
3. Complete the sentences with: There is going rainy
to be, It is going to be, or It is going to…
foggy
cloudy
In the northeast _____________________ cloudy.
In the northwest ______________________ snow.
126 ____________________________ cold and windy.
____________________________ fog.
____________________________ hot and humid.
4. In small groups, play a guessing game. Student A thinks of a place and what the weather is
going to be like there tomorrow. The other students in the group ask yes-no questions and try
to guess the place.
For example: B: Is it going to snow?
A: No, it isn’t.
B: Is it going to be hot?
5. In pairs, write a weather forecast for tourists to your city for a particular time in the
future. Recommend clothes they should or shouldn’t wear and things they should or
shouldn’t do. Put it in your backpack.

Day 1: M
o
Get Real! 2 A birthday surprise vacation
ORIENT nday
AT
4:00 pm ION
:
overvie It will consist
w of:
video o of your itinera 1) an ns Limited
nt
questio he upcoming
ry, 2) a
short Extreme Vacatio
ns and events, Mr. Johnson tion
BUNGE answer 3)
e extreme vaca
Birthday surpris
E s.
5:00 pm JUMPING
:
jumps o It will consist n,
ve of:
9:00 pm r a 4m deep p two 60m Dear Mr. Johnso cation
:
refresh Meet in the lo
ool.
e itine rary for the surprise va
ill find th you for
ments
and an
bby for
extrem snacks,
Enclosed you w ur so n’s 15th birthday. Thank
for yo ith
e movie you are planning ving you both w
.
si t. W e’ re look ing forward to ha estions
your depo you have any qu
g three days. If
us for an excitin
Day 2: Tuesday please call.
E SIMULATOR: D
INDOOR SKYDIV ive ay 3: W
: de partu re to indoor skyd e
ROCK C dnesday
10:00 am
rienc e the feeling of Sincerely, 9:00 am
LIMBIN
G and R
simulator. Expe : APPELL
instruc It will consist IN
skydiving! Paul Mitchel tion in of: 1) on G
e Vacations Ltd.
eak equipm pro e
1:00pm: lunch br ent ide per rope hand hour
PA INT BA LL Director Extrem climbin
g and r
ntificat
ion and ling, safety
ll fights break appellin usage 2
2:00 pm: paint ba nd g. 1:00 )
to hotel. Relax arou PARAG pm – lu
5:00 pm: return LIDING
.
nch
consist 2:00 pm
the pool. of :P
one hou 1) one hour o aragliding wil
r of “kit fg l
control ing”, lea round school
the glid rning h 2)
ground er ow to
1. Read the itinerary and write the name of the activity , 3) Flyin while remain
g!!! ing on t
he
under the correct picture.
127
2
R E A L !
2. Answer the questions. Use your Skills 3 Dictionary-helpful vocabulary if necessary.
Who is the vacation for? _______________________________________________________

What is the special occasion? ____________________________________________________
What do you think an overview is? _______________________________________________
G E T
Do you really skydive? _________________________________________________________
What do you have to do before you can climb and rappel? ______________________________
•
3. In pairs, talk about the itinerary. Would you like to do any of the activities? What would you
4
like to do? Why? Why not?

U N I T
4. In pairs, role play a conversation with Mr. Mitchel. Ask him questions that you would like to
know about the vacation.
5. Using your conversation in exercise four, write a letter to a different classmate telling him
about what Mr. Mitchel told you about his vacation. Exchange your letters and compare them.
Are they similar? Do you mention the same things? Make necessary corrections.
Get Real! 3 The World’s Fair

3
1. In pairs, ask and answer questions about the World’s Fair. Have you ever been to anything
R E A L !
similar? What can you do there? What can you see? How is it different from other fairs?
Bathrooms Lockers
G E T
Women’s Food Court
Men’s Bank England India

•
Jewerly Our
Posters Souvenirs
Holland
store Environment
4
Country Plaza
U N I T
Entrance Main Street More Countries
Morocco
Country Plaza
128 Kiddie Bus
Info land stop
Bus stop Fair Wear Photo
desk Museum
Clothing Studio France Mexico
ack 5
3
Tr
2. Listen and put an on the places you hear.

ack 5
3
Tr
3. Listen again and write the answer to the question. Write A, B, or C.
A: asking for clarification

B: asking for more information
C: interrupting
When the tourist repeats, “pamphlet” she is ______

When the information agent says “Exactly what are you looking for” she is ______
When the tourist asks, “Excuse me. What’s City Land?” she is ______
When the tourist says “My kids are really hungry” she is ______
4. In pairs, continue the conversation asking and answering about the things you can buy in the
different places at the World’s Fair. Try to ask for clarification, ask for more information, and
interrupt.
For example: A: Where can I by a necklace? B: A bracelet? A: No, a necklace.
5. In pairs, sit back to back. Student A describes a place (downtown, a mall, a fair). Student B
listens and draws a map for the description Student A gives. Exchange roles. Check and see if
your maps are the same.
Get Real! 4 More extreme vacations
1. “Bear hunt” in Alaska: If you’re the kind of guy who enjoys pulling the trigger, then you should chose a different
vacation. The only trigger you’ll be pulling is the shutter button on your camera. After a day of tracking and
trekking through Alaska’s forests, lakes, and rivers, you can relax in a 45-foot boat and enjoy the North Pacific
Sea. There’s also ample opportunity to enjoy some of the best fishing in the world. You can enjoy watching killer
whales and porpoises, too. This trip gives the normally sedentary city slicker a chance to get in touch with his
adventurous inner self.
Danger: 4 / approximate cost: $10,000 / 10 days
2. White water Rafting in Zimbabwe: In this 5 day excursion you are going to travel 68 miles along the Zambezi
River, starting from Victoria Falls in Zimbabwe, camp on sandy beaches and shoot down class 2 and 3 rapids
(Niagara Falls is a class 5), and you’re sure to have a rugged and exhilarating time. You also get to climb into
prehistoric gorges, swim in pristine lakes and check out African Savannah and its big, big animals. Are you fit?
Are you rugged? Are you ready? Sign up now.
Danger: 3 / Approximate cost: $550 / 5 days
3. Dogsled in Sweden: Sweden is a mountainous Arctic country known for its beautiful scenery and winter sports.
You are going to spend 5 days living the life of an Iditarod champion, sliding across a snowy wilderness pulled by a
pack of Alaskan Huskies. Early to rise and early to bed, this trip is a soulful one, as you’ll be on top of the world
and yet feel totally insignificant underneath a star-filled night sky.
Danger: 2 (but very physically demanding) / Approximate cost: $1,300 / 5 days.
129
1. Match the picture to the vacation. Write the 4. Exchange your exercises and answer the
number under the picture. questions.
True/False
4
2. Circle the answer a, b, or c. Check you For example:
answers using your Skills 3 The bear hunting vacation is for 5 days. __ __
R E A L !
Dictionary-helpful vocabulary. You won’t get an opportunity to kill bears.
Tracking and trekking is ________________________________ __ __
a. walking b. swimming c. looking at ________________________________ __ __
A city slicker is ________________________________ __ __
a. an adventurous person b. a city person G E T
________________________________ __ __
c. a country person
Rugged means ________________________________ __ __
•
a. easy b. boring c. tough ________________________________ __ __

Fit means
4
________________________________ __ __
a. in good condition b. happy c. afraid
U N I T
Wilderness is 5. Choose one of the extreme vacations in the

a. a small town b. big city c. open country reading and write a list of all the things you
would need to take on your trip. Exchange
3. In pairs, read about the extreme vacations your lists with another pair and try to guess
and design a true/false exercise for another which trip the other pair chose. Explain the
pair of students to solve. reason you guessed the trip.
Get Real! 5 What’s new on the radio?

5
ack 5
1. Listen to part one of the radio program and
4
Tr
R E A L !
complete the sentences.
The radio station is ____________________

_________________________________
G E T
Info. means _______________________

________________________________
The segment is about _______________
•
_______________________________
4
Every year there are ________________

U N I T
________________________________
There are more than a million flights in
__________________________________
____________________________________
ack 5
2. Listen to the second part and fill in the
5
Tr
missing information on the airplane ticket.
130 Clear Skies Airlines Clear Skies Airlines
Destination: __________ Destination: ______________________________________________

____________________ (city) (airport)
Departure time: Departure time: Sunday _____ am/pm
Sunday _____ am/pm
Origin: ______________ Origin: ______________________
(city)
Name of passenger:
______________ Simons Name of passenger: ______________________________ Simons
Fare: _______________ Fare: ________________
3. In pairs, talk about what questions a reservation agent has to ask in order to fill out a
reservation form for an airplane ticket.
For example: Destination. Where would you like to fly?
4. In pairs, role play a conversation between a reservation agent for an airline and a customer
using the questions from exercise four. Don’t forget to be polite!
For example: Good morning. Travel Unlimited. This is Pam. How can I help you?
5. In pairs, create your own airplane tickets. Student A tells Student B where she/he
wants to go. Student B asks the necessary questions to make the airplane ticket. Put
the ticket in your backpack.
Look for a backpack activity on page 164. Now go back to Text Preview and underline
In your project groups, present your extreme vacation poster.

Vote on the best poster.
Ongoing project
Write a complete description of the weather for
your vacation destination.
131
4
Day 1
P R O J E C T
Monday: 9:00 am: Fly from Houston to Vale,
Colorado.
12:00: One-hour snow boarding
lesson.
13:00: First practice session.
14:00: Lunch.
16:00: Snow boarding until you
•
can’t anymore!
Write an itinerary for
4
22:00: Get together in the hotel

your customers. Tell them
lobby.
U N I T
about what they are going to

do each day of their
Day 2
vacation. Where are they
Tuesday: 8:00: Buffet breakfast in the hotel.
going to go?
10:00: Bus to ski slopes.
What are they going to see?
11:00: Skiing lessons.
Include a sample airline ticket 13:00: Lunch.
with all the necessary 14:00: Ski lifted to Mt. Thomas.
information. 14:30-5:00: Skiing.
17:30: Bus back to the hotel.
Do you remember?
DO YOU REMEMBER?
Unscramble the words to ask questions.

1. souvenirs / can / Where / buy / some / I / ?
_______________________________________________________________________________
2. there / the / What’s / like / weather / ?
_______________________________________________________________________________
3. any / Are / near / restaurants / there / here / ?
_______________________________________________________________________________
4. Saturday / to / are / What / they / do / on / going / ?
_______________________________________________________________________________
•

4
U N I T

Yes I think so No
Ask for travel information?

132 Write an example.
Give travel information?

Write an example.
Ask about someone’s future plans?

Write an example.
Give information about future plans?

Write an example.
Vocabulary.
Write the words under the correct heading.
• rafting • cloudy • paragliding • tickets • sunny • surfing • snowboarding • booking • snowy
• scuba-diving • flight • cold • schedule • rainy • round-trip reservation • thunder • wind • surfing
Sports Weather Travel

_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
Writing. Write an e-mail to a friend describing a party you are going to have. Invent lots of
things to make it really cool.
5
UNIT Five
Life in the Future

will be able to:
• Establish and maintain

social contacts by
- Making predictions
about the future.
- Expressing degrees of
certainty and doubt.
133
Project 5
5
How to write an article expressing a positive or negative opinion about life

P R O J E C T
in the future
In this unit we are going to learn everything we need to know to write an article expressing
opinion.
•
5
U N I T
134
What do we need to write an article?

Imagine what our future will be like.
Write questions about what our future will be like.
Discuss the answers to those questions, both positive and negative answers.
Form an opinion.
Text Preview
– When I get a job, I’ll buy a car.
– I’m definitively not going to
get a job. I’ll go to high school.
– I’m sure they’re going to get

married.
– Really? I don’t think they’re
going to get married soon.
– What will the weather be like

tomorrow?
– Maybe it’ll rain.
135
– Peter will be a famous

musician.
– Yeah. I think he’s going to be rich.
– Will Kenny study French next
P R E V I E W
year?
– No, he won’t.
– Will you go to university?

•
– Yes, I will.
5
U N I T
Why are they talking about the future?

______________________________________________________________________________.
Write three different predictions about your classmates.
______________________________________________________________________________,
______________________________________________________________________________,
______________________________________________________________________________.
Lesson 1 Good-bye secondary school

ack 5
1
6
Tr
1. Listen to the conversation and answer the questions.

L E S S O N
Who do you think is talking?

___________________________________
___________________________________.
What are they talking about?
___________________________________
•
___________________________________.
5
Which one is older?

U N I T
___________________________________
___________________________________.
ack 5
2. Listen again and match the columns. Write the correct letter in the blanks.
6
Tr
high school d a. be different

everything ___ b. be new
things ___ c. give you more freedom
136 I ___ d. be so difficult
WILL
you ___ e. make everything more fun
your friends ___ f. be so strange
mom and dad ___ g. have more homework
she ___ h. love your classes
3. Hey! The children will _______ the fun park. ___

You will _______ good grades. ___
When?
Circle the correct answer. Susan will ________ a lot of friends. ___
Will talks about
5. Choose the sentences, which give a reason
a. present b. past c. future
for the predictions in exercise 4. Write the
Will talks about
correct letter in the spaces.
a. predictions b. past activities c. habits
We use will with a. She’s so friendly. • b. It’s a required course.
a. a verb with ed ending c. You are so intelligent. • d. There are lots of rides.
b. a verb with s ending
c. a simple verb 6. In pairs, write down predictions
about your classmates. Don’t use any
4. Fill in the blanks with the words from the box. names. Put them in your backpack.
For example: _________ will be the best
• enjoy • study • make • get student in high school.
Exchange your predictions about classmates
Jim will _________ algebra next year. ___ with another pair. Try to guess who your
partners were thinking about.
Lesson 2 Poor ol’ Pete

1) Poor ol’ Pete, he broke his
_______, Now he won’t play
drums in his high school
_____________.
2) Poor ol’ Pete, he lost a
tooth in a fight with _______,
It won’t be pretty to look at
his _______.
3) Poor ol’ Pete, he crashed his _________. He
won’t drive that car very ___________.
4) Poor ol’ Pete, he failed his ___________. Now he
won’t graduate with the ______________.
5) Poor ol’ Pete, he fell out of __________. He won’t
forget soon the bump on his ___________.
1. Read the poem about Pete and match each problem with the picture. Write the number of the
line in the correct picture.
137
2. Complete the poem with words from the box. Tomorrow is September 16th.
___________________________________
• smile • head • band • far • bed
• Kyle • test • hand • car • rest ___________________________________.
My sister and I have bad colds.
3. Hey! ___________________________________
___________________________________.
Complete using the short form. Paul didn’t get an invitation to the party.
2
When we use the negative for future predictions. ___________________________________
L E S S O N
___________________________________.
Will not = ____________
Pete will not play drums = Pete 5. In pairs, look at the pictures of Pete and
____________________________________. think of as many predictions as possible
about what won’t happen.
The students will not have class =
•
____________________________________.
5
U N I T
4. Write a logical conclusion using won’t.

For example: I’m on a diet. I won’t eat cake.
Rachel didn’t study for her exam.

___________________________________
___________________________________.
More real practice in Unit 5, Get Real! 3. What will your future be?
Lesson 3 Nanotechnology
3
1. Look at the pictures and try to guess the answers to the following questions.
L E S S O N
In what kind of magazine would you find this article? a. teen b. scientific c. nature
What is this article about? a. the present b. the past c. the future
Can you imagine a world like this? A world where you won’t need to buy shoes
anymore. Your old shoes will transform into any style shoes you want. A world
where you won’t have to do anything you don’t want to. In 30 years you will
•
have an invisible robot that will recognize your thoughts and respond to your
commands. You won’t need to consult a doctor; a computerized medical
5
kit will help you to describe a medical condition and then it will suggest
U N I T
therapies. In the year 2030, you won’t have to carry identification or a

driver’s license. Microchips will be implanted in your arm and they
will contain all your personal information. Doctors won’t operate
to remove cancer. They will insert tiny cancer-fighting robots that
will travel through the bloodstream. You won’t need to read
books. Your brain will receive downloads or uploads from tiny
computers to teach you anything you want to learn.
This will be the world of the future, the world of nanotechnology.
Nanotechnology is science and engineering the size of atoms and
molecules. When something is "nano" size, it is tinier than one billionth
138 of a meter. A human hair is about 100,000 nanometers wide. The idea behind nanotechnology is
that if you can control and rearrange atoms, you can literally create anything.
All of this amazing new technology won’t be ready next month or even next year, but in 10, 20, or
30 years it will be our reality. Can you imagine a world like this?
2. Read the article and answer the questions.

3. Hey!
What will happen to your old shoes? Match with a line.
___________________________________ We use time expressions to indicate when an
___________________________________. action happens, happened, and will happen.
When will we have invisible robots? She won’t go every week
___________________________________ I visit them last week
___________________________________. They came late next week
Why won’t we carry a driver’s license?

4. Write sentences with a time expression
___________________________________ from the box. Make the sentences true for
___________________________________. you. Write them in your notebook.
What’s the definition of nanotechnology?
• next month • when I finish school
___________________________________ • in July • on my birthday • in two months time
___________________________________.
How big is a nano? 5. In pairs, talk about the article. Did you like it?
Is it interesting? Do you believe it? What’s
___________________________________
your favorite idea? Can you think of any other
___________________________________. ideas for the future that you would like?
More real practice in Unit 5, Get Real! 1. A house in the future.
Lesson 4 The Palm Reader

1. Look at the cartoon and try to guess the
questions the girl is asking. Write them
under the pictures.
ack 5
2. Listen to the conversation and check
7
Tr
your answers.
3. Hey!
Complete.
When we answer about the future, we use:
Will you pass English?

Yes, _____ ______________.
Will you go to Spain tomorrow?

No, _____ ______________.
4. In pairs, role play a similar conversation

to the listening. Student A is the gypsy ? 139
?
who is reading student B’s palm.
Student B asks the gypsy what his/her
future will be.
For example: Will I have money?
No, you won’t.
5. Make more predictions about the palm.

Compare them with another student.
4
L E S S O N
6. In pairs, draw a palm that you
would like to have. Talk to your
partner about why you would like
? ?
those lines. What will they mean in
your future. Now compare it to
your own palm. Talk
•
stress lines
about the differences.
5
friendship lines
U N I T
children lines
heart line
head line
life line
travel lines
memory line worry lines
? lines of happiness line

Look for a backpack activity on page 164. intuition
money line
Lesson 5 Who knows the future?

5
You will travel

to a foreign la
two years tim nd in
L E S S O N
e.
____________
____________
__
inherit a yacht
Your family will ___
____________
____________
You wil
•
l be fam
______ ous
______
5
______
______
__
U N I T
illion dollars
You will win a m ___
____________
____________
Next w
eek you
news _ will get
______ some g
______ ood
______
__
any parties next
You won’t go to
___
____________
month ______
ack 5
140 1. Read the fortunes. Now listen to the conversation and write the name of the person on the
8
Tr
line next to his/her fortune.
2. Complete the paragraph with a verb from the box below.

• learn • eat • be • see • go • meet
Henry will travel to a foreign land and he will _________ castles in Germany. He will ________ people
from many different countries. He __________ things he could never imagine. He will ____________
strange and delicious food. He won’t ________ home for three years. And when he comes home he will
_________ happy to see all his friends and family.
3. In pairs, choose another person from exercise 1 and write a paragraph similar to the one in
exercise 2. Exchange it with another pair. Compare and correct your paragraphs.
4. In pairs, imagine that you are one of the people in exercise 1 and that your fortune really came
true. Role play a conversation. Ask and answer questions about where you went, what you
did, who you went with.
For example: Paul, where did you go on your yacht?
5. In small groups, write different fortunes on little pieces of paper. Play a

game with another group. Mix up the fortunes of the other group and
each person picks a fortune for another person. Read your fortune and
add more to it.
For example: You will find money on the street this afternoon.
I’ll buy some candy with the money I find.
More real practice in Unit 5, Get Real! 5. Your future!
Project 5 STEP 1
There didn’t use

to be a cure for
cancer.
What’s
cancer?
141
5
P R O J E C T
•
1. In pairs, talk about what you see in the picture above. Do you believe these things will
really happen? Would you change anything in the picture? Why and why not? Does our
5
future look good or bad?

