Tune Up Teacher’s Book

Tune Up Eugenia Contreras

Ronda Haverland
Lisa Huck
IV Medio Student s Book

IV
Medio
Tune Up

Student’s Book Eugenia Contreras

Ronda Haverland
Edición Especial para
el Ministerio de Educación
Lisa Huck
Prohibida su comercialización

IV
Medio

Teacher’s Book
Edición Especial para
el Ministerio de Educación
Prohibida su comercialización
Tune Up
Teacher’s Book

Eugenia Contreras Méndez

MA English as a Foreign
Language, FUNIBER.

Ronda Haverland
MA TESOL, Institute of
Education University of London.

Lisa Huck
Cambridge Celta 2006,
Calgary, Canada; Academic
Writing certificate, Athabasca
University, Canada.

IV
Medio

Teacher’s Book
Tune Up Teacher’s Book IV Medio, is a collective work created and
designed by Richmond Publishing Department of Education, under the
direction of Rodolfo Hidalgo Caprile.

Publishing Deputy Director-Public Area: Marisol Flores Prado

Publishing Coordinator: Ly-Sen Lam Díaz
Editors: Logan Koch-Michael, Patrick May, Sebastían Muñoz,
Carmen Neira, Halima Salinas, Andrea Voigt
Proofreading: Regina Lam, Barnaby Wright
Authors: Eugenia Contreras, Ronda Haverland, Lisa Huck
Documentation: Paulina Novoa Venturino

Design: Mª Verónica Roman Soto

Design and Layout: Romina Yévenes Biénzobas, Karina Arancibia
Photography: Richmond Publishing, Latinstock
Illustrations: Álvaro de la Vega Arancibia
Cover: Francisca Martin

Original Texts References: In Gear 1. Authors: Adela Fidalgo Benayas, Alberto Fontanillo
Carrascal, Inmaculada Mayorga Malvarez. Printed in Spain 2010; Target B1. Authors:
Michael Downie, David Gray, Juan Manuel Jiménez. Printed in Spain 2011; English In
motion. Authors: Robert Campbell, Gill Holley, Rob Metcalf. Printed in Spain 2009.

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

“Copyright”, bajo las sanciones establecidas en la Ley de Propiedad Intelectual
Nº 17.336, la reproducción total o parcial de esta obra por cualquier medio o
procedimiento, comprendidos la reprografía y el tratamiento informático, y la
distribución en ejemplares de ella mediante alquiler o préstamo público.
©2014 por Richmond Publishing, de Santillana del Pacífico S.A. de Ediciones
Andrés Bello 2299 Piso 10, oficinas 1001 y 1002, Providencia, Santiago (Chile)

Impreso en Brasil por Coan Indústria Gráfica Ltda.
Certificado PEFC
ISBN: 978.956.15.2314-2
Este papel proviene
de bosques manejados
de forma sustentable
Inscripción Nº 237.062
y fuentes controladas.
Se terminó de imprimir esta a edición de  ejemplares, en el mes de
PEFC/24-31-900 www.pefc.org
PDUVCSF del año 2018. www.richmondelt.com
INDEX

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

Get to know your book Transcripts 150-151
Student’s Book 6-7 Extra Test 152-153
Reinforcement Activities 154-155
Get to know your Book
Teacher’s Book 8-9
Unit 6 156
Introduction 10-19
Transcripts 176-177
CD Index 20-21
Extra Test 178-179
Functional Language 22 Reinforcement Activities 180-181
Thematic Index 23
Welcome 24-25 Unit 7 182
Transcripts 202-203
Unit 1 26 Extra Test 204-205
Reinforcement Activities 206-207
Transcripts 46-47
Extra Test 48-49
Reinforcement Activities 50-51 Unit 8 208
Transcripts 228-229
Extra Test 230-231
Unit 2 52
Reinforcement Activities 232-233
Transcripts 72-73
Extra Test 74-75
Reinforcement Activities 76-77 Songs and Rhymes 234-239
Grammar Reference 240-247
Unit 3 78 Rubrics for Skills Assessment 248-249
Transcripts 98-99 Question Bank 250-251
Extra Test 100-101 Irregular Verbs 254
Reinforcement Activities 102-103
Bibliography 252-253
Websites 255
Unit 4 104
Transcripts 124-125
Extra Test 126-127
Reinforcement Activities 128-129