U N I T
2. Write sentences about what you see in the picture.
3. Get into project groups of five. Write as many questions as possible about the future.
For example: Will we have a cure for cancer in the future?
Lesson 6 A field trip to the zoo

6
1. Look at the title of the lesson and the

picture above. What kinds of questions do
L E S S O N
you think the little children are asking

the teacher. Talk about it with a partner
and write the questions in your notebook.
ack 5
9
Tr
2. Listen to the conversation and
complete the questions.
•
5
________________________ we get there?

U N I T
________________________ I sit with?

________________________ we leave?
________________________ we see?
________________________ we see?
________________________ we get there?
________________________ we go first?
142
3. Hey! 4. Look at the following answers and write
the questions.
We often make a contraction with will. __________________________________?
ack 6
Listen and repeat. We’ll leave at 3:30.
0
Tr
__________________________________?
I will = I’ll We always leave at 3:30.
He will = _________ __________________________________?
They will = _________ I’ll meet you at the movies.
What will = _________ __________________________________?
When will = _________ I met him at the movies.
Who will = _________ __________________________________?
Where will = _________ They’ll get there by bus.
How will = _________ __________________________________?
They’re getting there by bus.
__________________________________?
I’ll bring the sandwiches.
5. In pairs, ask your partner questions about

the last time he/she went to the zoo.
For example: Where did you go? What did you
see? Who did you go with?
Now, imagine some place you would like to
go in the future. Imagine what you will do
there. Ask similar questions about what he
imagined. Where will you go?
Lesson 7 Global Warming

Global warming refers to an average increase in the Earth's
temperature, which in turn causes changes in climate. It is
caused by a thickening layer of carbon dioxide pollution,
mostly from power plants and automobiles, that holds heat
in the atmosphere. Here’s what some scientists say.
• Over the last century the average temperature has
increased about 0.6 of a degree Celsius around the world,
and will probably increase even more rapidly in the future.
• There has been an increase in global average annual
precipitation during the 21st century.
• Hurricanes will probably produce stronger winds and
increased rainfall over some areas.
• Hot weather will be more frequent and more intense.
• Droughts and wildfires will occur more often.
• The spring ice thaw in the Northern Hemisphere occurs 9 days earlier than it did 150 years ago,
and it is expected to continue the same pattern in the future.
• Since 1978 the area of Arctic sea ice has decreased by some 9 percent per decade.
1. Read the article and match the word to

the definition. Use your Skills 3 3. Hey!
Dictionary-helpful vocabulary if necessary. Be like = a description. 143
• increase • reduce in size What will the world be _______ in 50 years?
• layer • go up It will _____ more populated.
• droughts • go down
• thaw • covering What will the sky be like in 20 years?
• decrease • long periods without rain ___________________________________
_____________.
2. Read and answer the questions.
7
What will the temperature be like in the 4. Look at the answers and write the questions
L E S S O N
future? similar to the ones in exercise 3.
___________________________________ ____________________________________?
What will hurricanes be like? It will be more crowded and there will be more cars.
___________________________________ ____________________________________?
How will hot weather be different? It will be more polluted and there won’t be
•
___________________________________ many fish in it.

5
What will the area of Arctic sea ice be like ____________________________________?

U N I T
in the future? Yes, it will.

___________________________________ ____________________________________?
No, it won’t.
5. In pairs, talk about what you will be like in 20 years. Think about your hair, the clothes you
wear, the things you like to do, places you like to go. Ask another pair the question “What will
you be like in 20 years?”
Where will they be in

Lesson 8 the future?
8
Jen and Rachel are planning an article for the

school newspaper. The article is about the
L E S S O N
members of the graduating class and what their

futures will be.
ack 6
1. Listen to the conversation and write
1
Tr
the correct name in the blanks.

•
__________________ will be a policeman.

5
Maybe __________ will work for his father.

U N I T
Perhaps _________ will have four children.

Maybe _________ won’t get married.
___________ won’t get married.
Perhaps _______ will live in another country.
__________ will marry a rich man.
Perhaps _________ won’t marry a rich man.
___________ will live in a mansion.
144 3. Hey! 4. Read the information and continue the idea

using the words above.
Match the word with the correct symbol. For example: My father loves old cars. Perhaps
he’ll buy one.
Will - (?)
Won’t - I’m getting good grades in school.
Maybe/perhaps will + ___________________________________
Maybe/perhaps won’t + (?)
___________________________________
maybe = perhaps Julia is learning French.
___________________________________
3. Look at the sentences in exercise 1 and ___________________________________
complete the following sentences with will, Mark plays soccer really well.
won’t, maybe/perhaps, will, or ___________________________________
maybe/perhaps, won’t.
___________________________________
John ______ be a fireman. 5. In groups, talk about what you’d like to do
______ Rod _____ work in his father’s office. when you finish secondary school. Use
_______ Susie ______ have a family. maybe/will, won’t, perhaps/will, won’t.
Now write a short paragraph about your
Max ___________ stay single.
plans. Don’t put your name on it. Post all the
_______ Paula ________ live in her country. paragraphs around the classroom and try to
Jen __________ live in a small house. guess which paragraph belongs to whom.
Lesson 9 Planning a surprise party
Dear Richard,
Let me tell you
about my trav
I have a reserv el plans.
ation on West
I bought the ti Air for Friday.
cket yesterday
at the Marriot . I’m planning
Hotel. I know on staying
with you, but you invited me
I don’t want to to stay
rent a car at th be in the way.
e airport. I trie I’m going to
I couldn’t. Don d to rent one on
’t wait up for m line, but
in until 11:30 pm e. My plane doe
. I’ll get in touch sn’t get
on Saturday.
See you on Sa
turday
Brent
1. Look at the e-mail and choose the correct answer.

“in the way” means “wait up” means 145
a. on the road a. stay awake
b. the way to do things b. wait in the elevator
c. an inconvenience c. go upstairs
“on line” means “get in touch” means
a. on the phone a. touch somebody
b. in the Internet b. call
c. by fax c. buy something
5. Hey!
9
2. In pairs, role play the conversation.
L E S S O N
3. In small groups, plan a party and think Certain = Sure = No doubt We can say:
about what could go wrong. Role play a I’m certain it is going to rain. OR
conversation where two people are worried I’m certain that it’s going to rain.
about what could go wrong, and two people I’m sure he isn’t going to come. OR
are trying to make them feel better. I’m certain that he isn’t going to come.
•
4. Read the sentences and continue the idea I got a 10 on my exam. ______ ______ I’m
5
with another sentence. going to pass.

For example: Fred understands algebra. My brother drives really well. ______ ______
U N I T
He’s certain he won’t fail the exam. he’s going to get his license.
The sky is black. ______________________ 6. In pairs, talk about your future. Talk about
___________________________________. things you’re certain of and why.
For example: Next year I’m sure I’m going to
I have really bad luck. __________________
take a vacation to the beach. My father
___________________________________. promised me.
An environmentally
Lesson 10 friendly school
1 0
1. Complete the following conversation with

the words from the box and the correct
“An environmentally
L E S S O N
form of the verb in parentheses.

friendly school”
• air •world • take care of • design • earth • project
Paul: O.K. This is the ________: the teacher

(ask) asked us to do is to ________ an
•
environmentally friendly school. Any ideas?

5
Larry: What (be) ________ an environmentally

U N I T
friendly school?
Paul: It’s a school that (hurt) ____________ the
environment.
Larry: What’s the environment?
Paul: It’s the _______, the water, the plants and
trees, the ___________. It’s the
____________ we live in.
Larry: So, what (have) _______________ to do?
Paul: Well, we (have) _______ to think of ideas to design a school that will _______ our environment.
146
Cindy: A school that won’t have teachers!!!!
ack 6
2. Listen to part 1 of the conversation and check your answers.
2
Tr
ack 6
3. Listen to part 2 of the conversation and match the idea to the job it will do.
3
Tr
water treatment plant will separate the trash

trash compactors will recycle the water
organic and inorganic cans will conserve energy
paper recycling rule will have less trash
solar panels will use less paper
4. Imagine you have a similar project to do, but your project is to come up with ideas to
make your house more environmentally friendly. Think of three more ideas and what
they will do. Write the ideas and their purposes on separate little pieces of paper. Put
them in your backpacks.

More real practice in Unit 5, Get Real! 1. A house in the future.
Project 5 STEP 2
Some interesting things to think about:
• More than 1,000,000,000 trees are used to make disposable diapers every year.
• In one minute, 50 acres of rainforest are destroyed.
• About 90% of the energy used in lighting a standard light bulb is lost as heat.
• Cars and pick-up trucks are responsible for about 20% of the carbon dioxide released
into the air.
• There are about 500 million automobiles on the planet, burning an average of 7.5 liters
of fuel a day. Every 3.5 liters release 9 kilograms of carbon dioxide into the air.
• About 80% of the trash in the United States goes to landfills, 10% is incinerated, and
10% is recycled.
• The average first world citizen makes about 1.5 kilograms of trash a day.
• Air conditioning uses 10 times more energy than a fan, therefore, it creates 10 times the pollutants.
1. Read the information above and match the word to the description.
Write the correct number on the line.
1. diapers ___ rubbish, something that you don’t need

and throw away.
2. rainforest ___ ventilator.
3. light bulb ___ give out. 147
4. fuel ___ a very green, wooded ecosystem.
5. release ___ what babies wear, like pants to keep them dry.
6. trash ___ gasoline.
7. fan ___ a rounded glass container used in a lamp to give light.
2. In small groups, answer the following questions.
5
Did you know any of these facts? Which one/ones?
Which one is the most impressive? Why?
P R O J E C T
Which one is the least impressive? Why?
Do you think you or your country contribute to the destruction of our planet?
How?
3. Your teacher will divide the class into two large groups. Group A will be the
optimists, and group B will be the pessimists.
•
4. Form sub-groups of five, all optimists together, and all pessimists together.
5
U N I T
5. In your groups, answer all the questions you wrote in the first project step.
Optimists must answer optimistically, and pessimists must answer
pessimistically. Write answers to the questions and write a reason why.
For example: Will we find a cure for cancer in the near future?
Optimists: Yes, because science is making big advances every year.

Pessimists: No, because there isn’t enough money for research.
What are you going to do

Lesson 11 this weekend?
1 1
1. Read the dialogue and circle the correct option to complete it.
ack 6
L E S S O N
2. Listen to the dialogue and check your answers.

4
Tr
Andrea: Hi Paola.
Paola: Hi Andrea. What’s up?
Andrea: [Are you going to do anything this
weekend? / Will you do anything
•
this weekend?]
Paola: Yeah. [I’m certain /I think] I’m
5
going to a rave.
U N I T
Andrea: Really! [Who are you going to

go with? / Who will you go with?]
Paola: With David.
Andrea: With David?!
Paola: Yeah. Why?
Andrea: Well, he invited me to go.
Paola: No!
Andrea: Yes! [Perhaps I’m / I’m definitely] going to tell him to get lost.
Paola: Sounds like a good idea. [Maybe/ I’m certain] he’ll stop two timing.
148 Andrea: [I’m sure /I’m certain] he won’t. Do you still want to go?
Paola: Sure. Why don’t we go together?
Andrea: That’s a great idea. [Perhaps / I don’t think] he’ll learn a lesson.
3. Complete the box with plans and intentions 5. Write the questions for the following
from the dialogue. answers.
less certain plans/intentions
What ______________________________
__________________________________
__________________________________?
__________________________________
They are going to go to a rave.
What ______________________________
more certain plans/intentions
__________________________________?
__________________________________
She is going to tell him to get lost.
__________________________________
__________________________________
__________________________________?
They hope he’ll learn a lesson.
4. Hey! 6. What plans and intentions do
To indicate different degrees of certainty you have for the weekend?
about the future, we can use the following Tell your partner.
words and expressions: For example: I think I’m
going to…
Maybe… Perhaps… definitely… I’m sure… I’m Maybe/Perhaps I’ll…
certain… think… don’t think…
More real practice in Unit 5, Get Real! 3. What will your future be.
Lesson 12 School Outing
1. Have you ever been on a school outing?

Which was your favorite? Where did you go?
What did you do there?
6. Hey!
Number the sequence words.
2. Read the sentences and number the events
in the correct sequence. ( ) Then ( ) Finally ( ) First
( ) After that
( ) We’ll probably arrive around 9:00
( ) We are going to have lunch at 1:30.
7. In groups, plan a school outing. Write
( ) We are going to return to school. an itinerary; include things you are
( ) We are going to leave school at 8:00.
149
going to do and the times you’re
( ) We are going to meet at the entrance going to do them. Put the itinerary in
your backpack.
at 9:15.
( ) We’ll have 4 hours to spend on the rides.
ack 6
5
Tr
1 2
4. Answer the questions.
Where are they going to go?
L E S S O N
___________________________________
___________________________________
What time are they going to set off?
___________________________________
•
How long are they going to spend at the park?

5
___________________________________
U N I T
What time are they going to leave the park?

___________________________________
5. In pairs, describe the itinerary to another

student. Use sequence words:
First, then, after that, etc.
More real practice in Unit 5, Get Real! 4. Planning a party.
Is it possible to see into

Lesson 13 the future?
1 3
1. In small groups, look

at the illustrations.
L E S S O N
Which ways do
people say they can
see into the future?
Do you believe in
them?
2. Read the text and answer the questions.
•
5
When was he born? ___________________________________________________________

U N I T
What was his mother’s name? ___________________________________________________

What were his father’s occupations? ______________________________________________
Why didn’t he finish university? _________________________________________________
What’s the name of his most famous book? ________________________________________
How old was he when he died? __________________________________________________
3. Check your answers with a classmate.

Michel de Nostredame, better known as Nostradamus, was one of the world’s most famous publishers
150 of prophecies and some people believe that he could see into the future. He was born in the south of
France in Saint Remy-de-Provence on December 14th, 1503. He was one of nine children of Reyniere de
St-Remy and grain dealer and notary Jaume de Nostredame.
He entered the University of Monpellier to study a doctorate in Medicine. Unfortunately, they expelled
him because he had been an apothecary. He was also a mathematician and astrologer. His first wife
and two children died in the Great Plague, but later he married again and had six children. He wrote his
first almanac in 1550 and it was so successful that he decided to write one annually. His most famous
book is The Prophecies in which he compiled his collection of major long-term predictions. He died on
July 2nd, 1566.
Nostrodamus wrote many of his predictions in a quatrain, a poem of four lines.
For example:
• In the year 1999 and seven months
• The Great King of Terror will come from the sky,
• He will bring back to life the great king of the Mongols
• Before and after the God of war reigns happily
• (Century X, Quatrain 72)
There are many interpretations of the text, such as the prediction of a third World War, but
others say it can mean almost anything.
3. Match the columns with the words from the 4. In groups, discuss the following
text and their meaning. question: Is it possible to see
into the future? One student
apothecary every year writes down the group’s ideas.
predictions calendar with astronomical information Another presents them to the
annually to tell what will happen in the future rest of the class. What are
long-term chemist the class’ conclusions?
almanac a long period of time
More real practice in Unit 5, Geat Real! 2. Cities in the future.
What are you going to

Lesson 14 do in your vacation?
1. In groups, talk about what you usually do in your vacations.
For example: I usually go to the beach with my family. Make a list of the activities.
2. Complete the conversation with the correct form of the verb in parentheses.
Norma: I’m so excited; we have two weeks vacation. What (1) _____________________ do?
Paola: Well, we usually ________ (go) to the beach, but this vacation I (2) __________________
go to China with my parents.
Vicky: Wow! That’s exciting.
Paola: What about you? Have you ___________ (make) any plans yet?
Vicky: No, not really. We usually ________ (stay) in the city. We probably (3) ___________ (not)
go on vacation until the summer. I think (4) _________________ just stay at home and
study for the final exams. What (5) _____________________ do?
Norma: I don’t know, but I (6) definitely ___________ (do not) any school work this vacation.
Maybe I (7) _____________ (go) and visit my grandma in Miami. She has a beach house
and I believe it (8) ___________________ be unoccupied then. Vicky, I _________ (have)
an idea. Do you ___________ (want) to come?
Vicky: Sure! I’d love to. I ___________ (have) to ask my parents for permission but I’m sure they
(9) ____________________ agree. 151
Norma: Great. I think this vacation (10) ___________________ be really cool!
3. Check it with a partner.

ack 6
6
Tr
5. In groups of three, practice the conversation.
1 4
6. In the conversation circle the definite plans
L E S S O N
and underline the ones that are not.
7. Hey!
possible plans/events before you have
decided.
•
Example: Maybe I’ll go to the beach.

5
Write another example:

_________________________________
U N I T
plans/events you have decided on.

Example: I’m going to go visit China. 8. Do a class survey. Ask students what they
Write another example: are going to do next vacation. Write down
their answers. Is it a more definite plan or
_________________________________
not?
Lesson 15 D e a r D i a r y. . .
1 5
1. Look at the text and answer the question.
Where is the text from? _________________________________

L E S S O N
2. Read the text again and answer the questions.
Who do you think wrote it? Why? __________________________

What are the sentences about? ____________________________
•
5
U N I T
4. Match the halves. Write the same number in

the other half.
( 1 ) I’m going to exercise
( 2 ) My brother is going to learn French
( 3 ) I hope my mum will remember to buy
markers
( 4 ) I’m sure I’ll pass the exam
( 5 ) I’m going to save my money
152
because
( ) I have studied a lot.

( ) I want to lose weight.
( ) he is going to study in Paris
( ) I want to buy a new CD.
( ) I have to take them to school.
5. Make a list of your intentions, plans, or

desires for the future. Give a reason why
3. Hey! you want to do them.
Check ( ) the correct answer. 6. Tell a partner about them.
Because is a connection word, and we use it
to indicate: ( ) cause ( ) sequence
I’m going to study more because I want

to go to university.
Complete the following idea with a complete

sentence.
I’ m going to save money because

_________________________________
Project 5 STEP 3
1. Form pairs of one optimist and one pessimist.
2. Tell each other your group’s ideas about the future.
3. Decide on which is the best answer for each of the questions (the optimist’s or the pessimist’s).
4. Write an article with the title “What we think the future will be like.”
It must include the following:
An introduction.
• begin with an interesting or surprising fact.
• ask a question.
• start with a quotation.
A body.
• explain your main ideas with examples and reasons
A conclusion.
• summarize your main points.
• state the importance of one of the points.
• say something that will keep readers thinking about the
subject.
153
5. Use opinion words to show how you feel.
For example: We believe… We are sure that… We think… etc.
6. Give reasons for your opinions:

For example: We will… because…
7. Use persuasive words and expressions to get people to agree with you.
For example: We will definitively…because…
5
P R O J E C T
In the future we are certain the quality of our lives will be so much better.
We will have more time to spend with our families because robots and technology will take care of
the daily chores. We are certain that…
…To conclude we believe that our future will be optimistic. •
8. When you have written your article give it to

another pair to read and make corrections
5
(spelling, grammar, punctuation,

U N I T
organization, etc.).
9. Write up your article with the corrections

for the next project class.
10. Accompany your article with drawings

of your ideas.
Get Real! 1 A house in the future

1
1. In small groups, imagine a house in the future. What will it have? Think about heating, lights,
R E A L !
the indoor climate, etc. Write a list.
2. One student from each group tells the rest of the class the group’s ideas.
3. Read the following article quickly and number the pictures in the order they are mentioned in
G E T
the text.
•
5
U N I T
4. After you read the article, write a list of the things it will have and do.
The Intelligent House of the Future

The intelligent house of the future will save people a lot of time and stress. It will alert the fire brigade
in case of fire when you're at work. Or, if you've a leaky water pipe, it will contact the plumber.
Multifunctional sensors throughout the house will look after heating, lights, and the indoor climate.
Just imagine a typical day in your house of the future. The coffee machine will switch on at six o’clock in
154 the morning because it will be programmed to do so. When you enter the kitchen a little later on,
everything will be cosy and warm, the coffee will be ready and the bread rolls will be warm and toasty.
When you go to take a bath you will have the desired temperature, water quantity, and your favourite
combination of bath essences automatically.
The thinking fridge will be able to recognise when, for example, milk and yoghurt have passed their sell-
by dates. It will emit a warning signal or it will order new supplies automatically online from the
supermarket.
The delivery man will put the goods in a special, cooled locking compartment in the outside wall, which
he will open with a chip card.
This will all be possible due to communication systems in the intelligent house. Sensors, switches and
controls will communicate with each other via a central data system.
The heart of the house will be a computer providing access to the internet, which means that you will
be able to control and operate all appliances by mobile phone or online. You will be able to preheat the
oven, switch on the air conditioning or operate the tumble drier by remote control while you are out.
Is all this just fantasy? No, houses of this kind really exist but the question is will they become
everyone’s home in the future.
5. Are the ideas in the article different or the same as yours?
6. In groups, discuss if you think these things are possible.
7. In your groups, draw a house of the future and write a description of the things it will have
and do. Describe it to another group.
8. Display the descriptive paragraphs in the classroom. Read the other groups’ descriptions.
Which house would you like to live in. Why?
Get Real! 2 Cities in the future
1. Get into groups. Discuss:

• what cities were like in the past
• what cities are like now
• what they will be like in the future
Consider population, transport, entertainment, housing, pollution, etc.

For example: In the past cities didn’t have so many people. Now cities are
overpopulated. I think in the future cities will have fewer people.
2. One member from each group forms another group and tells the students his/her ideas.
3. Read the text quickly and underline the best title.
Life in a Future City Cities in the Future Victory City
There are many ideas for the “city of the future”. One example is Victory
Cities. The architects hope that they will be able to construct the
fictitious cities in the near future. The idea is that they will build it
from scratch in the countryside. The food supply will come from its
own farms in the surrounding countryside just beyond the circular
highway, as well as from greenhouses, fish tanks and a poultry 155
center next to the cafeteria kitchens. The city will accommodate
up to 332,000 people.
The city will provide under one roof, residential apartments,
commercial offices, retail businesses, recreation areas, large
cafeterias, and lots of other facilities.
In addition, because of its compact and efficient design, a Victory
City will accommodate a larger number of people in a smaller
2
geographic area, with less waste and less overhead. This means that the
R E A L !
Victory City plan will eliminate 95-100% of the following: streets and sidewalks, parking lots,
garages and meters, telephone poles and wires, electric cables and transformers, TV cables, street
lights, water mains, gas pipes, sewers, garbage trucks, school buses, fire trucks and fire houses,
streetcars and buses, police cars and taxi cabs.
In Victory City, everyone will eat in one of the large cafeterias. A large rotating serving counter will
feed approximately 16,333 people in only 3 1/2 hours. Every day, fresh produce, fish and chicken G E T
will arrive at the kitchens from the greenhouses, fish farm and poultry center. People won’t eat
canned or frozen food and they won’t consume preservatives, artificial flavors, and other "junk"
•
food. All food will be fresh.

In addition, grocery stores will be a thing of the past, as well as most kitchen equipment and food
5
storage in residential apartments.

U N I T
Is this only someone’s dream or a future reality? We really can’t say but one thing for is for sure,
cities are changing and the cities of the future will have to adapt to the future world’s needs.
Ideas taken from www.victorycities.com
4. In groups discuss the advantages and disadvantages of Victory cities.

Get Real! 3 What will your future be?

3
1. Unscramble the questions.

R E A L !
a. be / I / rich / Will /? _______________________________________________________?

b. have / many / How / will / children / I /? ________________________________________?
c. I / country / Will / in / live / the / same / in /? ____________________________________?
G E T
d. be / Will / famous / I /? _____________________________________________________?

e. will / Who / marry / I /? ____________________________________________________?
•
f. will / I / Where / work /? ____________________________________________________?

5
2. Play: What will your future be? Read the rules and answer the question.
U N I T
Rules for the game:

• Choose a question from the list a-f in exercice 1.
• Keep the question in your mind and roll the die.
• On the grid find the letter of your question and the number you threw on the die.
For example: You choose question a, and threw 6 on the die.
Your answer is: _______________________________________
156
3. In pairs invent a similar game.

• Think of six questions you
would like to ask about your
future.
• Write six answers for each
question.
• Draw a grid and number it
and write in the answers.
4. Give your game to another pair to play. Play the game you receive.
Get Real! 4 Planning a party
1. In pairs, tell your partner about the best party you have ever been to.
Tell him/her:
• whose party it was.
• where it was.
• who you went with.
• how you got there.
• how long it lasted.
• what you did there /food /drink /music.
2. In groups, discuss what you need to plan for a

party. Write down your ideas.
ack 6
3. Listen and answer the questions about a group
7
Tr
of friends planning a party.

First complete the questions below from the cues.
Where / have
_________________________________________________________________________?
_________________________________________________________________________.
157
What / eat
_________________________________________________________________________?
_________________________________________________________________________.
When / have
_________________________________________________________________________?
_________________________________________________________________________.
4
What time
R E A L !
_________________________________________________________________________?
_________________________________________________________________________.
What type of music / have
G E T
_________________________________________________________________________?
_________________________________________________________________________.
What / drink
•
_________________________________________________________________________?
5
_________________________________________________________________________.
U N I T
4. In groups, plan an end of school year party.

Decide:
• when • where • music • food
5. Present your ideas to the rest of the groups. Choose the best party and have it.
Get Real! 5 Your future!

5
1. Write the names of the zodiac signs below each picture.

R E A L !
• Capricorn • Aquarius • Pisces • Aries • Taurus • Leo • Gemini

• Libra • Scorpio • Sagittarius • Cancer • Virgo
2. Number them in the correct order. Write the number in the circle.
G E T
Student’s name: Student’s name: Student’s name: Student’s name: Student’s name:
_________________ _________________ _________________ _________________ _________________
•
5
U N I T
_________________ _________________ _________________ _________________ _________________

February 19-March 20 March 21-April 19 October 23-November 21 April 20-May 20 January 20-February 18
You will know exactly A hard worker, you will The positive energy you Motivation and hard Your happy disposition
what path to follow find new ways to have will pay off in big work will give you new will bring harmony into
and what feels right in express yourself this ways. opportunities in your your life this year.
your heart. year. career this year.
158
Student’s name: Student’s name: Student’s name: Student’s name: Student’s name:
_________________ _________________ _________________ _________________ _________________
_________________ _________________ _________________ _________________ _________________

July 23-August 22 November 22 June 22- July 22 September 23-October 22 August 23
Your family and home December 21 You will feel confident Optimism will help you September 22
life will be a source of New opportunities will and satisfied with how break out of any routines You will have the time
happiness and arise that increase your you spend your time that you want to be free of your life. There won't
pleasure. confidence. and money. of this year. be a dull moment.
3. In pairs, write a different

Student’s name: Student’s name: prediction for each sign.
_________________ _________________
4. Find one person in the
class for each zodiac sign.
For example: Student A:
When is your birthday?
Student B: It’s on August 23.
_________________ _________________
May 21 June 21 December 22
It will be very easy for January 18 5. Tell each student his/her
you to express your You will enjoy decorating horoscope.
individuality. your home with
fascinating art objects.
1. Display your illustrated article in the classroom.

2. Read the other articles displayed.
3. Vote on the
most
interesting
article and
the best
illustrated.
159
5
P R O J E C T
Ongoing project
•
Put all the information you have written for your brochure together.
5
Add images.
U N I T
Make several copies, one for each group.

Choose the best brochure.
Take into consideration:

• the information it provides.
• the design.
Do you remember?
DO YOU REMEMBER?
Complete the sentences.
I will ___________________________________________________________________________.
She won’t _______________________________________________________________________.
Will he ________________________________________________________________________?
What will ______________________________________________________________________?
I’m sure ________________________________________________________________________.
You are definetly going to __________________________________________________________.
I believe ________________________________________________________________________.
•

5
U N I T

Yes I think so No
Make predictions about the future?

160 Write an example.
Express doubt for the future?

Write an example.
Express certainty for the future?

Write an example.
Indicate cause?
Write an example.
Vocabulary:
Complete the sentences with vocabulary from Unit 5. Choose from the box below.
• wait up • inherit • take care of • diapers • on line • Nanotechnology • droughts • melt
Scientists say there will be more ____________ in the world because of global warming. One of the
worst things that pollute our planet is babies’ ____________. I hope I’ll _________ my parent’s home.
One of my favorite pastimes is to be ________________________.
_____________________ is a science and engineers the size of atoms and molecules. Global
warming will cause the polar icecaps to ____________________. I won’t __________________ for
you tonight because I’m really tired. I’ll ______________________ your pet when you go on vacation.
Writing. Imagine you travel in a time machine to the year 2020. Describe what the city is like.
What people do, eat, etc.
ANEXOS (4.0).qxd 9/26/07 1:38 PM Página 161
Backpack Activities
Unit 1
Backpack activity Unit 1, Lesson 1, page 24
Display your postcards around the classroom. Choose the most interesting or unusual vacation.
Use the questions on your index card and do the interview. Compare your grandparents with your
classmates. Were they similar? Did they do the same things?
Post your index cards around the classroom. Read about your classmates’ dreams. Try to guess
whose dreams they are. Chose the most incredible, weirdest or funniest dream.
Get out your time lines and explain them to another student.
For example: My grandmother was born in…

161
Backpack activity Unit 1, Get Real! 2, page 43
Give your description to a classmate. Draw a picture of the man/woman from the description.
A C T I V I T I E S
Role play a situation where someone lost something.
For example: Student A: Can I help you?

Student B: Yes, I lost a sweater.
Student A: O.K. Can you fill out this report, please?
Unit 2
B A C K P A C K
Put your illustration on the board.

Give your label to the teacher.
The teacher will give you a different label. Read the label and match it with the correct product.
Display your ad on the board. In pairs, choose an ad.

Do a role play about a job interview:
Backpack Activities
A C T I V I T I E S
Student A is the interviewer. He/she asks about personal details: name, address, age, telephone
number, qualifications, and why he/she wants the job.
Student B is the interviewee and has to answer all the questions and ask about the salary and
work schedule.

B A C K P A C K
Read the obligations of your classmates. Find the ten most common obligations at home.
Display the results graphically.
Compare your group’s rules with another group’s.

Check the grammar and punctuation.
Decide on the ten most popular for the class.
In pairs, report your findings, do not read; do it in your own words.
Unit 3
162 Backpack activity Unit 3, Lesson 1, page 80
Give your drawing to another student.

Have him/her tell you the 3 missing items on the list.
Tell your partner the things you like, love, hate, and dislike in the shopping basket.
Get into groups of three. Role play a waiter and two customers. Use the menu.
Get into groups of three. Get out your dialogue and practice it.
Exchange your recipes and see if your partner remembers the ingredients in his/her recipe. Ask
him/her questions about the recipe.
For example: What was your recipe? What ingredients did you use? What do you mix?
Exchange recipes and make your partner’s mocktail at home. Report back and tell your partner
how it turned out.
Backpack Activities
Post your recipes around the classroom.

Vote for your favorite by writing the reasons you chose that recipe.
The recipe with the best reasons, wins.
Get together with another group and combine your ideas for your fast food restaurants. Talk
about the best features and create one final fast food restaurant.
In pairs, Student A shows his/her diary to Student B.

Student B writes a report about how student A has/hasn’t changed his/her habits.
Unit 4
In pairs, student A tells his/her partner six tourist destinations, and has him/her guess how much 163
it costs to get there from where he/she lives. Ask: How much does it cost to Miami round trip?
Student B guesses the price.
For example: I guess it costs about $50 round trip.
In pairs, use the information you researched about flights and write a role play between a travel
A C T I V I T I E S
agent and a client. Present the dialogue to the rest of the class.
In small groups, read the vacation places described by other students.

Choose one you would like. In pairs, role play making a booking.
Student A: Travel agent.

Student B: Client.
B A C K P A C K
Take out your invitation and, with another person, ask and answer questions about your parties.
For example: What time is your party going to be?
In pairs, using your weather forecasts, role play a conversation between you and a tourist.
Backpack Activities
A C T I V I T I E S
Take out your airplane tickets and compare your vacations with your partner’s vacation. Where
are you going to go? Who is going farther? Who has the best vacation, the cheapest vacation?
Unit 5
B A C K P A C K
Exchange your predictions about classmates with another pair. Try to guess who your partners
were thinking about.
Post the palms around the classroom. Choose the best future.
In small groups, play a game. Mix up all the ideas and purposes from unit 2, lesson 5.
164 One person chooses a piece of paper. He/She has to guess either the idea or the purpose.
Student A chooses drinking fountains. He/She has to think of a purpose.
For example: They will conserve water. We won’t need to bring water bottles.
Each group presents their idea for a school outing to the rest of the class. Explain what you are
going to do and when you are going to do it. The class votes on the best idea.
Skills 3 Dictionary-helpful vocabulary

acknowledged v. to answer. She acknowledged me with bloody adj. With blood on it. His short was bloody. (p. 39)
a smile. (p. 36) bump n. a raised area on the skin caused by a hit. She
Alaskan Husky n. a breed of dog. Alaskan Huskies are hit her head and has a big bump. (p. 137)
large hairy dogs. (p. 129) butter n. a soft yellow solid made from cream. I like
alert v. tell. I alerted the police when I saw the thief butter on my toast. (p. 92)
climbing in my neighbors’ window. (p. 154) campground n. a place to put up a tent. There are
almanac n. a calendar with astronomical information. many campgrounds for young people in Europe. (p. 28)
The almanac was a great success. (p. 150) can n. a metal, often aluminum, container. I bought
annually adv. every year. The championship is held two cans of tuna fish. (p. 93)
annually. (p. 150) carry-on-bag n. a small suitcase that you take on the
anonymously adv. not named. Someone anonymously airplane with you. I lost my carry on bag during my last
left a letter. (p. 36) trip. (p. 44)
apothecary n. a old fashioned term for chemist. The charts n. a way of presenting something, like a plan.
apothecary in the painting is making a potion. (p. 150) His song was number one in the charts. (p. 35)
apply v. to put. He applied pressure to the injury. (p. 56) chew v. to crush, or make smaller with the teeth. I like
aqualung n. a portable breathing apparatus for divers. to chew sugarless gum. (p. 33)
You can’t go very deep in the sea without an aqualung. chicken n. a domesticated bird. I like hot spicy chicken
(p. 115) wings. (p. 101)
argue v. verbal fighting. I don’t like to argue. I’d rather choir n. singing group. The boys’ choir is singing on
talk about things. (p. 33) Friday night. (p. 35)
average adj. standard. The average grade in this class is chop v. to cut in small pieces. Chop the onion. (p. 96) 165
seven. (p. 147) chow mien n. A Chinese vegetable dish. Chow mien is
backyard n. a place behind a house. The children play in my favorite Chinese food. (p. 102)
the backyard. (p. 114) cinnamon n. a reddish brown spice. Cinnamon tastes
bacon n. long thin strips of pork meat. I love bacon and good in a milk shake. (p. 92)
eggs. (p. 93) citizen n. a legal member of a country. We are Mexican
baggage n. synonym of luggage. Their baggage weighed citizens. (p. 147)
over thirty kilos. (p. 44) city slicker n. a city person. The city slickers have never
D I C T I O N A R Y
bake v. to heat in the oven. Bake the cake for 40 seen a cow. (p. 129)
minutes at 375°K. (p. 92) cloudy adj. not a clear sky. Don’t go on a picnic on a
basil n. a green herb used in cooking. Many Italian cloudy day. (p. 126)
dishes need basil. (p. 87) cold adj. chilly. When it’s cold you need a coat. (p. 126)
basket n. a container often made of straw. Let’s put the cool off v. t to drop in temperature. It usually cools off
sandwiches in the picnic basket. (p. 93) at night. (p. 112)
beneath prep. under. I found the letter beneath a pile of cosy adj. comfortable and snug. The house was very
papers. (p. 46) cosy. (p. 154)
beverages n. drinks. The beverages are very varied on cover v. to put something on something. I covered the
3
the menu. (p. 86) table with a tablecloth. (p. 56)

S K I L L S
bindings n. equipment used in snowboarding to attach crash v. collide. He crashed his car against a tree.
boots to snowboard. You need bindings so that you can (p. 137)
control the movement of the board better. (p. 115)
crowded adj. many people together in one place. The
blender n. a small appliance used to liquefy. Put all the subway is crowded at 8:00 am. (p. 143)
ingredients in the blender. (p. 94)
cucumber n. a long thin vegetable. Cucumbers taste
bloodstream n. the transport’s system for blood. good in salads. (p. 95)
Nutrients are distributed through the blood stream.
cup n. a measurement. Put a cup of flour in the mixture.
(p. 138)
(p. 93)

D I C T I O N A R Y
customer n. client. There are many customers in that earthquake n. sudden violent movement of the earth’s
shop. (p. 99) surface. The earthquake measured 6.7 on the Richter
damage v. to ruin. n. deterioration. The hurricane Scale. (p. 46)
caused great damage. (p. 46) emerge v. to appear. The bear emerged from behind the
death n. the end of life. His death was sudden. (p. 46) tree. (p. 28)
debts n. money you owe somebody or an institution. ensure v. to make sure. He ensured all the doors were
He had a lot of debts because he lost his job. (p. 36) locked. (p. 58)
decrease v. go down in quantity. The population environment n. the area around us. We are ruining our
environment with pollution. (p. 146)
3
countries is decreasing. (p. 143)

deep adj. bottomless. The swimming pool is very deep. equipment n. things you need to do a specific sport.
S K I L L S
(p. 127) Ski equipment includes goggles and a helmet. (p. 127)
demanding adj. requiring. The teacher is very strict and exchange program n. an interchange of students from
demanding. (p. 129) one country to another. We have an exchange program
with Canada. (p. 120)
desserts n. the last part of a meal usually sweet. I’d like
ice cream for dessert, please. (p. 86) expose v. to put in. The film was exposed to light and
was ruined. (p. 56)
diapers n. a baby’s underwear. The baby is wet. I’ll
change his diaper. (p. 147) fail v. not be successful. I failed the exam. (p. 137)
disappear v. to make invisible. The boy disappeared fan n. ventilator. It’s hot! Let’s turn on the fan. (p. 147)
when the magician touched him. (p. 42) feed v. to give food to. I like to feed my cats. (p. 64)
discounts n. reductions in prices. There are great fins n. a long flat rubber extension for the foot to help
166 discounts in the mall. (p. 112) people swim better. I can swim faster when I use fins on
disposable adj. something you can throw away. This is my feet. (p. 115)
a disposable pen. (p. 147) first aid kit n. small box with medicine. There’s a first
dough n. a thick mixture. When you make pizza you aid kit in the car. (p. 45)
have to flatten the dough. (p. 95) fit adj. in good physical condition. I lift weights to keep
download v. to take information from internet. fit. (p. 129)
Download this page. It’s interesting. (p. 138) flashlight n. a light you hold in your hands. When the
dozen n. twelve of anything. I’d like a dozen eggs. (p. 93) lights went out we used our flashlight. (p. 28)
dream v. imagine while you’re sleeping. I dream almost flat adj. very thin, with no height. You roll the dough to
every night. n. what you imagine when you’re sleeping. make it flat. (p. 95)
I had an incredible dream last night. (p. 32) float v. stay on the surface of the water. You can float
drinking fountain n. a public dispenser of drinking better in salt water. (p. 32)
water. We have several drinking fountains in our school. flour n. a powdery white substance used in baking. Put
(p. 164) two cups of flour in the cake. (p. 92)
drought n. a severe lack of rain. Animals died because fog n. dense vapor. We couldn’t see anything because of
of the drought. (p. 143) the fog. (p. 126)
drown v. to suffocate in liquid. The ocean was forecast n. prediction. The weather forecast says rain.
dangerous; she drowned. (p. 42) (p. 126)
drums n. a percussion instrument. The child had a foreign adj. something from another country. I didn’t
small toy drum. (p. 137) speak the foreign language of that country. (p. 140)
dry adj. without humidity. The desert is dry. (p. 126) fuel n. combustibles, gasoline. There is no fuel in the
dry suit n. water resistant body suit used by divers and car. (p. 147)
swimmers to keep warm. I ear a dry suit when I go fun adj. a good time. I really had fun at the party on
diving. (p. 115) Friday. (p. 31)
duffle bag n. a soft kind of suitcase that ties at the top. fundraising adj. to get money for charity. The
My duffle bag is full of clothes. (p. 44) fundraising event collected 1,000,000 dollars. (p. 35)