3
 SCOPE AND SEQUENCE OF YOUR BOOK
Units Contents Reading Listening Speaking Writing Wrapping Up

UNIT 1 Stereotypes • An article

p.12-13
• A description
p.14
• Describing
people
• A description
p.13
• Review
p.25
Vocabulary on
People and clothing and • An email • A narrative
p.11
• A summary • Worksheets
our Beliefs describing people p.14 monologue • A debate of a popular p.26
p.15 p.16 story
Cultural • Three stories p.19 • Project
differences p.18-19 • A song • Retelling a p.28
p.17 story • An original
Urban legends p.24 story • My Progress
• A conversation p.24 p.29
Myths and p.20
folktales
• A story
p.10-29 p.22

UNIT 2 Music genres and

music festivals
• An article
p.32-33
• Music genres
p.31
• An interview
p. 34
• A text
message
• Review
p.45
The Arts and +VEJ½XMERHWXVIIX • An article • An interview • Preferences
p.36
• Worksheets
Their Influence art p.38 p.35 p.37 • A paragraph p.46
on the
Compound • Four • A conversation • Discussing relationship • Project
adjectives summaries p.39 literature with social p.48
p.41 p.40 media
Literature and • A report • My Progress
½PQ p.43 • Finding out p.42 p.49
information • A paragraph
Social Networking p.44 on a cultural
movement
p.30-49 p.44

UNIT 3 Reality Shows • An article

p.51-52
• A conversation
p.54
• Discussing
about reality
• An email to a
friend
• Review
p.65
Formal and show p.54
What’s On? informal letters • An article • A TV episode p.53 • Worksheets
p.58-59 p.55 • An email to p.66
Advertising • A debate an authority
• A narrative • The history of a p. 61 p.57 • Project
Language related text product p.68
to driving and p.64 p.60 • Retelling a story • Opinions
safety p.64 about • My Progress
• A story advertising p.69
Telling stories p.62 p.59
p.50-69 • A conversation
p.63

UNIT 4 Language related

to technological
• An article
p.72-73
• A report
p.74
• Discussing
about social
• Two text
messages
• Review
p.85
Keeping up with gadgets and the • An essay • A report
networks p.71
• Worksheets
effects of using p.73
Technology Internet p.76 p.75 • An essay p.86
Making p.77
Phrasal verbs • An article • A narrative predictions p.83 • Project
p.78-79 monologue • A list of rules p.88
Modal verbs p.80 p.80
• An informative • My Progress
Linking words text • A TV p.89
p.81 programme
Compound nouns p.82
on technology • An article
and the future p.84
p.70-89

Answers 170 - 179 Grammar Reference 180-186 Rubrics 187 - 188 Pronunciation Guide 189 Learning Objectives 190 - 191
 Units Contents Reading Listening Speaking Writing Wrapping Up

UNIT 5 Vocabulary
on career
• An article
p.92-93
• A description
p.91
• Interviewing
your classmate
• Two
descriptions
• Review
p.105
Part Time or prospects, jobs
• An article • An interview
p.94 p.97
• Worksheets
Full Time? and job skills
p.98 p.95 • Role-playing a • A curriculum p.106
Reported dialogue vitae
speech and • An informative • A radio p.97 p.104 • Project
reported text programme p.108
questions p.101 p.100
• My Progress
2nd conditional • An interview p.109
p.102

p.90-109
UNIT 6 Vocabulary
on free time,
• An article
p.111
• Three narrative
monologues
• Discussing
about a text
• A blog entry
p.117
• Review
p.125
Spending Time friendship and p.112 p.111
travelling • A poem • A paragraph on • Worksheets
Together p.113 • A song • Discussing cultural aspects p.126
Connectors p.114 about p.119
• Three narrative teenagers • Project
Question tags texts • A conversation p.112 • A description p.128
p.115 p.116 p.124
Uses of play, do, • Giving advice • My Progress
and go • An article • A narrative text p.113 p.129
p.118-119 p.121
Should/ • Interviewing
shouldn’t • Two • A narrative your classmate
descriptions monologue p.116
p.110-129 p.124 p.122
• Role-playing a
situation
p.120