gamble v. to play games for money. He gambled so highway n. a long high speed road. You can drive 110
much that he lost all his money. (p. 36) km/hour on this highway. (p. 45)
garlic n. a small plant similar to an onion. This salsa honey n. a thick, sweet yellow substance made by
needs more garlic. (p. 98) bees. I like honey in my tea. (p. 95)
gifts v. things you give to other people on special Iditarod n. a dog sledding event. Iditarod is a famous
occasions. She got a lot of gifts on her birthday. (p. 58) race in Alaska. (p. 129)
goal n. purpose, object. The gold medal is my goal. increase v. go up in quantity. The sales in this store
(p. 99) have increased this year. (p. 143)
gorge n. small canyon. There is a river at the bottom of indoor adj. inside an enclosed area. It’s an indoor
the gorge. (p. 129) swimming pool. (p. 127)
grass n. green foliage that grows in the garden. In some inherit v. to receive something from a person who
parks you can’t walk on the grass. (p. 30) died. I will inherit a million dollars from my grandfather.
ground meat n. crushed meat. You make hamburgers (p. 140)
with ground meat. (p. 98) jam n. a sweet fruit spread. I like strawberry jam. (p. 96)
ground n. the floor outside. When he was skating, he fell kick v. to hit something with your foot. The soccer
on the ground. (p. 127) player kicked the ball with his left foot. (p. 33)
gypsy n. a term to mean a person who travels and landed v. got. She landed a great part in the musical.
doesn’t have a permanent home. The gypsy woman read (p. 74)
my fortune. (p. 139) landfills n. places where trash is disposed of. The
gyros n. Greek sandwiches. The gyros at the fair are apartments were built on a landfill. (p. 147)
expensive. (p. 102) layer n. a covering. This cookie has a thick layer of 167
half n. either of two equal parts that make a whole. I chocolate. (p. 143)
just want half an orange, not the whole orange. (p. 93) leaky adj. with water escaping. The house had leaky
ham n. a kind of pork meat. I can eat two ham and pipes. (p. 154)
cheese sandwiches. (p. 96) light bulb n. globe shaped glass that produces light.
hamburger stand n. a small, often portable business We need to replace the light bulb in the bathroom.
place. There are taco stands all over the city. (p. 99) (p. 147)
handsome adj. good looking. Gael Garcia is very literary adj. Related to literature. Frankenstein is a
D I C T I O N A R Y
handsome. (p. 31) literary character. (p. 74)
hang up phrasal verb to put in closet. He never hangs up loaf of bread n. a large piece of bread before you slice
his clothes. He is very untidy. (p. 64) it. I bought a loaf of white bread. (p. 93)
harnesses n. belts used to pull something. Horse pull long-term adj. over a long period of time. The long-term
carts with harnesses. (p. 115) results are important. (p. 150)
healthy adj. good for you. A healthy diet is important. look forward to v. anticipate with excitement. I’m
(p. 101) looking forward to my vacation. (p. 127)
hearty adj. thick, healthy. It’s important to eat a hearty lost and found n. area in a public place where you can
breakfast. (p. 98) look for things you lost, or return things you found. I’m
3
heat v. to make hot. Heat the butter on the stove. going to take this camera to the lost and found. (p. 44)
(p. 92) luggage n. suitcases a person takes on a trip. He took 3
S K I L L S
heavy adj. full. They don’t have time to do anything pieces of luggage to Europe. (p. 44)
because their schedule is heavy. (p. 74) main course n. the biggest part of a meal. I’d like fish
heir n. beneficiary, a person who receives money from and vegetables please for my main course. (p. 86)
a person who dies. Mary is the heir to her father’s make v. to do. She doesn’t like to make her lunch.
fortune. (p. 42) (p. 64)
helmets n. a protective head covering. Cyclists should meatballs n. minced meat in the form of balls. I’d like
use helmets. (p. 115) some meatballs with my pasta. (p. 86)

D I C T I O N A R Y
medical kit n. portable emergency medical equipment. pound n. measurement used in the USA. May I have a
We have a medical kit in the car. (p. 138) pound of apples, please? (p. 93)
melt v. to change something from solid to liquid. Melt pour v. to serve a liquid. Pour the orange juice in the
the ice. (p. 92) glasses. (p. 94)
milkshake n. mix of milk and some fruit or chocolate. predictions n. saying what will happen in the future.
The strawberry milkshake is delicious. (p. 99) Nostradamus made many predictions. (p. 150)
minestrone n. soup made of vegetable and pasta or pristine adj. perfectly clean. The lake water is pristine.
rice. I’d like the minestrone soup for starters. (p. 86) (p. 129)
3
mischief n. trick, injury. Jenny is evil, she’s always puddle n. a pool of liquid on the ground or floor. There
making mischief to others. (p. 42) were lots of puddles after the rain. (p. 44)
S K I L L S
mischievous adj. troublesome in a playful way. My little raft n. a type of l flan boat. We went down the river on a
boy is getting into trouble. He’s so mischievous. (p. 31) raft. (p. 115)
mix v. to combine. Mix the flour and the sugar. (p. 92) rain n. precipitation. The rain caused accidents on the
murder v. to kill. He murdered his wife. (p. 37) road. v. to precipitate. We need an umbrella because it’s
raining. (p. 126)
mushrooms n. a brown edible fungus. No mushrooms
on my pizza, please. (p. 96) rainforest n. tropical forest. We must protect our
rainforests. (p. 147)
nets n. a material made of string, etc. Fisherman use
nets to catch fish. (p. 118) ranger n. a person who looks after an large area of
land and the people in it. The ranger told us there was a
oats n. a grain eaten by animals and people. I like
bear near the campground. (p. 28)
cookies made of oats. (p. 82)
168 occasional adv. Not very often, rare. I occasionally go to
rappel v. to ascend or descend from a vertical surface.
You need to be strong to rappel on this rock. (p. 127)
the theatre. (p. 112)
razor n. an instrument used to shave. The razor was
on board n. inside a plane. The stewards have to make
very sharp. (p. 39)
sure all passengers are on board. (p. 58)
recipe n. instructions for making food. I have a
onions n. a round vegetable with a strong smell and
delicious spaghetti recipe. (p. 93)
taste. I love onion soup. (p. 82)
red meat n. lightly cooked or uncooked meat. You
orphans n. people without a mother and a father.
shouldn’t eat red meat. (p. 101)
The boys were orphans. (p. 36)
release v. to let go. The police released the prisoner
paddles n. a long wooden instrument. They moved the
because he was innocent. (p. 147)
boat with paddles. (p. 115)
remaining adj. what is left. The dog ate the remaining
paragliding v. a type of parachuting. We went
hamburgers. (p. 127)
paragliding off the mountain. (p. 127)
remove v. to take away. Remove your shoes before you
peel v. to take off the outer layer. You have to peel a
come into the house. (p. 138)
banana before you eat it. (p. 92)
reports n. forecasts. The weather report for today is
pick up phrasal verb to lift up. I picked up a rock. (p. 64)
good. (p. 112)
pinch n. a very small amount. Put a pinch of salt in the
ride n. an attraction at an amusement park where you
batter. (p. 92)
sit down. My favorite ride is the roller-coaster n. a
pleasant adj. nice. The trip was very pleasant. (p. 112) thrilling ride. This roller-coaster is 25 meters high. (p. 136)
pollution n. contamination of the Earth. There is a lot ritual n. a ceremony that marks a serious event. When
of pollution in this city. (p. 143) the boys entered the school they had to pass many
pork n. meat from a pig. Pork is delicious. (p. 101) rituals. (p. 118)
porpoise n. a dolphin-like fish. We saw six porpoises in rock climbing v. scale a high surface. We can go rock
the ocean. (p. 129) climbing on the mountain. (p. 127)
portray v. to be. She portrayed the queen in the movie roots n. a persons background or beginnings. Michael
(p. 74) has Hispanic roots. (p. 35)

rope n. thick cord. We need a rope to pull the horse. (p. 127) snow n. white frozen raindrops. There is snow on the
rugged adj. rough, not smooth. Walking in this rugged mountain. v. when frozen rain falls. It’s snowing on the
terrain is difficult. (p. 129) mountain. (p. 126)
safety n. security. For your safety, please wear a snowboard n. a flat board used for going down snowy
seatbelt. (p. 127) mountains. Our snowboard was really fast. (p. 115)
sail v. to navigate in the water on a boat. We sail in the soulful adj. spiritual. Our camping trip was peaceful
ocean on Sundays. (p. 122) and soulful. (p. 129)
sailor n. a person who works on a boat. The sailor had spaghetti n. a type of pasta. The Italians eat a lot of
to clean the ship’s kitchen. (p. 37) spaghetti. (p. 82)
sank v. past of sink. Go down, drown. The Titanic sank sparse adj. few. Holidaymakers are sparse during
in 1912. (p. 99) winter. (p. 112)
sap n. the juice circulating in plants. Sap in the plants is speech n. a formal talk given to a group of people. I
like blood in humans. (p. 118) gave a speech about ecology. (p. 42)
scenery n. view. The scenery in the countryside is spots n. places. There are some great vacation spots in
beautiful. (p. 129) Mexico. (p. 112)
schedule n. a list of planned activities. The boys made spread v. to move something on top, to cover. Spread
their own school schedules. (p. 74) the butter on the bread. (p. 98)
scold v. criticize angrily. His mother scolded him for sprinkle v. to scatter something lightly. Sprinkle sugar
coming home late. (p. 33) on top of the cake. (p. 92)
scoop n. a large spoonful. May I have two scoops of ice star-filled adj. celestial lights. There was no moon so it
was a star-filled sky. (p. 129)
cream? (p. 94) 169
scrambled adj. mixed up. I’d like my eggs scrambled. starters n. what we eat at the start of a meal. I’d like
(p. 83) vegetable soup, please. (p. 86)
scream v. shout, say something loudly. She screamed steak n. a cut of beef (meat). My favorite meal is steak
when she saw a mouse. (p. 45) and potatoes. (p. 34)
sea n. ocean. I saw a whale in the sea. (p. 143) step v. to lift one foot and put it down in front of the other
foot. I stepped in a puddle and got my shoe wet. (p. 45)
shape v. to form. Shape the dough in small round pieces.
(p. 95) stole v. past of steal. To rob. The robbers stole the
D I C T I O N A R Y
money from the bank. (p. 42)
share v. to divide or use something with others. I’ll
share my sandwich with you. (p. 42) strangle v. to kill by putting pressure on the throat.
The thief strangled the person in the house. (p. 37)
sharp adj. something that cuts easily. The boy cut the
rope with a sharp knife. (p. 58) suburb n. the outer part of a city. I live in the suburbs.
(p. 74)
shout v. to talk or yell very loudly. My grandmother
can’t hear well, so we have to shout. (p. 33) success n. to do something well. Their project was a
great success. (p. 36)
shy adj. timid. Linda doesn’t like meeting people because
she’s shy. (p. 30) successful adj. getting good results. He is successful; he
makes a lot of money. (p. 99)
skydive v. to jump with a parachute from an airplane.
3
Parachuting is really exciting. (p. 127) suitcase n. a container used to carry clothes when
traveling. This suitcase is heavy! (p. 44)
S K I L L S
slang adj. informal English. Young people use a lot of

slang. (p. 118) supple adj. flexible. Gymnasts are very supple. (p. 118)
slice v. to cut something thin. Slice the ham very thin. supportive adj. helpful to another person. His teacher
(p. 92) is very supportive. (p. 74)
slings n. the rope and straps used in climbing. Slings are tablespoon n. a large spoon. This recipe calls for three
part of the basic equipment in rock climbing. (p. 115) tablespoons of flour. (p. 94)
snails n. a small animal with a shell. In France, snails tank n. a large container. We need a new oxygen tank
are a delicacy. (p. 102) for scuba diving. (p. 115)

D I C T I O N A R Y
teaspoon n. a small spoon. I like a teaspoon of sugar in upload v. to put information into your computer. Let’s
my coffee. (p. 94) upload this information for others to see. (p. 138)
thaw v. melt. The meat was frozen so we left it out to use v. to employ for a purpose. She used the spray to kill
thaw. (p. 143) the bugs. (p. 56)
thick adj. not thin. I like thick hamburgers. (p. 143) view v. to look at. He viewed the planet with a telescope.
thoughts n. what you think. These days, my thoughts (p. 56)
are of relaxing at the beach. (p. 138) vines n. a climbing plant. The vines grew up to the top of
throat n. the front of the neck. She has a sore throat. the tree. (p. 118)
3
(p. 37) wash up phrasal verb to clean the pots. I have to wash
tire n. rubber ring that fits around the wheels of a car. up after dinner. (p. 64)
S K I L L S
Flat tire is a tire without air. We ran over a nail and got a wave n. undulation of the ocean’s surface. The surfers
flat tire. (p. 45) were riding the waves. (p. 46)
to build from scratch v. to construct from the weather n. climate. The weather is going to be hot next
beginning, from nothing. I started to build my house week. (p. 126)
from scratch. (p. 155) wedge n. a triangular shape. A wedge of orange looks
to keep an eye on phrasal verb. to look after. Keep an pretty on the rim of the glass. (p. 94)
eye on your suitcase because people steal them. (p. 58) wet suit n. a water resistant body suit used by divers
tracking v. follow a trail. The dog tracked the rabbit to and swimmers to keep warm. I have to use a wet suit
its hole. (p. 129) when I go diving. (p. 115)
trash n. anything we don’t need or use anymore. We whale n. the largest sea mammal. The giant whale
170 threw away three bags of trash. (p. 146) jumped out of the water. (p. 129)
travel v. to take a trip. I want to travel around the whipped adj. beaten until smooth. Put lots of whipped
world. (p. 138) cream on my chocolate milk. (p. 94)
trekking v. to walk in difficult terrain. We went whisper v. to speak very quietly. You should whisper
trekking in the mountains. (p. 129) when you’re in the library. (p. 32)
trigger n. the metal piece of a gun you pull with your wildfire n. a fire that is out of control. There are
finger. I pulled the trigger to kill the bear. (p. 129) wildfires in the dry season. (p. 143)
trouble n. problems. I had trouble at school and I had to windy adj. blowing. It was a windy day. (p. 126)
talk to the principal. (p. 31) wine n. alcoholic drink made from grapes. My
tuber n. a vegetable that grows under the ground. grandfather prefers red wine. (p. 34)
Potatoes are tubers. (p. 101) witness n. a person who sees something happen. He
tufts n. small pieces of hair. The little boy had tufts of was a witness to the murder. (p. 37)
hair in his hand. (p. 39) wrapped adj. covered. The presents were wrapped with
tuna fish n. a large fish. I had a tuna fish sandwich. pretty paper. (p. 58)
(p. 80) zucchini n. a small, long, green vegetable. I don’t like
tuna n. a large fish. I like tuna sandwiches with lots of zucchinis. (p. 82)
mayonnaise. (p. 93)
unattended adj. no person accompanying something
or someone. She came to the party unattended. (p. 58)
undersea adj. under the ocean. The undersea
movement of the earth caused the tsunami. (p. 46)
unplug v. to disconnect something. She unplugged the
TV. (p. 56)
upcoming adj. something imminent. The upcoming
event is on Friday. (p. 127)
Grammar Reference
Unit 1
Simple Past (Regular verbs). It talks about a completed past action.
Question word Aux. did subject simple form of the verb complement?
Where did Maria go on her vacation?
Did you study for the exam?
Subject verb (past) complement
John played soccer yesterday.
Subject did + not simple form of the verb complement
My friends didn’t go to the movies last weekend.
Short answers:
Affirmative Negative
Yes, subject did. No, subject didn’t

Yes, I did. No, she didn’t.
Irregular verbs use the same format except that the affirmative does not use the “ed” ending.
Verb “to be” in the past. Interrogative
Present Past Was Peter at the bank yesterday?

am
are
was
were Affirmative
171
is was
I was in Africa last year.
The flowers were beautiful.
Negative
We weren’t happy with the decision.
R E F E R E N C E
Past continuous
• An action that happened at a very specific moment in the past.
• An action that was happening and was interrupted by another past action.
Question word was/were subject verb + ing complement?

What were you doing at 5:30 pm yesterday?
Was Sam eating when you went to his house?
Subject was/were verb + ing complement
Jimmy was studying at 12:00 last night.
G R A M M A R
John and Bob were working when the earthquake happened.

Subject was/were verb + ing complement
I was sleeping last night at 8:00.
The children were playing when their mother called
them for dinner.
Short answers:
Affirmative Negative
Yes, subject was/were. No, subject wasn’t/weren’t

Yes, I was. No, they weren’t.
Grammar Reference
R E F E R E N C E
Unit 2
Imperative is used to tell or ask people what to do.
Affirmative imperative Negative imperative

Infinitive + complement do not (don’t) + infinitive +complement
Close the door! Do not open the window!
-ing forms used like nouns to say that something is not allowed.
G R A M M A R
No+ ing form

No smoking
Obligation and prohibition with must
Affirmative Negative Interrogative Short answers
I/You/He/She/We/They I/You/He/She/We/They Must Yes,

must do homework. Must not (mustn’t) talk I/you/he/she/we/they I/you/he/she/we/they
in the library. wear a uniform? must.
Must No, I/you/he/she/we/they

I/you/he/she/we/they Must not (mustn’t).
use shorts?
Obligation or no obligation (it’s not necessary) with have to

172
I/You/We/They have to I/You/We/They Do I/you/we/they have Yes, I/you/we/they do.

do homework. do not (don’t) have to do to wear a uniform?
homework.
He/She has to do Does he/she have to use No, he/she does not
homework. He/She does not shorts? (doesn’t).
(doesn’t) have to do
homework.
Unit 3
Countable and uncountable nouns:
Countable are words that we can make plural by adding “s” or “es”.
one chair and two chairs
one dress and three dresses
Uncountable are words that do not have a plural form. We do not add “s” or “es”.
bread NOT breads milk NOT milks
When we want to talk about an uncountable noun in a plural form, we say:

one slice of bread one glass of milk
two slices of bread two glasses of milk
We use some with plural countable and uncountable nouns when we aren’t talking about a specific number of something:
I’d like some milk.
I saw some birds.
Grammar Reference
Like vs would like We use “like” when we We use “would like” when we’re talking
mean always. about now or in the future.
I like ice cream. (in a restaurant) I’d like a soda, please.

My father likes to play My mom would like to go to the beach in
soccer. the summer.
how much vs how many
We use how much and how many when we’re talking about quantity.
We use how much when we’re talking about uncountable nouns.
How much cheese do you eat every day?

How much food is in the refrigerator?
We use how many when we’re talking about countable nouns.
How many apples do we need for the pie?

How many tortillas can you eat?
Unit 4
There is….There are… is used to say that something exists (or does not exist) somewhere.
173
There is + singular noun There is not + singular noun Is there+ singular noun Yes, there is.
There is a park near here. There isn’t a park near Is there a park near here? No, there isn’t.
here.
There is + uncountable noun Is there+ uncountable noun Yes, there is (some).
There is some milk in the There is not + uncountable noun Is there any milk in the No, there isn’t (any).
fridge. There is not (isn’t) any milk fridge?
R E F E R E N C E
in the fridge.
There are + plural noun Are there + plural noun Yes, there are (some).
There are some pencils in There are not + plural noun Are there any pencils in No, there aren’t (any).
the desk. There are not (aren’t) any the desk?
pencils in the desk.
To be + going to + verb in simple form is used to ask and talk about plans in the future.
Are you going to go on vacation this summer? Yes, I’m going to go to Cancun.

G R A M M A R
I’m (am) going to play tennis. I’m not (am not) going to play Am I going to pass the Yes, you are.
tennis. exam? No you aren’t.
You/We/They are going to
play tennis. You/We/They aren’t (are not) Are you/we/they going to Yes, you/we/they are.
going to play tennis. play tennis? No, you/we/they aren’t.
He/She‘s (is) going to play
tennis. Is he/she going to play Yes, he/she is.
He/She isn’t (is not) going to tennis? No, he/she isn’t.
It’s (is) going to rain. play tennis.
Is it going to rain? Yes, it is.
It isn’t (is) is not going to rain. No it isn’t.
Grammar Reference
R E F E R E N C E
Unit 5
Will is a modal auxiliary. It has no –s in the third person. We use an infinitive without to after will. It is used to make
predictions about the future.
I/You/He/She/It/ I/You/He/She/It/ Will Yes, I/you/he/she/it/

We/You/They We/You/They I/you/he/she/it/ we/you/they will.
G R A M M A R
will have children. won’t (will not) have any we/you/they No, I/you/he/she/it/
children. have any children? we/you/they
won’t (will not).
Will and question words to ask about future events.
How get there?