UNIT 7 Language
related to
• An article • A narrative
monologue
• Discussing
about health
• A paragraph
giving advice
• Review
p.145
p.132-133
Moving health and p.135 p.135 p.137
• Worksheets
habits • An informative
Forward text • A report • Sharing ideas • A letter p.146
Used to p.137 p.140 about a text p.141
3rd conditional p.139 • Project
• Four narrative • A radio p.148
I wish/If only texts programme • Discussing
p.142 about staying • My Progress
4VI½\IW p.138 p.149
healthy
• An article p.142
p.141
p.130-149 • An article
p.144

UNIT 8 Language
related
• Two poems
p.151
• A report
p.154
• Discussing
about natural
• An email
p.160
• Review
p.165
The Price to natural • Four
• A conversation
resources
• A report • Worksheets
resources informative p.154
of Progress and the texts p.155 p.163 p.166
• Role-playing a
environment p.152-153 • A weather dialogue • Project
7YJ½\IW • An article forecast p.156 p.168
p.157 p.160
Direct and • An article • Discussing • My Progress
indirect • A conversation about climate p.169
p.158 changes
questions p.164
• An article
p.161 p.160
Adverbs • Interviewing
• An article
p.150-169 Connectors p.163 your classmate
p.162

Transcripts 192 - 210 Thematic Index 211 Glossary 212 - 213 Bibliographies 214 Websites 214 Verb List 215
 GET TO KNOW YOUR STUDENT’S BOOK

Read about the titles. They will help you follow and enjoy your book.

ˆ Reading
LE
S SO N
an d Ste
reotyp
es
Speaking
9 In pairs
, look at
In this section you will read a variety of texts
1
ss ions
following ques the pictures and answ 10 Talk abou

pre that will build your vocabulary and reading

tions. You er the t other activi
ties

First Im
box for help. can use the in your life.
Speak Out! A project
a Have you started
you ever been doing
es?
’ themselv b What
activities do
to the theat
re or balle The music
types?
comprehension in English.
s see c What you see in t? you enjoy
teenager
dancing to
re stereo art forms the images?
Chilean Are the
do you like? Food you
How do world? like eating
over the
same all A book you
loved readi
s look the ng
teenager %½PQ]S

ˆ Listening
‘Do .
help you YLEXIH[
words to EXGLMRK
. Use the
wearing A play you
t they are are thinking
lary cribe wha
Vocabu
of seeing
pair s, des trousers
and, in t-shirt shir t 7SQIXLMRK
pictures hoodie boots ]SYLEZIR

In this section you will listen to authentic audio

the tie ´X½RMWLIHHSMR
1 Look at headba
nd belt K
ring leggings An activity
e ings
earr you spend
e time doing
necklacce
A country
you are inter

samples that will improve your understanding

ested in visitin
g
e.g.,What music
do you enjoy
I love listen listening to?
ing to Chile
opera. an rock and
I really hate
Writing
of spoken English.
edia.org

11 Write 6 sente

ˆ
nces using

Speaking
commons.wikim

below. the words

Sol in the box
Javier listen | eat
| think | play
| read | work
Camila
g stions SPEA
AK OU a
Speakin
Pre-writing
Francisco tes with
the que T! . Brainstorm
ideas.
classma n with the Use the
these b

In this section you will put into practice what you

Drafting. Writ
w three sentatio expressions
Intervie n prepare a pre
to talk about e a draft.
r answers. 4 I love lis your likes and c Revising.
check you h below. The ained.
listening to
music . dislikes. 3RGI]SY
Listen and re to eac I really hhate LEZI½RMWL
2 three mo results
obt wear? watching roman read your IH[VMXMRK
adding usually colours tic comedies. work and 
hes by you I don’t en
enjoy walkin check it.
the clot do ? What g the dog. d Editing.
at clothes urful clothes

have learned by speaking with your classmates.