When get there?
Who will I/You/He/She/It/
go with?
What time We/You/They
get there?
What do there?
174 Will +be like is used to ask and talk about the state of things in the future.
What will the world be like in twenty years?

It will be a safer, greener, healthier place to live.
There is no “future tense” in English, but there are some ways to talk about future plans. We choose the correct way
according to the situation and our attitude about it.
I’m going to go on vacation this summer. Already decided, but still open to change.
I’ll go on vacation this summer. The speaker is sure about the event.
Maybe I’ll go on vacation this summer. The speaker is not completely sure about the future event.
I’m probably not going on vacation this summer.
Because is a conjunction. It is used at the beginning of a clause before the subject and verb. Because and its clause can
go before or after the main clause.
Main clause Because clause
I didn’t go to work because it rained all day.
Because clause Main clause
Because it rained all day, I didn’t go to work.

Test
Unit 1 4. Match the word to the meaning.
(8 points: 0.5 point each)
Test 1 Total: 40 points
frog ___ a. baggage
1. Write the questions to the following answers. shy ___ b. child without parents
(6 points: 1 point each) fun ___ c. an amphibian
argue ___ d. fight with words
a. __________________________________________? debt ___ e. suspend
I saw Spider Man III. luggage ___ f. money you owe
b. __________________________________________? hang ___ g. a good time
He swam in the ocean. orphan ___ h. timid
c. __________________________________________?
5. Order the sentences.
They went to the mall.
(5 points: 1 point each)
d. __________________________________________?
We ate pizza.
a. were / you / doing / 10:00 / yesterday /what / at?
e. __________________________________________?
____________________________________________?
She bought a computer.
b. they / did / lesson / understand / the?
f. __________________________________________?
No, I drank a glass of water. ____________________________________________?
c. book / did / read / Molly / what?
2. Fill in the blank with the correct word. ____________________________________________?
(6 points: 1 point each) d. call / why / you / me / did?
175
____________________________________________?
a. _______________ did you do?
e. reading / rang / He / when / the / was / phone.
I watched TV.
____________________________________________.
b. _______________ did you see him?
At the museum. 6. Write the question.
c. _______________ did they go to Houston? (5 points: 1 point each)
Last summer.
d. _______________ did you invite to lunch? a. __________________________________________?
Marilyn. No, she wasn’t. She was wearing a dress.
e. _______________ did you get there?
b. __________________________________________?
By bus.
Yes. She was singing a pop song.
f. _______________ was the movie?
c. __________________________________________?
Two and a half hours
No they weren’t. They were having dinner.
3. Circle the correct answer. d. __________________________________________?
T E S T
(10 points: 1 point each) Yes. We were waiting for a bus.
e. __________________________________________?
a. (Was / Were) your parents here?
No. I wasn’t reading. I was exercising.
b. I (was /wasn’t) in class. I had a cold.
c. Nancy (was / were) a good student.
d. (Were / Was) the movie good?
e. Where (was /were) you yesterday?
f. The girls (weren’t / wasn’t) happy.
g. When (was / were) the party?
h. The lions (were / was) in the zoo.
i. We (were /was) late for class. Score: ____________
j. Ben (wasn’t / weren’t) home.
Test
Unit 2 4. Complete the sentences with have/has.
Test 2 Total: 42 points
a. Students __________________ to wear a uniform.
1. Write the warnings under the pictures. b. My brother _______________ to study a lot.
T E S T
c. Your father ________________ to see the director.

d. My teacher ____________ to correct a lot of exams.
e. I ______________ to do the dishes.
f. My friend doesn’t ______________ to do any chores.
g. I don’t ________ to wear a uniform on Fridays.
h. My sister doesn’t _________ to clean the car.
a) b) c) d) i. Students ________ to show their ID to enter school.
j. I ___________ to be punctual for school.
5. Write five rules for a game you know.

a. ___________________________________________
e) f) g) h)
_____________________________________________
b. ___________________________________________
176 2. Unscramble the words and write the warnings and
_____________________________________________
prohibitions. (6 points: 1 point each) c. ___________________________________________
_____________________________________________
a. not / animals / feed / do / the d. ___________________________________________
_____________________________________________ _____________________________________________
b. luggage / never / unattended / leave e. ___________________________________________
_____________________________________________ _____________________________________________
c. expose / sunlight / do / not / to
_____________________________________________ 6. Match columns A and B. (5 points: 1 point each)
d. the / can / puncture / never
A B
_____________________________________________
a. You don’t have to have a visa. ____ Prohibition
e. with / eyes / contact / avoid
b. You must wear a uniform. ____ Rule
_____________________________________________
c. You mustn’t wear make up. ____ No obligation
f. on / not / the / walk / grass / do
d. Pick up litter. ____ Warning
_____________________________________________
e. You mustn’t touch the ball. ____ Obligation
3. Complete the obligations and the prohibitions you
might see in a museum from the cues. (6 points: 1 point each)
a. You / camera ________________________________

b. You / touch displays ___________________________
c. You / eat food ________________________________
d. You / be quiet ________________________________
e. You / use flash _______________________________
f. You / leave coats in cloakroom
_____________________________________________ Score: ____________
Test
Unit 3 a. _______ the flour and the eggs.
b. _______ the butter.
Test 3 Total: 40 points c. _______ the peaches.
d. _______ the mixture in a pan.
1. Fill in the spaces to complete the word. e. _______ sugar on the top.
(5 points: 0.5 point each)
5. Write the question. (5 points: 1 point each)
a. b___c_l_
b. l___u_e a. __________________________________________?
c. c__c_e_ I like cookies with milk.
d. b__t__
b. __________________________________________?
e. t__a f___
I’d like a hamburger and French fries.
f. y__u__
c. __________________________________________?
g. m__t
h. b___d No, thanks.
i. c__k___ d. __________________________________________?
j. p__t_ Judy likes to eat in Italian restaurants.
e. __________________________________________?
2. Write the following foods in the correct column. It’s a mixture of cheese, milk and bread.
6. Write how much or how many (5 points: 1 point each)
• milk • bread • oranges • soda • eggs • hot dogs
• fish • cookies • cheese • potatoes a. __________ coffee should I buy?
b. __________ strawberries do we have? 177
Countable Uncountable c. __________ cans of tuna do we need?
d. __________ salt do I put in the mixture?
e. __________ teaspoons of sugar do you like in your
coffee?
7. Put the conversation in order and write first, then,

next, after that or finally. (5 points: 1 point each)
3. Put the conversation in the correct order. Making a sandwich.

(5 points: 1 point each) _________ put a slice of cheese on one slice of bread.
_________ put the slices together and eat.
____ What kind of juice do you have?
_________ you take two slices of bread.
____ Orange juice, please. _________ cut a slice of cheese.
____ Would you like juice or fruit? _________ put mayonnaise on one slice.
____ Yes, could I have some bacon?
T E S T
____ No. That’s all, thanks. 8. Unscramble the sentences. (5 points: 1 point each)
____ Orange, tangerine and carrot.
1. sandwich / I’d / the / salad / egg / like
____ Would you like anything else?
____________________________________________.
____ May I take your order? 2. in / ingredients / this / What / are / the /cake
____ Yes, I’d like hotcakes, please. ____________________________________________?
____ Of course. Anything else? 3. large / soda / want / Do / small / a / want / you
____________________________________________?
4. Fill in the blanks with words from the box. 4. like / anything / you / Would / else
____________________________________________?
• Put • Slice • Melt • Mix • Sprinkle 5. lasagna / like / doesn’t / He
____________________________________________.
Score: ____________
Test
Unit 4 d. Do you see ________ cheap pants?
e. There are ________ apples on the table.
Test 4 Total: 40 points f. Did they eat __________ ice cream?
1. Match the word to its definition. (8 points: 1 point each) 5. Unscramble the sentences.
T E S T

__ lightening a. June, July, August
__ clouds b. lots of rain and wind and thunder
a. I / get / city / How / to / can / center /the
__ dry c. blowing
__ storm d. flash of light in the sky ____________________________________________?
__ rain e. white or grey puffs in the sky b. 1st Street / on / You / a / can / bus / take
__ summer f. water that falls from the sky ____________________________________________.
__ wind g. no humidity c. a / bathing / Where / I / buy / can / suit ?
__ sunny h. no clouds in the sky ____________________________________________?
d. sports / corner / is / the / on / There / a store
2. Complete the conversation. (5 points: 1 point each)
____________________________________________.
A: Good morning. 1) ____________________________?
6. Write the subject and verb in parentheses in the cor-
B: Yes, I’d like some information about 2) ____________ rect order and form.
___________________. (5 points: 1 point each)
A: Certainly. We have several flights to Moscow. When 3)
____________________________________________ a. (Molly/take) __________________ a vacation to Spain
178
___________________________________________? next summer.
B: I’d like to go in July. b. (you/do) ____________________ your homework this
A: O.K. 4) __________________ on July 12. Is that O.K.? afternoon after school?
B: Yes. Is a round trip ticket expensive? c. Where (Mike/play) ______________ soccer tomorrow?
A: 5) _____________________________ $1,500. d. (your friends/go) _____________________________
dancing tonight?
3. Write the questions. (5 points: 1 point each) e. (I/eat) _________________________ dinner with my
grandmother next Saturday.
a. _________________________________________?
The cheapest ticket is $300. 7. Fill in the blanks with one of the words in the box.
b. _________________________________________? (7 points: 1 point each)
You have to pay within 5 days.
c. _________________________________________? • How much • Where • When • Who
• How many • What time • What
$350.
d. _________________________________________?
a. _________________ is going to call you?
It’s in the winter.
b. _________________ tickets did you buy?
e. _________________________________________?
c. _________________ are you going on vacation?
It leaves at 5:05.
d. _________________ does it cost to fly to Rome?
4. Fill in the blanks with some or any. e. _________________ did you do yesterday?
(6 points: 1 point each) f. _________________ is the movie?
g. _________________ does your friend live?
a. I bought ________ new shoes.
b. She doesn’t have _________ money.
c. I’d like __________ jam on my bread.
Score: ____________
Test
Unit 5 c. I’m sure ____________________________________
d. I’m certain __________________________________
Test 5 Total: 40 points e. I don’t think _________________________________
1. Match the columns about the future. 5. What are your family’s plans for this weekend? Write
(5 points: 1 point each) five sentences. (5 points: 1 point each)
will give me more free-
High school a. __________________________________________
dom.
Mom and dad will be exciting b. __________________________________________
I will celebrate her fiftieth c. __________________________________________
My friend birthday. d. __________________________________________
My mum will make new friends.
will go to the same school. e. __________________________________________
2. Write an appropriate answer from the cues. 6. Complete the weather forecast with the correct word
(5 points: 1 point each) from the box. (7 points: 1 point each)
For example: I’m on a diet. (eat cake party)? I won’t eat any
cake at the party. • rain • temperature • sunny • cool • cloudy • warmer • dry
a. Sheila didn’t pass the exam. (pass to next level)
Today will be 1) ____________ and 2) _____________.
_____________________________________________.
Later in the day 3) ______________ is expected.
b. My sister and I have bad colds. (school tomorrow)
Tomorrow will be much 4) ________________ and
_____________________________________________.
5) ____________ It will be very 6) _____________.
c. I don’t have any money. (buy U2’S new CD)
7) The ________________ will be 90ºF.
179
_____________________________________________.
d. My girlfriend and I had a fight. (see each other weekend) 7. Complete the ideas with because. Use the ideas in
_____________________________________________. parentheses. (3 points: 1 point each)
e. I have to study this vacation. (go on vacation) For example: I’m going to exercise (lose weight) I’m going
to exercise because I want to lose weight.
_____________________________________________.
a. I’m sure I’ll pass the exam (study hard)

3. Unscramble the questions. (5 points: 1 point each)
_____________________________________________
a. year / university / you / go / to / Will / ? b. My brother is going to learn French (live in Paris)
_____________________________________________ _____________________________________________
b. you / Will / rich / be / ? c. I’m going to go to university (a good job)
_____________________________________________ _____________________________________________
T E S T
c. we / Will / food / organic / eat / ?
8. Read the sentences. Number them in the correct order
_____________________________________________
and write the correct linker: when, then, after, finally,
d. moon / people / on / the / live / Will / ? first. (5 points: 1 point each)
_____________________________________________
e. we / for / AIDS / Will / have / cure / a / ? a. _____________ everybody has arrived, we’ll buy the
_____________________________________________ tickets.
b. _____________ we will meet in front of the museum
4. Read and answer the question. What do your think your
at 8 a.m.
country will be like in 10 years?
c. _____________ we will form a line and wait for the
Complete the sentences. (5 points: 1 point each)
museum to open.
a. Perhaps ____________________________________ d. _____________ we’ll get the bus home at 2 p.m.
b. Maybe _____________________________________ e. _____________ we’ll buy the tickets.
Score: ____________
Answer Key
Unit 1 d. Why did you call me?
e. He was reading when the phone rang.
K E Y
1.
a. What movie did you see? 6.
b. Where did he swim? a. Was she wearing pants?
A N S W E R
c. Where did they go? b. Was she singing a pop song?

d. What did you eat? c. Were they having lunch?
e. What did she buy? d. Were you waiting for a bus?
f. Did you drink a glass of water? e. Were you reading when I called?
2. Unit 2
a. What
b. Where 1.
c. When e. Dangerous curve
d. Who h. Caution! Men at work
e. How b. No food allowed
f. How long d. No cameras
f. Inflammable gas
3. c. No cycling
180 a. Were a. No running
b. wasn’t g. Danger! Falling rocks
c. was
d. Was 2.
e. were a. do not feed the animals.
f. weren’t b. never leave luggage unattended.
g. was c. do not expose to sunlight.
h. were d. never puncture the can
i. were e. avoid contact with eyes.
j. Wasn’t f. do not walk on the grass.
4. 3.
frog c a. you must use a camera.
shine h b. you mustn’t touch displays.
fun g c. don’t eat food.
argue d d. you must be quiet.
debt f e. you mustn’t use flash.
luggage a f. leave your coat in the cloakroom.
hang e
orphan b 4.
a. have
5. b. has
a. What were you doing at 10:00 yesterday? c. has
b. Did they understand the lesson? d. has
c. What book did Molly read? e. have
Answer Key
f. have 5 Orange, tangerine and carrot.
g. have 7 Would you like anything else?
h. have 1 May I take your order?
i. have 2 Yes, I’d like hotcakes, please.
j. have 9 Of course. Anything else?
5. 4.
Answers may vary. a. mix
b. melt
6. c. slice
c Prohibition d. put
b Rule e. sprinkle
a No obligation
e Warning 5.
d Obligation a. What do you like to eat?
b. What would you like? / What do you want?
Unit 3 c. Would you like any dessert?
d. Where does Judy like to eat?
1. e. What are the ingredients?
a. broccoli
181
b. lettuce 6.
c. chicken a. How much
d. butter b. How many
e. fish c. How many
f. yogurt d. How much
g. meat e. How many
h. bread
i. cookies 7.
j. pasta a. First you take two slices of bread.
b. Then put mayonnaise on one slice.
K E Y
2. c. Next cut a slice of cheese.
Countable Uncountable d. After that put a slice of cheese on one slice
Oranges Milk of bread.
Eggs Bread e. Finally, put the slices together and eat. A N S W E R
Hot dogs Soda
Cookies Fish 8.
Potatoes Cheese 1. I’d like the egg salad sandwich.
2. What are the ingredients in this cake?
3. 3. Do you want a large or small soda?
4 What kind of juice do you have? 4. Would you like anything else?
6 Orange juice, please. 5. He doesn’t like lasagna.
3 Would you like juice or fruit?
8 Yes, could I have some bacon?
10 No. That’s all, thanks.
Answer Key
Unit 4 b. Are you going to do
c. is Mike going to play
K E Y
1. d. Are your friends going to go

1. d lightening e. I’m going to eat
2. e clouds
A N S W E R
3. g dry 7.
4. b storm a. Who
5. f rain b. How many
6. a summer c. When
7. c wind d. How much
8. h sunny e. What
f. What time
2. g. Where
1. Can I help you?
2. I’d like some information about flights to
Russia/Moscow. Unit 5
3. When do you want to go?
4. We have a flight 1.
5. A round-trip ticket costs $1,500. High school will be exciting
182 Mom and dad will give me more freedom.
3. I will make new friends.
(these answers may vary) My friend will go to the same school.
a. How much is the cheapest ticket? My mum will celebrate her fiftieth birthday
b. When do I have to pay?
c. How much does a ticket cost? 2.
d. When is the high/low season? a. She won’t pass to next level.
e. What time does the bus leave? b. We won’t go to school tomorrow.
c. I won’t buy U2’S new CD.
4. d. We won’t see each other on the weekend.
a. some e. I won’t go on vacation this year.
b. any
c. some 3.
d. any a. Will you go to University?
e. some b. Will you be rich?
f. any c. Will we eat organic food?
d. Will people live on the moon?
5. e. Will we have a cure for AIDS?
a. How can I get to the city center?
b. You can take a bus on 1st Street. 4.
c. Where can I buy a bathing suit? open answers with will /won’t +verb simple form
d. There is a sports store on the corner. sample answers:
a. Perhaps it will be less polluted.
6. b. Maybe it will be safer.
a. Molly is going to take c. I’m sure it will have more people
ANEXOS (4.0).qxd 10/2/07 11:57 AM Página 183
Answer Key Recommended Bibliography

d. I’m certain it will be bigger. Carter, R. and D. Nunan (eds) (2001) The Cambridge
e. I don’t think it will have fewer problems. Guide to Teaching English to Speakers of Other
Languages. Cambridge: Cambridge University Press.
Davies, P. and D. Pearse (2000) Success in English
5.
Teaching. Oxford: Oxford University Press.
Open answers with to be + going to + verb in Hedge, T. (200) Teaching and Learning in the
simple form. Language Classroom. Oxford: Oxford University
Sample answers: Press.
I’m going to go to the movies. Kolb, D. (1984) Experimental Learning: Experience as
My family is going to have a party. a Source of Learning and Development. Englewood
Cliffs: Prentice Hall.
My sister is going to take an exam.
Lerner, D. (2001) Leer y escribir en la escuela. Mexico
My mother is going to visit her parents. City: SEP/FCE.
Pla, L. and I. Vila (cords.) (1997) Enseñar y aprender
6. inglés en la educación secundaria. Barcelona:
1. cool Editorial Gráficas Signo.
2. cloudy Richards, G. W. Renandya (eds) (2002) Methodology
in Language Teaching. Cambridge: Cambridge
3. rain
University Press.
4. warmer SEP (2006) Plan y Programas de estudio para la
5. dry Educación Secundaria. Documento Introductorio.
6. sunny Mexico City: Comisión Nacional de Libros de Texto
7. temperature Gratuitos.
Ur, P. (1996) A Course in Language Teaching. 183
Cambridge: Cambridge University Press.
7.
Possible answers:
a. I’m sure I’ll pass the exam because I have WEBSITES
BIBLIOGRAPHY
studied/studied a lot. http://en.wikipedia.org/wiki/Pope_John_Paul_II
b. My brother is going to learn French because www.online-literature.com/poe/
http://en.wikipedia.org/wiki/2004_Indian_Ocean_e
he’s going to/wants to live in Paris. arthquake
c. I’m going to go to university because I http://boardgames.about.com
want/would like a good job. www.street-signs-usa.com
http://cocktails.about.com/od/mocktailmocktail/Mo
cktail_Recipes.htm
8.
http://www.mcdonalds.com/corp/about/mcd_histor
a. When everybody has arrived, we’ll buy the y_pg1.html
tickets. (2) www.worldclimate.com
b. First we will meet in front of the museum www.cheaptickets.com RECOMMENDED
www.paragliding.net
at 8 a.m. (1)
www.surferswarehouse.com
c. Then we will form a line and wait for the www.scubaduba.com
museum to open. (3) http://www.travel-quest.co.uk/tqextreme.htm
d. Finally we’ll get the bus home at 2 p.m. (5) http://www.thrillseekersunlimited.com/v5ultimatee
e. After that we will wait for the guide. (4) xtreme.html
http://en.wikipedia.org/wiki/Nanotechnology
http://www.ofesite.com/spirit/palm/readself.htm
http://en.wikipedia.org/wiki/Global_warming
http://news.nationalgeographic.com/news/2004/12/
1206_041206_global_warming.html
http://www.inovationlab.net/sw19987.asp
www.victorycities.com
Tapescripts
Unit 1, Lesson 1, Exercise 3, Page 24. (Track 2) Peg: Uncle Walt?!
Listen and number the activities in exercise 2 in the order you Granny: He was shy and very studious.
hear them. Peg: What was Aunt Fanny like?
TA P E S C R I P T S
Student A: Hi, Jim. How was your vacation? Granny: Oh, Aunt Fanny and I were best friends. We were the
Student B: Cool, really cool. entertainment at all the family parties. We were the dancers!!
Student A: What did you do? Peg: Were you pretty?
Student B: Well, we went to the beach and stayed on this great Granny: Sure. Aunt Fanny was thin and graceful. I wasn’t as thin or
boat. I swam in the ocean every day, drank coconut milk and ate graceful, but I was funny. We were a beautiful pair.
tons of seafood. I also played a lot of volleyball with the people I met Peg: Tell me more, Granny. Were you…?
there. We all visited some fantastic Mayan ruins. Oh! And I bought Granny: That’s enough for now, darling. Good night.
this for you, a little souvenir.
Student A: Wow! Thanks, Jim. Unit 1, Lesson 7, Exercise 2, Page 31. (Track 5)
Listen again and write the words under the correct person. The
Unit 1, Lesson 2, Exercise 2, Page 25. (Track 3) first one is an example.
Listen and put a check next to the things Jennifer did yesterday.
Jennifer: Yesterday was Sunday so I got up late, about 10:30. Mum Unit 1, Lesson 8, Exercise 1, Page 32. (Track 6)
made the family a big brunch and then we went to visit my Listen and match the subject with the activity.
grandparents. In the afternoon I saw my friends and we went to the It was fascinating. It was midnight on a very dark night. I was
cinema. In the evening I listened to music in my room and went to floating on the only cloud in the sky. I was captivated watching all
sleep early about 10. It was a great day. the activity on the ground below me. It was an alien party.
A 3-headed tall monster was dancing Cumbia as he was playing a
Unit 1, Lesson 2, Exercise 3, Page 25. (Track 3) strange guitar-like instrument. Five elephant-like creatures were
Listen again and circle the correct answer. drinking a green liquid with their trunks. Two hairy yellow sticks
were whispering. You were there, too. You were singing Happy
Unit 1, Lesson 4, Exercise 2, Page 27. (Track 4) Birthday in a strange language. A lady turtle dressed in a long white
Listen and check what you wrote. skirt was speaking on the microphone. Then I woke up.
1st girl: Hi! Great to see you. How was your vacation?
Unit 1, Lesson 8, Exercise 3, Page 32. (Track 6)
184 2nd girl: Great. I had a fantastic time.
Listen again and correct with another pair the sentences you
1 girl: Where did you go?
st
wrote.
2nd girl: Orlando.
1st girl: When did you go? In July or August? Unit 1, Lesson 9, Exercise 2, Page 33. (Track 7)
Listen and repeat.
2nd girl: In July.
I wasn’t talking to Sally, were you?
1st girl: Who did you go with? No way!
2nd girl: My uncle, aunt, and cousins. I wasn’t arguing with Dan. Were you?
1st girl: Was that fun? No way!
I wasn’t shouting at Molly. Were you?
2nd girl: Yeah, it was. No way!
1st girl: How did you get there? I wasn’t eating my lunch. Were you?
2nd girl: By plane. No way!
I wasn’t kicking my books. Were you?
1st girl: And where did you stay? No way!
2nd girl: In a small hotel. I wasn’t chewing gum. Were you?
1st girl: Cool. How long did you stay? No way!
Well then, what? What were you doing?
2nd girl: For two weeks.
I wasn’t fighting.
1st girl: What did you do all day? I wasn’t talking.
2nd girl: We all went sightseeing. I wasn’t shouting.
1st girl: Sounds fantastic. I wasn’t paying attention at all!
2nd girl: Yeah, it was. Unit 1, Lesson 10, Exercise 1, Page 34. (Track 8)
Listen and fill in the chart below.
Officer: O.K., Sam. Tell me the truth. What were you doing on July
Listen again and circle the correct answer for each question.
12th at 11:00pm?
Sam: I wasn’t doing anything wrong; I was just watching TV at home
with Lilly.
Listen and circle the words you hear.
Officer: O.K. What were you watching?
Peg: What were you like when you were little, Granny?
Sam: We were watching… Uh… Star Wars.
Granny: Well, sweetheart, I guess I was very much like you.
Officer: O.K. Sam, you can leave.
Peg: What do you mean?
Officer: Let me talk to Ray. Ray Lewis?
Granny: I was mischievous and fun.
Ray: That’s me.
Peg: Were you always in trouble, like me?
Officer: Where were you on July 12th at 11:00 pm?
Granny: Oh yes. My brother, Uncle Walt, was always perfect.
Tapescripts
Ray: I was closing the store with Len. We weren’t doing anything Officer: So, he was thin. Was he wearing anything unusual?
wrong. Nancy: Oh yes! He was wearing a beard. It was obviously not real.
Officer: Are you sure you weren’t driving around Sixth and Main? Imagine, white hair and a black beard!!
Ray: No, we weren’t driving. We were cleaning up the store. We were Officer: Please, go on. Was he wearing a coat?
washing the floors and… Nancy: No, he wasn’t wearing a coat, but he was wearing a big ugly
Officer: O.K., Ray. Thanks. brown sweater; very ugly.
Officer: Send in Lilly. Lilly Howard? Officer: What about the other guy? Did he have any noticeable
Lilly: Yeah? characteristics?
Officer: What were you doing on July 12th at 11:00pm? Nancy: He had a big nose and he was wearing dark glasses.
Lilly: I was having dinner at my favorite restaurant. Officer: Did you see a scar on his face?
Officer: Were you watching TV? Nancy: No, I didn’t see a scar.
Lilly: No, I wasn’t watching TV. I was eating steak and drinking wine. Officer: Was he wearing anything unusual?
Officer: Were you eating with Sam? Nancy: Well, yes. He was wearing striped pajamas!!!
Lilly: No. I wasn’t eating with Sam!!! I was having dinner with my
boyfriend. Unit 1, Get Real! 3, Exercise 1, Page 44. (Track 11)
Officer: Well, I guess it’s obvious who the robber is… Listen and fill in the baggage claim report.
A: Southern Airlines. This is Silvia. How can I help you?
Unit 1, Lesson 15, Exercise 2, Page 40. (Track 9) B: Yes, when I landed in Los Angeles my suitcase wasn’t there. It’s
Listen to the TV game and circle T (true) or F (false). red….
Max (Commentator): Good evening and welcome to the game show A: Your suitcase? Oh, please call 562-8943. They can help you there.
True Love. My name is Max and I am your host. As you know the
rules of the game are: I ask each person the same questions. If you A: Southern Airlines. This is Rick. How can I help you?
have the same answer you get 1 point. The couple with the most B: Yes. My suitcase wasn’t on my flight, number 739.
points is the winner. So let’s meet our first contestants. A: You lost your suitcase?
Hi Tom. Your first question is… When did you meet your girlfriend? B: No, you lost my suitcase. It’s a big…
Tom: Six months ago. A: I’m sorry. This is the wrong department. Please, call 562-8943
Max: What was your girlfriend doing when you first saw her? extension 244.
Tom: Well, that’s easy. She was lying on the beach sunbathing.
Max: What was she wearing?
Tom: She was wearing a blue bikini. Wow!
A: Southern Airlines. This is Patty. How can I help you?
B: This is the third time I’ve called. My suitcase is lost. Can you help me?
185
Max: What did you say? A: Did you file a report?
Tom: I said sorry because I had kicked sand on her. It was a mistake! B: Yes, I did when I arrived at Los Angeles.
Max: And finally, what did you say when you left? A: Oh. You have to call the baggage claim department: 562-8944.
Tom: I asked her to go to a party and she said “Yes.”
Max: Thanks Tom. See you later. A: Southern Airlines. This is a recording. For baggage information,
Our next contestant is Pamela. dial 1. For flight departures, dial 2. For flight arrivals, dial 3.
Your first question is: When did you first meet?
Pamela: I think about 6 months ago. A: Southern Airlines, this is Julie. How can I help you?
Max: And what were you doing when you met? B: I’m calling about my suitcase.
Pamela: I was reading on the beach. A: Yes. What’s your flight number?
Max: What did he say to you? B: 739.
Pamela: He said, “I’m sorry” because he had covered me with sand. A: Oh yes. We have several pieces of luggage here from that flight.
Max: What were you wearing? B: Mine is a big red suitcase with a large Mexican flag sticker…
Pamela: My favorite green bikini. A: Oh yes. We have it here. You can pick it up anytime.
Max: And finally what did he say when he left?
Pamela: He invited me to a party. Unit 1, Get Real! 4, Exercise 1, Page 45. (Track 12)
Max: Thanks, Pamela. Tom, come over here… Listen and circle the correct answers.
Mary: What’s that?
Unit 1, Lesson 15, Exercise 4, Page 40. (Track 9) Brad: It’s the police.
Listen again and write the girl’s answers. Officer: Can I see your license, please?
Brad: Here you are. I’m sorry officer, what’s the problem?
Unit 1, Lesson 15, Exercise 5, Page 40. (Track 9) Officer: I’m afraid you were traveling at seventy kilometers per hour
Listen to her boyfriend and write his answers. in a sixty-kilometer zone. Also, I see you have a passenger in the
back seat who was not wearing a seat belt. Do you know that you
Unit 1, Get Real! 2, Exercise 1, Page 43. (Track 10) must wear a seat belt when you’re traveling in a vehicle, ma’am?
Listen and circle the two suspects Nancy describes. Laura: I’m sorry. I forgot. You see, we were hurrying because my
Officer: O.K. Ms. Stassforth. Can I ask you some questions about the friend finally found the address of her long lost brother.
thief? Brad: We were driving there when you stopped us.
Nancy: Sure, and please, call me Nancy. Officer: Yes, well, you hear a lot of stories in this job. I never heard
Officer: Can you describe him for me, Nancy? that one before.
Nancy: Well, there were two: one had beautiful white hair, maybe it Laura: But it’s true!!!
was a wig. Anyway it was lovely. Mary: I’m really sorry. It’s all my fault. I was only thinking about my
Officer: Yes? brother, and now you’re in trouble.
Nancy: He was very tall and so, so skinny. Brad: It’s O.K. Mary. It was my fault we were going too fast.
Tapescripts
Officer: Look, just stick to the speed limit, O.K.? confusing. Opps! What does that mean?
Brad: Thank you officer. Thank you so much. Wife: I think it means you must turn right.
Officer: But that’s no excuse for not wearing a seat belt. O.K., go on. Pedro: What about that one?
I hope you find your brother, ma’am. Wife: I don’t know.

Mary: Thank you. Pedro: Oh, well. I want to go straight on.
Wife: Watch out, it says “Dangerous intersection ahead.”
Unit 1, Get Real! 4, Exercise 2, Page 45. (Track 12) Wife: Stop the car, Pedro. It’s the police.
Listen again and match the person to the action. Pedro: Oh, O.K.
Police officer: Good morning, sir. Can I see your driving license?
Unit 2, Lesson 3, Exercise 3, Page 54. (Track 13) Pedro: Of course, here you are.
Listen to the person explaining the rules of the library. Complete the Police officer: Thank you. You know you went up a street where the
signs below. sign said, “No entry.” You must follow the signs.
Librarian: Good morning. Before you use the library I want to tell you Pedro: Oh I’m sorry officer. I didn’t understand the sign; I’m not
the rules and regulations we follow. First of all, there is no eating or from this country. I’m on vacation.
drinking in the library so please leave your bags outside. You can talk, Police officer: Sorry, but you broke the law. Here’s your fine.
but be quiet because people are often studying here. When you read Pedro: A fine?
here in the library, please put the books back in the same place; don’t Police officer: Yes.
leave them on the desks. And of course, turn off cell phones. Pedro: How much is it?
Police officer: $100 dollars.
Pedro: $100 dollars?!
Police officer: O.K., we’ll forget it this time, but you have to read this
Listen and check your answers.
book and learn the road signs!
Do not inhale the product.
Pedro: O.K. thanks.
Avoid contact with eyes and skin.
Protect food and kitchen utensils before using the product.
Do not use in the presence of people and pets.
Listen again and answer the questions.
Do not perforate or burn this container.
Do not expose to heat or FIRE.
186 Do not transport or store near food.
Keep in a safe place. Listen to the students talking about the rules of the high school.
Keep in a cool place. Put a check next to the rules they talk about.
1st girl: Hi. Sue. Have you seen the new rules for the school?
Unit 2, Lesson 4, Exercise 5, Page 55. (Track 15) 2nd girl: No, I haven’t. What do they say?
Listen and write the warnings on the label of the detergent. 1st girl: Well, they say that we must wear a uniform all the time; boys
Look at the instructions on this detergent. It says: Keep away from must wear long gray pants and girls’ skirts must be below the knee.
children. Store in a cool dry place. Avoid contact with skin and eyes
and wash and dry hands after using this product. 2nd girl: Really?! I hate that because short skirts are more
fashionable at the moment.
Unit 2, Lesson 6, Exercise 3, Page 58. (Track 16) 1st girl: It also says we must wear casual shoes and white sneakers
Listen to the couple at the check in. for physical education.
Which rules and regulations did they break from the list? Circle
them. 2nd girl: That’s good. I like casual shoes.
Steward: Good morning sir. Can I have your boarding pass, please? 1st girl: They have included a rule about jewelry now. It says we
Tourist: Yes, of course. mustn’t wear earrings and we mustn’t use makeup.
Steward: How many bags do you have? 2nd girl: Oh no!
Tourist: Three.
Steward: Three. Oh I’m sorry. You can only carry two on board. Unit 2, Lesson 10, Exercise 4, Page 62. (Track 19)
Tourist: But I’m carrying it for that lady over there. Listen to the two friends talking and complete their conversation.
Steward: Didn’t you read the regulations? Don’t carry luggage for 1st boy: Hi. What are you doing?
other people. I’ll have to keep it, sir. Do you have any sharp objects 2nd boy: I’m painting my bicycle with this fantastic silver spray paint.
in your bags? 1st boy: Yeah, it looks cool, but didn’t you read the warning on the can.
Tourist: Sorry, I don’t understand what you mean. I don’t think so. 2nd boy: No. Why?
Steward: Can I take a look, sir? 1st boy: It says you mustn’t use the spray indoors because it’s toxic.
Tourist: Yes. Go ahead. 2nd boy: O.K., let’s go in the garden.
Steward: Oh dear! You have a few things you can’t take on the
plane; this insecticide, for example and these knives. And I’m sorry, Unit 2, Lesson 12, Exercise 3, Page 65. (Track 20)
but I have to open these gifts to see what’s inside. Listen to two girls talking about a friend’s job. Number the
Tourist: The gifts no! sentences in the order you hear them.
Steward: I’m sorry. The regulations say no wrapped gifts to be taken Stephy: Hi, Paola.
on board. Now you can go through. Have a good trip. Paola: Hi. How’s Kate’s new job?
Stephy: It’s O.K. but her life is very different now.
Unit 2, Lesson 7, Exercise 2, Page 59. (Track 17) Paola: In what way?
Listen and put a check next to the road signs mentioned in the Stephy: Well, she has to get up very early because she has to check
conversation. in.
Pedro: These roads are great but the signs are different and
Tapescripts
Paola: I can’t imagine her doing that. What time does she start? Miss Lara: Worth it! I have to smile all the time and answer all your
Stephy: She has to be there at 8. silly questions.
Paola: What does she do? Interviewer: Well, thank you Miss Lara. It was a pleasure. The lovely
Stephy: In the morning she has to call the clients and then she has Miss Lara!
to write invoices. Miss Lara: Oh, please!
Paola: Does she have a lunch break?
Stephy Yes, but she has to take it between 1 and 2. Unit 2, Lesson 14, Exercise 3, Page 67. (Track 22)
Paola: What time does she finish? Listen again and write the questions and answers in the
Stephy: She has to work until 6 except on Fridays when she finishes interview.
at 5.
Paola: What’s her salary like? Unit 2, Lesson 15, Exercise 2, Page 68. (Track 23)
Stephy: Terrible. But she has to get some experience working. Listen to two people talking about life in the USA. Check your
Paola: Yeah, that’s true. O.K. then. See you later. Tell Kate I was answers.
asking about her. Bye. Man: Life is very different here in the USA.
Stephy: Bye. Woman: I can imagine. What are the things that catch your
attention?
Unit 2, Lesson 12, Exercise 4, Page 65. (Track 20) Man: For example you don’t have to do military service. In my
Listen again and write the questions the girl asks in your country we have to do it. And we have to carry identity cards at all
notebook. Use the questions to practice a similar dialogue. times.
Woman: Really! What else is different?
Unit 2, Lesson 13, Exercise 1, Page 66. (Track 21) Man: When you are driving your car you have to wear seat belts and
Listen and answer the questions. the children have to sit in the back.
Show host: Good evening everyone. Welcome to What do I do? The Woman: I thought that was a rule in all countries.
fun family show. Give a round of applause to our two contestants. Hi Man: No, every country has it own rules. For example: We don’t have
Joe. Hi Sandra. to pay to get into museums.
Contestants: Hello. Hello. Woman: Wow! That’s great! Aren’t there any things that are the
Show host: You know the rules. You can ask three questions each same?
and you have one opportunity to guess the profession of our guest. Man: Oh yeah you have to be over 18 to vote and to buy cigarettes
Let’s welcome our professional. Hi John. I wonder what he does? O.K.
Let’s start with the first question.
and alcohol. And we have to drive on the right, too.
187
Joe: Do you have to work with people a lot? Unit 2, Get Real! 1, Exercise 3, Page 70. (Track 24)
John: Yes, I do. Listen and answer.
Sandra: Do you have to travel? Teacher: Jose, don’t take photographs. It’s prohibited. Diego, stop
John: No, I don’t. filming at once. Look at the sign. It says clearly, “Don’t use video
Joe: Do you have to get your hands dirty? cameras.” Claudia and Luisa, what are you doing? It says, “No
John: No, I don’t. eating or drinking in the museum.” Sabina! Don’t touch the
Sandra: Do you have to use the computer? exhibits. They are thousands of years old. Maria, for goodness sake!
John: Yes, I do. Stop shouting. It says, “Be quiet.”
Joe: Do have to work long hours? Security Guard: Miss, can you stop shouting please? It says, “Be
John: No, I don’t. quiet.” And try to control your students.
Sandra: Do you have to help people? Teacher: Yes, of course.
John: Yes, I do.
Joe: I know, I know. He’s a policeman. Unit 2, Get Real! 1, Exercise 5, Page 70. (Track 24)
Host: John. Is he correct? Listen again and check your answers.
John: Yes, he is.
Unit 2, Get Real! 3, Exercise 1, Page 72. (Track 25)
Unit 2, Lesson 13, Exercise 2, Page 66. (Track 21) Listen and write what the person wants to do.
Listen again and complete the contestants’ questions. Girl: Good morning. Can you tell me what I have to do to get a
driving license please?
Unit 2, Lesson 14, Exercise 2, Page 67. (Track 22) Information: Yes, of course. First you have to pay $15. After that you
Listen to the interview with the actress and answer the questions. have to get copies of some official identification like a passport and
Interviewer: Can I ask you a few questions, Miss Lara? I know your proof of your address, for example, a telephone bill. Then you have
time is very precious. to show your social security card. And finally you have to take four
Miss Lara: Yes, Yes. Go ahead… but be quick. tests, a written one, one about signs, your vision and a driving test.
Interviewer: It must be amazing to be so rich and famous. Girl: All of that!
Miss Lara: Amazing! It’s horrible… terrible. Information: I’m afraid so.
Interviewer: Horrible! Terrible, but… Girl: Thank you.
Miss Lara: I have to go to boring parties in Hollywood all the time Information: You’re welcome.
and I have to sign autographs for my fans. You know I can’t go
anywhere! Unit 2, Get Real! 3, Exercise 2, Page 72. (Track 25)
Interviewer: Yes, but surely… Listen again and write what the person has to do.
Miss Lara: I can’t go anywhere without looking fantastic so I have to
wear formal clothes and use make up all the time. Unit 3, Test Preview, Exercise 1, Page 79. (Track 26)
Interviewer: But your fans love you. Isn’t it worth it? Listen as you read the dialogues.
Tapescripts
Dialogue A Customer: Large, please.
Sales assistant: Sushi Corner. May I help you? Salesperson: Anything to drink?
Customer: Yes, I’d like to order sushi, please. Customer: Yeah, an orange juice.
Sales assistant: How many pieces would you like? Salesperson: Small medium or large.
Customer: 8 pieces please. Which ones are the cheapest? Customer: Medium.
Sales assistant: The egg ones. The shrimp ones are the most Salesperson: Anything else?
expensive. Customer: No, thanks.
Customer: O.K., then…I’d like a mixture of egg and shrimp, please. Salesperson: $8 please. Next!
How much is that?
Sales assistant: $10. What’s your address? Unit 3, Lesson 4, Exercise 3, Page 83. (Track 28)
Customer: 1320 Sea Drive. Listen again and number the dialogue in the correct order.
Sales assistant: And your telephone number?
Customer: 433 5668. Unit 3, Lesson 5, Exercise 4, Page 84. (Track 29)
Sales assistant: Thank you, we deliver in 30 minutes. Bye. Listen to the conversation and number the dialogue in the correct
Customer: Bye. order.
Dialogue B Sales assistant: Pizzaplace.
Sales assistant: Can I help you? Customer: Hi. Can I have a vegetarian pizza with extra cheese?
Customer: Yes, please. Do you have this jacket in a larger size? Sales assistant: Small or large?
Sales assistant: What size do you need? Customer: Large.
Customer: 16. Sales assistant: Anything else soda, coffee?
Sales assistant: Yes, here you are. Would you like to try it on? Customer: Yes. Can I have two cans of coke please?
Customer: Yes, please. Sales assistant: What’s your name?
Sales assistant: Everything O.K.? Customer: Sarah Gowland.
Customer: Not, not really. Can you get me a larger size, please? Sales assistant: And your address?
Sales assistant: Of course. Customer: 1320 Sea Drive.
Sales assistant: Telephone number?
Unit 3, Lesson 2, Exercise 5, Page 81. (Track 27) Customer: 433 5668.
Listen to three conversations in a store. Write the list of things Sales assistant: Thank you we deliver in 30 minutes. Bye.
188 the customers ask for. Customer: Bye.
Conversation 1
Storekeeper: Good morning, Mrs. White. What would you like Unit 3, Lesson 5, Exercise 5, Page 84. (Track 29)
today? Listen again and pay attention to the pronunciation, stress,
Mrs. White: I’d like a kilo of ham, a loaf of bread, a liter of milk and intonation and rhythm. In pairs read out the dialogue imitating all
a small jar of coffee please, John. these aspects.
Storekeeper: Here you are. Anything else?
Mrs. White: No, thanks. Unit 3, Lesson 6, Exercise 4, Page 86. (Track 30)
Storekeeper: That’ll be $10, please. Listen to the conversation in a restaurant and answer the
Mrs. White: Thank you. Bye. following questions.
Conversation 2 Woman: This is a fantastic place.
Storekeeper: Hi. Can I help you? Man: Yeah and the food is delicious, too.
Young boy: Yes, I want a bar of chocolate, a bottle of soda and a… Woman: What would you like?
er… a packet of chocolate chip cookies, please. Man: I’d like the soup to start and then the chicken. How about you?
Storekeeper: Anything else? What would you like?
Young boy: No, thanks. Woman: Er…I think I’ll have the mixed salad and lasagna.
Storekeeper: $6, please. Man: Would you like anything to drink?
Conversation 3 Woman: Sure. I’ll have a glass of red wine.
Storekeeper: Hello. Susan. How are things? Man: Me too. O.K. We’re ready. Let’s order. Waiter!
Susan: Fine John, thanks. I’m having a party tonight so I need some
cheese about a kilo and some ham about a kilo, too. Unit 3, Lesson 7, Exercise 2, Page 87. (Track 31)
Storekeeper: Anything else? Listen and check your answers.
Susan: Do you have any tuna fish? In the restaurant…
Storekeeper. Yes, I do. Waiter: Are you ready to order?
Susan: Can I have 5 cans, please. Customer: Yes, we are. I’d like the nachos for starters and the
Storekeeper: Sure. That’s er… $20, please. chicken crisp for the main course.
Susan: Thanks a lot. See you later. Waiter: And you miss?
Storekeeper: Have a good party! Customer: I’ll have the tomato basil beef pasta.
Susan: Thanks. Waiter: Would you like anything to drink?
Man: Yes, I’d like some wine.
Unit 3, Lesson 4, Exercise 2, Page 83. (Track 28) Woman: Could I have a glass of mineral water please?
Listen and write who says the following. Write S for salesperson C Waiter: Of course. Anything for dessert?
for customer. Check your answers with a classmate. Man: Oh yes, we’ll have the chocolate cake.
Salesperson: Next! Waiter: O.K.
Customer: Hi. Can I have a hamburger and some fries, please? 1/2 hour later …
Salesperson: Small, medium, or large fries? Waiter: Is everything O.K.?
Tapescripts
Customer. Yes, thanks. Unit 3, Lesson 12, Exercise 1, Page 93. (Track 35)
1 hour later… Listen and match the food to the quantity.
Waiter: Anything else? Boy: What do we need to prepare a delicious breakfast for Mom?
Customer: The check, please! Girl: Well, first we need some eggs.
Waiter: Of course. Boy: O.K. How many eggs do we need?
Girl: Let’s get a dozen.
Unit 3, Lesson 8, Exercise 3, Page 88. (Track 32) Boy: How about bacon? How much bacon do we need?
Listen to the girl talking about her favorite food. Girl: I guess we need about a half a pound of bacon.
Aunt Liz: Hi Sue. As you’re going to be staying here for a while I’d Boy: Do we have coffee? She loves hot coffee for breakfast.
like to know what kind of food you like. Girl: You’re right. We have coffee.
Girl: Sure. Thank you very much. Boy: How much?
Aunt Liz: What do you like for breakfast? Girl: Oh, a pound, and fresh orange juice.
Girl: Well, at home I usually have cereal with orange juice and some Boy: Yeah! How many oranges do we need?
bread with butter and marmalade. Girl: Get about 15 oranges.
Aunt Liz. Do you like eggs and ham for breakfast? Boy: O.K. What about bread? How much bread do we need?
Girl: No, I don’t. Girl: She likes cinnamon rolls. Let’s get some cinnamon rolls.
Aunt Liz: How about for lunch? What do you like to eat? Boy: O.K. Anything else?
Girl: Well, I’m trying to keep fit so I like to eat fruit or salads. Girl: Yeah, fruit.
Aunt Liz: And for dinner? Boy: O.K. How much?
Girl: I like all kinds of pasta, chicken and fish and vegetables or rice. Girl: Let’s just get strawberries, a basket of strawberries.
Aunt Liz: O.K. that’s pretty much what we eat here so I won’t have to
cook anything special. Unit 3, Lesson 12, Exercise 2, Page 93. (Track 35)
Girl: Great! Thanks, Aunt Liz. Listen again and fill in the blanks with how much, or how many.
Unit 3, Lesson 9, Exercise 3, Page 89. (Track 33) Unit 3, Lesson 13, Exercise 1, Page 94. (Track 36)
Listen and check your answers. Listen to the conversation and answer the questions.
1st boy: Do you like fast food? Girl: You know what would be a good idea for the party at school?
2nd boy: Yeah, I love it. Boy: No, what?
1st boy: What’s you favorite food?
2nd boy: I love hamburgers. How about you?
Girl: Mocktails.
Everyone: Mocktails?????!!! What are they?
189
1st boy: I really like hotdogs. Girl: It’s a non-alcoholic cocktail. You make them with ice cream, or
2nd boy: Well, this restaurant looks good. Shall we go in? sherbet, grenadine, lime, soda, orange juice, all kinds of things.
1st boy: Yeah. Then you decorate them with a cherry or a flag or something. They
Inside the restaurant: look like a real cocktail, they taste delicious but they don’t have any
Waiter: What would you like? alcohol.
2nd boy: I’ll have a hamburger with bacon and double cheese and Boy: Sounds good to me.
lots of catsup and mustard.
Waiter: Would you like anything to drink?
Listen and circle the answer.
2nd boy: A lemonade please. Man: Good morning, and welcome to Eating Hearty. I’m Chef
Waiter: Next. Gordon Banks, your host, and I am so pleased you could listen in
1st boy: I’d like a jumbo hotdog with cheese and lots of relish. today. Today we’re making one of my favorites, macaroni pizza, the
Waiter: Anything to drink? pizza that isn’t really a pizza. O.K. I’ll give you a minute to get a
1st boy: An orange soda, please. pencil and paper. (PAUSE) O.K., is everybody ready? For this recipe
Waiter: O.K. Next. you need.
2 cups of uncooked macaroni
Unit 3, Lesson 10, Exercise 3, Page 90. (Track 34) 1 cup of Mozzarella cheese, and 1 cup of American cheese.
Listen to the people talking about typical food in their country and 1/2 cup of milk
complete the chart. 1 egg
1/2 kilo of ground meat
1st conversation 1/3 cup onion
Girl: I’m Paola and I’m from Spain. The typical food from my country 1 can tomato sauce
is paella. It’s a mixture of rice, meat, and fish. We eat in on the 1 can tomato soup
weekends. We also eat a lot of fruit and drink a lot of wine. 1 teaspoon salt
1/4 teaspoon oregano
2nd conversation: and 1/4 teaspoon of garlic
Boy: I’m from the United States. In my country it’s typical to eat a Don’t forget, we’ll show these ingredients again at the end of the
lot of fast food like hamburgers, hot dogs and French fries. We drink show.
a lot of soft drinks like Coke and for dessert we like pies and ice Now, first mix the Mozzarella and the American cheese together.
cream. Then cook the macaroni and drain it. Make sure you get all the
water out of it. Then pour it in a baking dish. Next beat the egg.
3rd conversation: Don’t beat it too long. Add the milk to the egg and pour it over the
Girl: I’m from England. The typical food in my country is fish and chips. macaroni. You still with me? It’s easy. Now, brown the meat and the
We eat lots of cakes and biscuits and drink gallons of tea, too. onion. Drain it and add the tomato sauce, soup and the seasonings.
Tapescripts
Cook it until it comes to a boil and is thick. Pour the mix over the Molly: I prefer Dolmades.
macaroni. Cover it with the cheese. Finally bake it at 175ºC for 10 to Jim: Me too. Let’s go!
15 minutes.
Look at this beautiful dish!!!! Now, how about some dessert to go Unit 3, Get Real! 5, Exercise 3, Page 102. (Track 39)
with this dish… Listen again and write the reasons why they like or dislike the
different foods.
Listen again and write the quantities. Unit 4, Lesson 1, Exercise 3, Page 108. (Track 40)
Listen and write the answers to the following questions in your
Unit 3, Get Real! 1, Exercise 3, Page 98. (Track 37) notebook.
Listen again and correct the instructions with a partner. Student A: Where would you like to go this summer?
Student B: I’d like to go to Montreal. They say it’s fantastic, lots of
Unit 3, Get Real! 3, Exercise 1, Page 100. (Track 38) young people and wonderful outdoor cultural events. The weather is
Listen and answer the questions. great, too. It’s hot and sunny most of the time. How about you?
Employee: Welcome to Happy’s Hamburgers. May I take your order? Student A: I want to go to London. I think it would be really exciting
Mother: Yes, I’d like… but I’m not sure. What’s the weather like there in summer?
1st child: I want a cheeseburger! Student B: I don’t really know I think it’s very unpredictable. It can
Mother: Yes, yes. I know. be sunny and hot one day and rainy and cool the next.
2nd child: I want a milkshake. Student A: Really? I think I’m going to check it out on the Internet.
Student B: Yeah, you should before you decide.
Employee: Are you ready to order?
Mother: Yes. I’d like three megaburgers… Unit 4, Lesson 2, Exercise 3, Page 109. (Track 41)
3rd child: I want one, too. Listen and check your answers.
Mother: O.K. I’d like four megaburgers. Travel agent: Good morning. Can I help you?
Employee: With French fries? Woman: Yes, we’d like to book an African safari vacation?
Mother: Yes, please. Man: No, no, no. We’d like to book a vacation to a hot sunny beach.
Employee: Anything else? Travel agent: Sorry, but which would you like the beach or the safari
Mother: Yes, I’d like three colas and a vanilla milkshake. vacation.
190 2nd child: No, chocolate. Woman: Safari!
Mother: Oh, three colas and a chocolate milkshake. Man: Beach!
Employee: Anything else? Travel agent: Er…Er…Why don’t you go to South Africa? They have
Mother: Yes, a large salad. beautiful beaches and you can go on safari, too.
Employee: O.K., three megaburgers… Woman: Fantastic.
Mother: Four. Man: Yes, great! We’d like to book a flight to South Africa
Employee: Yes, four megaburgers with fries, three colas, a vanilla … immediately.
Mother: Chocolate. Travel agent: O.K.
Employee: Chocolate milkshake and a large salad. Is that all? Woman: And we’d like to make reservations at a five star hotel.
Mother: I’ll also have a medium coffee, please. Man: And we’d like to book a room with a view of the sea.
Employee: O.K. Your total is $15.85. Please, pay at the window. Woman: Country!
Travel agent: Of course. How about…
Listen again and write the sentence below under the correct Unit 4, Lesson 3, Exercise 2, Page 110. (Track 42)
picture. Listen and check your answers.
Travel agent: Good morning. Aussie Air. Can I help you?
Unit 3, Get Real! 5, Exercise 2, Page 102. (Track 39) Client: Yes, I’d like some information about flights to Australia,
Listen to the conversation and complete the chart. Put a check (√) please.
in the spaces of the food the people like, and an (X) for what they Travel agent: When do you want to go?
don’t like. Client: In December.
Molly: Let’s get something to eat. Travel agent: Well December is high season. It’s summer then so it’s
Jim: Good idea. Let’s eat Chinese Food. expensive. One moment I’ll check it for you. O.K. I suppose you want
Jenny: No, Molly doesn’t like Chinese food. a round trip?
Jim: You don’t like Chinese? Client: No. I want one way, please.
Molly: No, I don’t. It’s all vegetables and I hate vegetables. Travel agent: One way? Well that’s more expensive, too. Let me see.
Jim: Do you like Japanese food? One way costs $1000.
Molly: Uck. Too many vegetables and too salty. Client: Is that the cheapest ticket you can find?
Jenny: I love sushi! Especially the kind with avocado, and cream Travel agent: Yes, I’m afraid so.
cheese. Client: O.K. I’d like to make a reservation for the 2nd December.
Jim: What’s your favorite kind of food, Mol? Travel agent: Sure. You have to pay for the ticket within the next
Molly: I love Mexican food. There is such a variety. three days. And thank you for using Aussie Air. Bye.
Jim: I like Mexican food, too. Client: Bye.
Jenny: But it’s too hot, you know, spicy. I hate spicy food.
Jim: O.K. does everyone like Greek food? Unit 4, Lesson 6, Exercise 1, Page 114. (Track 43)
Jenny: I love Greek food. Gyros are my favorite. Listen to the travel agent and answer the questions.
Travel agent: Good morning. Can I help you?
Tapescripts
Young man: Yes. I’d like some information about surfing vacations? that’s all there is here man?
I want a package that includes lessons and the equipment, too. George: Well, I guess so.
Travel agent: Any place you have in mind? Tourist: You can get there on foot or by windsurfing.
Young man: Well I don’t want to travel too far but I want something George: By windsurfing?
a little different. Tourist: Yeah. It’s very difficult to get there.
Travel agent: How about Jamaica? George: Wait! Wait! How can I get to the surfboard rental store?
Young man: Sounds cool! How much is it? Tourist: The surfboard rental tent is on an island. You have to go
Travel agent: Well, it costs $995 that includes airport transfers, by micro lighting.
breakfast and dinner with beverages, daily transportation with George: Isn’t there any normal transportation here?
guide to other surf spots, exploring & excursions Tourist: No. It’s all extreme here, man.
and accommodation with clean rooms with shower and cable TV but George: Just one more thing. How can I get to the restaurant? I’m
that doesn’t include the flight. starving.
Young man: What about the availability? Tourist: You have to be dropped by parachute.
Travel agent: Well, when do you want to go? George: You’re joking, right?
Young man: In the summer. What’s the weather like then? Tourist: No. I’m going there myself. Do you want to come?
Travel agent: It’ s hot and humid. And it’s the hurricane season so George: Sure. Tell me were you joking about the other forms of
you can get rain, too. transport?
Young man: Well, that’s the only time I can go. Tourist: Sorry man! You wanted extreme!
Travel agent: It’ll be fine. The package is from January to December.
Young man: How long does the vacation last? Unit 4, Lesson 9, Exercise 3, Page 117. (Track 46)
Travel agent: 7 days. Listen to the boy asking for information about surfing. Number
Young man: Where exactly is it in Jamaica? the questions in the order they appear in the dialogue.
Travel agent: A place called Morant Bay. Boy: Excuse me. Can you help me? I just arrived here yesterday and
Young man: What’s it like? I don’t know where anything is.
Travel agent: Well…there’s some good surfing and there are some Surfer: Yes, sure. What do you need to know?
sandy beaches for having fun. There isn’t any pollution so surfers Boy: First of all. Where can I take surfing lessons?
love it. There are some large hotels but the accommodation is Surfer: Oh that’s easy. There are lots of schools here in front of the
mainly in small ones. There’s some local food served in the beach where you surf.
restaurants but there isn’t any international food. There aren’t any
discos. Young people go there just to surf.
Boy: Great. Where can I rent a surfboard?
Surfer: In schools, too.
191
Young man: It sounds great. I’d like to make a reservation, please. Boy: The truth is I don’t have anything. I’m just starting to surf so I
Travel agent: O.K. Can I have your last name, please. need to hire all the things you need for surfing. Where can I hire a
wetsuit?
Unit 4, Lesson 6, Exercise 2, Page 114. (Track 43) Surfer: There’s a store on Surfer’s Road. They have everything you need.
Listen again and complete the form. Boy: Thanks a lot. You’ve been a great help.
Surfer. Anytime! See you around.
Unit 4, Lesson 6, Exercise 5, Page 114. (Track 43) Boy: Oh one more thing. Where can I change traveler’s checks and
Listen again and check your answers. where can I check my e-mail?
Surfer: There’s a money exchange on Palm tree Road and a cyber
Unit 4, Lesson 7, Exercise 2, Page 115. (Track 44) cafe next to it.
Listen to the boys talking about the sport and check your answers. Boy: Thanks again. Bye.
1st Boy: Hi George. I hear you’re going to go surfing in Fiji. Surfer: You’re welcome. Bye.
George: Yes, I’m really excited.
1st Boy: I’m really jealous. What kind of equipment do you need? Unit 4, Lesson 9, Exercise 4, Page 117. (Track 46)
Listen again and write the anwers to the questions.
George: Well, you have to buy a suitable surfboard and if you’re a
beginner the bigger the better.
1st Boy: Is that all? Listen and write the activity from the box below on the correct
George: Yeah, but surfboards are expensive so I’m going to rent one. line in the cartoon.
1st Boy: Do you have to use special clothing? Let’s see what’s on my calendar for next week. Oh no, on Monday I
George: Well, if the water is a little cold or you want to stay in the have an exam. I just know I’m not going to understand anything.
sea for a long time its best to use a wetsuit. Hum. It’s my birthday on Tuesday. Big deal! Nobody is going to
remember. I’m going to be all alone. A volleyball game on
1st Boy: Do you need anything else?
Wednesday. We’re so bad. For sure we’re not going to win, again.
George: Yeah, a leash for the surfboard so that you don’t loose it Friday, a date with Johnny. He isn’t going to come on time. He never
and some surfers wear a helmet because it can be dangerous. does. Oh, Saturday we are having a family picnic. I bet anything it
1st Boy: Sounds fantastic. Maybe the next time we can go together. isn’t going to be a nice day. It will probably rain.
George: Sure.
Unit 4, Lesson 8, Exercise 1, Page 116. (Track 45) Listen again and write the complete sentence in your notebook.
Listen to the dialogue and match the places with the correct forms
of transportation to get there. Unit 4, Lesson 13, Exercise 1, Page 122. (Track 48)
George: How can I get to the beach houses? Listen to the first part of the game show and answer the
Tourist: Houses? You mean the hammocks on the beach because questions.
Tapescripts
Part I Girl #2: Yeah. Who’s this?
Host: O.K.!! Everyone knows the rules. The audience is going to ask Girl #1: It’s Kathy. Where are you?
five questions about your vacation. Then Mr. and Mrs. Spencer are Girl #2: We’re at the mall. We just got here. Are you going to meet us
going to have the chance to ask five more questions. When they here?
finish asking their questions, they are going to have three seconds Girl #1: Yeah. My mom’s going to take me at 4:00.
to guess where they are going to go. Guess the vacation and win the Girl #2: What time is it now?
trip!!!!! Don’t forget only yes, no questions. Everyone ready????? Girl #1: It’s 2:00. Are you going to look for something to wear for the
Audience and participants: Yes!!!!!!! party on Saturday?
Audience woman: Are they going to travel by plane? Girl #2: Yeah.
Host: No, they aren’t. Girl #1: Are you going to Rosy’s Boutique or The Rally?
Audience woman: Is she going to need an evening gown? Girl #2: We’re going to try Rosy’s. The Rally is too expensive.
Host: Yes, she is. Girl #1: What about the guys? Are they going to shop with you?
Audience Man: Is he going to wear a suit?? Girl #2: They hate shopping. They’re going to get here at 3:00 and
Host: Yes, he is!! they’re going to the arcade to play video games. At 3:30 we’re all
Audience Woman: Are they going to take a cruise? going to meet at the food court.
Host: Yes, they are!!! Girl #1: Are you going to meet at the Oriental Express or the Grecian
Audience Woman: Are they going to the Caribbean? Urn?
Host: No, they aren’t. Girl #2: Oriental Express. The food’s better there.
Audience: Boooooooooo!! Girl #1: O.K. I’ll see you there. Hey, how are we going to get home?
Girl #2: Well, after we eat, we’re going to go to a movie, remember?
Unit 4, Lesson 13, Exercise 2, Page 122. (Track 49) You can go, can’t you?
Listen to the second part of the game show and underline the Girl #1: Oh yeah. But is your mom going to pick us up?
action words you hear. Girl #2: No. Melisa’s brother is going to give us a ride.
Part II Girl #1: O.K. See you there. Bye.
Host: O.K., contestants, your turn!!! Girl #2: Bye.
Mrs. Spencer: Are we going to see ancient ruins?
Host: No, you aren’t. Unit 4, Lesson 15, Exercise 2, Page 124. (Track 51)
Mr. Spencer: Is my wife going to dance the hula? Listen and check your answers.
192 Host: No, she isn’t.
Mr. Spencer: Am I going to eat Mexican food? Unit 4, Lesson 15, Exercise 3, Page 124. (Track 51)
Host: No, you aren’t. Listen again and answer the questions. Check your answers with a
Mrs. Spencer: Are we going to need warm clothes? partner.
Host: Yes, you are.
Mrs. Spencer: Are we going to sail north? Unit 4, Get real! 1, Exercise 1, Page 126. (Track 52)
Host: YES, you are!!!! Listen to the weather forecasts and write the number of the
Mr. And Mrs. Spencer: Are we going to Alaska????? symbol on the map.
Host: YES, YOU ARE!!!!!!! And now for the national weather forecast: In the northeast it’s
Host: Mr. and Mrs. Spencer are going to take a five-day all paid going to be cloudy and rainy in the afternoon. It’s going to get cold
cruise to Alaska!!!!!! at night. The temperature is going to be 10°Celsius.
Good news for the skiers. In the northwest it is going to snow in the
Unit 4, Lesson 14, Exercise 1, Page 123. (Track 50) mountains. It’s going to be cold and windy. The temperature is going
Listen and write who says what. Write D for Dad or S for Sandy on to be below zero. The forecast for the southwest is warm, sunny and
the first line. dry. The skies are going to be clear and no wind is expected. There
Sandy: Bye Dad. I’m going to meet my friends. are going to be temperatures in the high thirties.
Dad: Wait a minute. Where are you going? And finally the southeast is going to be hot and humid. In the
Sandy: We’re going to the mall. morning there’s going to be fog along the coast. In the afternoon it’s
Dad: Who are you going with? going to be partly cloudy with temperatures in the high twenties.
Sandy: I’m going with Lucy.
Dad: What are you going to do? Unit 4, Get real! 1, Exercise 2, Page 126. (Track 52)
Sandy: We’re going to have a cup of coffee. Listen again and match the place to the weather.
Dad: When are you going to do your homework?
Sandy: I don’t have any homework. It’s Friday. Unit 4, Get Real! 3, Exercise 2, Page 128. (Track 53)
Dad: What time are you going to come home? Listen and put an X on the places you hear.
Sandy: Early. Woman: Good morning. Can I help you?
Tourist: Yes, where can I get a hat?
Unit 4, Lesson 14, Exercise 2, Page 123. (Track 50) Woman: I’m sure Fair Wear has hats.
Listen again and put the conversation in the correct order. Write Tourist: And, where can I get information about endangered
the number on the second line. animals?
Woman: You can pick up pamphlets in Our Environment.
Unit 4, Lesson 15, Exercise 1, Page 124. (Track 51) Tourist: Pamphlets?
Listen to a conversation between two girls. Try to guess what they Woman: Yes, little information booklets.
are talking about. Check √ the activities you think they are going Tourist: Are there any lockers around here?
to talk about. Woman: Yes, there are some across the street near the restrooms.
Girl #1: Anna? Tourist: Where can I see folk art?
Tapescripts
Woman: What exactly are you looking for? Oliver: You’re right. Things will be different, but different is good.
Tourist: You know, art from a specific country. Maggie: I’ll have more homework.
Woman: Oh! In the Country Plaza you can find art from all over the Oliver: Yeah, but you’ll love your classes.
world. Maggie: I will have to make new friends.
Tourist: How can I get there? Oliver: That’s O.K. All your friends will be new, too. And Mom and
Woman: You can take a bus or you can walk. Dad will give you more freedom.
Tourist: Where can I buy some toys for my children? Maggie: You think?
Woman: Oh, you can buy toys in Kiddie Land. Oliver: Sure. You’ll be sixteen next year. You’ll be more responsible.
Tourist: Excuse me. What’s city land? Maggie: Yeah. Maybe you’re right. And Wendy is going to my new
Woman: No, it’s Kiddie Land, you know, for kids, children. school, too.
Tourist: Oh, I see. Oliver: That will be great! She’ll make everything more fun.
Tourist: Are there any restaurants around here? Maggie: Yeah. It is kind of exciting.
Woman: There are…
Tourist: My kids are really hungry. Unit 5, Lesson 1, Exercise 2, Page 136. (Track 56)
Woman: Yes. There are many restaurants in the Country Plaza. Listen again and match the columns. Write the correct letter in
Tourist: How can I get to France? the blanks.
Woman: You can take a bus.
Unit 4, Get Real! 3, Exercise 3, Page 128. (Track 53) Listen to the conversation and check your answers.
Listen again and write the answer to the question. Write A, B, or C. Dora: Tell me my fortune, tell me mine. What do you see?
Gypsy: I see…
Unit 4, Get Real! 5, Exercise 1, Page 130. (Track 54) Dora: Will I get married?
Listen to part 1 of the radio program and complete the sentences. Gypsy: Yes, you will.
Dana: You’re listening to WRCB, San Diego’s best info. Radio station. Dora: I knew it!! Will he be handsome?
Today from 3 to 4 is our travel segment where you can call in your Gypsy: Yes, he will.
questions. Today’s destination is New York City. Dora: Yes!!!!! Will he be rich?
Don: The Big Apple. Gypsy: Yes, he will.
Dana: Did you know that every year there are approximately 40 Dora: Will we have any children?
million visitors to New York City? And that there are three airports
serving New York City: J.F. Kennedy, La Guardia and Newark, with
Gypsy: Yes, you will. Wait! That’s not the marriage line! Oh rats.
Evelyn! Come in here. Which line is this one?
193
more than a million flights a year. Can you believe that? Evelyn: That’s the money line.
Don: Amazing, Dana! O.K, let’s take our first call. Gypsy: Oooops.
Dora: What? What? What do you see?? Will I have a big house?
Unit 4, Get Real! 5, Exercise 2, Page 130. (Track 55) Gypsy: No, you won’t.
Listen to the second part and fill in the missing information on the Dora: I won’t?
airplane ticket. Gypsy: No, you won’t.
Don: What’s your name caller? Dora: Will I be happy?
Marsha: My name is Marsha Simons. Gypsy: Oh, dear look at the time! Next!
Don: Hi Marsha. What’s the question?
Marsha: Hi Don. Listen, I’d like to book a flight to New York City. Unit 5, Lesson 5, Exercise 1, Page 140. (Track 58)
How much is a round trip ticket? Read the fortunes. Now listen to the conversation and write the
Don: You’re in luck Marsha. This week there are some great fares. name of the person on the line next to his/her fortune.
You can fly round trip from San Diego to New York City for 275 A: What does yours say, Paul?
dollars! B: Wait. …Great! I love boats!
Marsha: Great!! And, by any chance Don, do you know what time the A: What about yours Barbie?
first flight is? C: …”Finally, I can use some good news.”
Don: Marsha, Honey, we know everything! Ha ha ha! The first flight C: Read yours, Henry.
on weekdays is at 6:00 am. On weekends it’s a little later, 6:30. Ha D: O.K…Oh no, I hate traveling.
ha ha! These flights arrive at JFK airport. D: Let me read yours, Mike.
Dana: Don, what do you think everybody needs to know if they’re E: No way! I’ll read it…I knew it. I’m a terrific singer.
going to the Big Apple? A, B, C and D: Yeah, yeah. In your dreams.
Don: I don’t know, Dana. But I have a feeling you’re going to tell me. E: Read yours, Helen.
Dana: Did you know that the average hotel rate is 198 dollars a day? F: No. I hate these things. I always get bad fortunes.
Don: No, I didn’t, and you’re right, that’s important to know. O.K, Everybody: Come on! This time it’ll be good news.
Next caller. Hi, Stan… F: O.K.… I told you!!! It’s always bad!
F: What about yours, Linda?
Unit 5, Lesson 1, Exercise 1, Page 136. (Track 56) A: O.K., here goes…
Listen to the conversation and answer the questions. Everybody: What does it say??
Maggie: You know what, Oliver? I’m really scared about changing A: Does anybody need some money???
schools. High school will be so difficult.
Oliver: Don’t worry Maggie. High school is great! I loved it when I Unit 5, Lesson 6, Exercise 2, Page 142. (Track 59)
was there. Listen to the conversation and complete the questions.
Maggie: But everything will be so strange. Teacher: O.K., class. Today we have our field trip to the zoo.
Bobby: How’ll we get there?
Tapescripts
Teacher: Mr. Brown, the bus driver will take us. care of our environment.
Annie: Who’ll I sit with? Cindy: A school that won’t have teachers!!!!
Teacher: Jenny will be your partner, so you’ll sit with her. Everyone: Ha, ha, ha!
Bobby: How soon will we leave?

Teacher: In about 15 minutes, Bobby. Be patient. Let’s go out to the Unit 5, Lesson 10, Exercise 3, Page 146. (Track 63)
front of the school to wait. Listen to part 2 of the conversation and match the idea to the job
Billy: What’ll we see at the zoo? it will do.
Teacher: We talked about this yesterday, Billy. Hippopotamus, Paul: No, think of the environment. Like, our school will have a water
monkeys, and birds … treatment plant so that we can recycle the water.
Maggie: Birds??!!! We’ll see birds? What kind of birds will we see? Mike: How about the trash? The school will have trash compactors
Teacher: Oh, Maggie. We’ll see parrots, eagles… so we will have less trash.
Jimmy: Will we see penguins? Larry: And we will separate our trash into organic and inorganic
Teacher: No, I don’t think so. cans. We can use the organic trash to fertilize the vegetable garden
Bobby: What time will we get there? for biology class.
Teacher: Around 9:00. Mike: And we’ll also have a paper recycling rule.
Jimmy: Where will we go first? Paul: What do you mean?
Teacher: Well, first we’ll go to see the bears. Mike: Well, like we will have to do our homework on recycled paper.
Hank: Bears!? I’m scared of bears. That way we’ll use less paper.
Paul: Yeah. That’s good. What else?
Unit 5, Lesson 6, Pronunciation Exercise, Page 142. (Track 60) Cindy: We will save electricity if we don’t turn on the lights.
Listen and repeat. Paul: Well, yeah, but we need light. What about solar panels? That
I will, I’ll way we will use the light from the sun and we won’t consume so
You will, you’ll much electricity.
He will, he’ll Larry: Great. O.K., now let’s do our project.
They will, they’ll
What will, what’ll Unit 5, Lesson 11, Exercise 2, Page 148. (Track 64)
When will, when’ll Listen to the dialogue and check your answers.
Who will, who’ll Andrea: Hi Paola.
194 Where will, where’ll Paola: Hi Andrea. What’s up?
How will, how’ll Andrea: Are you going to do anything this weekend?
Paola: Yeah. I think I’m going to a rave.
Unit 5, Lesson 8, Exercise 1, Page 144. (Track 61) Andrea: Really! Who are you going to go with?
Listen to the conversation and write the correct name in the Paola: With David.
blanks. Andrea: With David?!
Jen: What shall we write about John? Paola: Yeah. Why?
Rachel: Oh, that’s easy. John will be a policeman. He loves uniforms. Andrea. Well, he invited me to go.
What about Rod? Paola: No!
Jen: Maybe he’ll work for his father. Andrea: Yes! I’m definitely going to tell him to get lost.
Rachel: Yeah, maybe. And Susie? Paola: Sounds like a good idea. Maybe he’ll stop two timing.
Jen: Perhaps she’ll marry Paul and have 4 children. I know that’s Andrea: I’m sure he won’t. Do you still want to go?
what she wants. Paola: Sure. Why don’t we go together?
Rachel: Yeah, let’s write that. Andrea: That’s a great idea. Perhaps he’ll learn a lesson.
Jen: What about Mary? She’s so ambitious. Maybe she won’t get
married. Unit 5, Lesson 12, Exercise 3, Page 149. (Track 65)
Rachel: Max won’t get married either. Listen and check your answers.
Jen: That’s for sure. Teacher: Good morning, class. Listen up because I’m going to tell
Rachel: What should we write about Paula? you the details of our school outing on Friday.
Jen: Hum… Perhaps she’ll live in another country. First of all we are going to leave school at 8:00. So please don’t be
Rachel: Yeah, that’s good. late. The buses are going to leave exactly at that time. We should
Jen: What about you? take about on hour to get to the Amusement park. We’ll probably
Rachel: Me? I’ll marry a rich man and live in a mansion. And you? arrive around. 9:00. Then we are going to all meet at the entrance.
Jen: Perhaps I won’t marry a rich man, but I’ll live in a mansion. After that you will have 4 hours to spend on the rides. We are going
to have lunch at 1:30 and finally we are going to return to school.
Unit 5, Lesson 10, Exercise 2, Page 146. (Track 62) Any questions?
Listen to part 1 of the conversation and check your answers.
Paul: O.K. The project the teacher asked us to do is to design an Unit 5, Lesson 14, Exercise 4, Page 151. (Track 66)
environmentally friendly school. Any ideas? Listen and check your answers.
Larry: What’s an environmentally friendly school? Norma: I’m so excited we have two weeks vacation. What are you
Paul: It’s a school that won’t hurt the environment. going to do?
Larry: What’s the environment? Paola: Well, we usually go to the beach but this vacation I’m going
Paul: It’s the air, the water, the plants and trees, the earth. It’s the to go to China with my parents.
world we live in. Vicky: Wow! That’s exciting.
Larry: So what do we have to do? Paola: What about you? Have you made any plans yet?
Paul: Well, we have to think of ideas to design a school that will take Vicky: Not, not really. We usually stay in the city. We probably won’t
Tapescripts
go on vacation until the summer. I think I’ll just stay at home and Student 1: Well, I’d like to have it at that new disco in town.
study for the final exams. What are you going to do? Student 2: Yeah, but we were thinking more of someone’s house.
Norma: I don’t know but I definitely won’t do any school work this Student 3: We are definitely not going to have it at Linda’s. Last
vacation. Maybe I’ll visit my grandma in Miami. She has a beach time it was a disaster.
house and I believe it will be unoccupied then. Vicky: I have an idea. Student 4: Well, why don’t we have it at mine?
Do you want to come? Student 1: O.K. When are we going to have it?
Vicky: Sure! I’d love to. I have to ask my parents for permission but Student 2: How about next Saturday. Is that possible?
I’m sure they will agree. Student 4: Well. I’ll have to ask my parents but I’m sure it won’t be a
Norma: Great. I think this vacation will be really cool! problem. What time are we going to ask everyone to come?
Student 1: I guess about 10.
Unit 5, Get real! 4, Exercise 3, Page 157. (Track 67) Student 2: What about the food. What are we going to buy?
Listen and answer the questions about a group of friends planning Student 3: The usual stuff; chips, dips and sodas.
a party. First complete the questions below from the cues. Student 4: And the music? What are we going to play?
Student 1: Hey guys. What’s up? Student 1: I hope we will have something for everyone.
Student 2: We’re planning a party. Student 2: Yes, we should try to do that.
Student 3: Yeah, there a few details we have to decide on. Student 3: That’s everything. We’ll have to start inviting people
Student 4: Like… where we are going to have it and when? tomorrow.
195
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PRELIMINARES SKILLS 3.

qxd (4 #1 9/26/07 5:33 PM Página 1

Kim Milne Thompson

Skills 3. fue elaborado según el plan del Departamento de Investigación Educativa de

Coordinación editorial: Carmen Hernández Falcón

Skills 3. Inglés tercer grado de secundaria

© 2008, Kim Milne Thompson

© 2008, Norma Ediciones, S. A. de C. V.

Miembro de la Cámara Nacional de la Industria Editorial Mexicana

El contenido y diseño de Skills 3. son propiedad de Norma Ediciones, S.A. de C.V.

Primera edición: 2008

Skills 3 offers you opportunities to access information on-line and communicate

We hope you enjoy the course.

HOW IS YOUR BOOK ORGANIZED?

Each unit gives you the opportunity to create

The Text Preview is on the third page of each

The lessons guide you by reading and/or

HOW IS YOUR BOOK ORGANIZED?

HOW IS YOUR BOOK ORGANIZED?

Backpack activities are a set of life like situations that

Grammar Reference pages give you a description and

The Skills 3 Dictionary-helpful vocabulary includes

HOW IS YOUR BOOK ORGANIZED?

The Tests are written evaluations for you to check what

interacting to produce some material a certain moment in the past.

Do you remember? To give students the opportunity to 48

own progress to communicate in

Lesson Purpose Social practice Functions Page

Unit 2 • Rules and Regulations! 49

To enable students to describe a

Unit 3 • Food and Drink 77

time in the future.

Lesson Purpose Social practice Functions Page

Unit 4 • Planning Holidays 105

use it to ask and answer questions.

Do you remember? To give students the opportunity to self 132

Unit 5 • Life in the Future 132

interacting to produce some material

and inventing a prediction game. doubt.

Do you remember? To give students the opportunity to 160

Backpack Activities 161

Skills 3 Dictionary-helpful 165

Grammar Reference 171

Answer Key 180

At the end of this Unit you

• Give and obtain factual

Putting together a biography booklet of a famous person

Cleopatra was born…

Abraham Lincoln was the…

What do we have to do to create

Collect pictures or illustrations.

Write interesting questions.

Research the answers to the questions.

Put the information together in a booklet. She was the…

Read the biography and answer the questions. •

Was Charles Dickens a hero? Why?

In what ways was his life remarkable?

Lesson 1 What a vacation!

1. In small groups talk about what you did last vacation.

( ) went to the beach ___ ( ) visited the pyramids ___

( ) ate seafood ___ ( ) bought souvenirs ___

24 4. In pairs, tell your partner about the boy’s last vacation.

6. Hey! 7. Write a paragraph

Look for a backpack activity on page 161.

( ) went to the beach _ ( ) visited the pyramids _

( ) ate seafood _ ( ) bought souvenirs _

A: you a good weekend? 6. In pairs make up a dialogue

When did it finish? My friends. __ did it ? 2 hours.

On Sunday at 4:00 pm, my father _, but now he’s _____.

Sally ___ soda at 4:00?