3 Classify I can’t stand Read your
a Wh colo sta makin
g my bed. spelling and work again
list. you like XXMRKNIERW What hat do yyou punctuatio and check
b Do prefer? VXMKLX½ like doing on e Publishing n.
Tops: do you FEKK]S I like playin Sundays?
V[IEV g video game . Share your
s: ]SYIZI you go
out? s very much classmates. work with
Bottom c (S ? Wh en? n What about
abou you? . your
ring, ... or trou
sers
usually wea
r whe
Jewellery: : at do you
Accesso
ries d Wh
ar: 11
Footwe

37

Pre-Reading
Post Reading
13 Who and what can
you see in the picture?
Where is the situation taking 15 Work with a partner.
place? What do you Without reading the story
think has just happened? again, put the main events
in order. Only check
SRGI]SYLEZI½RMWLIH
a Bruno escaped and ran
after the other dog.
b Carolina went into the
supermarket.

ˆ Writing
c Bruno saw another dog
and started barking.
S SO N d Carolina caught Bruno.
LE

4
e They went to have a
s
Myths & Legend
coffee together.
f Carolina tied Bruno

In this section you will put into practice what

to a lamppost outside
the supermarket.
g She apologized to the
boy.
h Carolina ran out of the shop

you have learned by developing written tasks.

to catch Bruno.
While Reading
W i She saw Bruno running towards
the park and
crossing the main road.
14 Read the text to check
if you guessed correctly. j The boy saw the dog, turned
and fell off his
scooter.

ˆ Pronunciation
Bruno had a really lucky i ____
escape
I had gone into the supermarke yesterday. vi ____
biscuits and had left t to buy some ii ____
him tied to a lamppost vii ____
outside. The next thing iii ____
I knew, I could hear him viii ____
barking furiously. He had iv ____
seen a huge dog and
escaped. ix ____

In this section you will practise different sounds

v ____
As soon as I realized what x ____
had happened, I left
the biscuits in the shop
and ran out to catch him, 16 Now, try to re-tell
but he had already gone. the story in your own words
Then I saw him running together with your partner.
towards the park and Use phrases like

that are important for understanding and

I went after him. All of when, yesterday, and connecting
sudden, he ran straight a
across the main road! words to help
was terrible! As he was It ]SYVWXSV]¾S[
running across the road,
a scooter appeared. When
the rider saw Bruno
he turned violently to
avoid hitting Bruno, but
unfortunately, he fell off

communicating in English. LIVING IN HARMONY

the scooter.
Luckily, I grabbed Bruno
in time and nobody got
hurt. The boy was very You will experience many
nice about the whole changes when this year is
thing. In fact, he invited over and many decisions
me to get coffee next will be made. Sometimes
week! we can make mistakes but
that’s okay as long as we
learn from them. Don’t
Pre-Listening
forget to take a moment

ˆ Practice
before you make an important
to your mind? myths and decision.
ons, what comes the following Chilean
1 Look at the ilustrati legend. Then match
n a myth and a
the difference betwee background knowledge. women.
2 In pairs, discuss your who impregnates
description using i _____ A dwarf the desert.
legends with their

In this section you will practise the main grammar 64

s in
ii _____ Flower
a Desierto Florido _____ An enchan ted lake. UNIT 3
iii
b La Calchona id.
iv _____ A merma
c Portillo
v _____ A witch. brings good luck to miners.

point using a variety of exercises.

d Alicanto that
vi _____ A bird the same
e Pincoya sisters who loved
vii _____ Three
f El Trauco young man.
as
g Las Tres Pascual

While Listening myth or legend

it refers to.
and identify which
3 Listen to the story

UNIT 1

22

ˆ Language in Use
This section helps you review and remember
LE
S SO N
s
the most important points in the lesson.
Es ca pe
4 Lucky
LEARNI
If you nee
listen for
NG TIP
tify the
order of
events
in a stor
en, yest
d to iden or phrases (wh ntion to the verb
time wor
re, next)
ds
and pay
special
atte
re) in thei
r different
y
erday, soo

forms.
n

Pr
onunciati o ˆ Learning Tip
ning after, befo t, present or futu
n

ng? Tell
Pre-Liste
6

This section offers tips and advice to develop

d by somethi tenses (pas Listen to each
r bee n shocke word. Put each BRITISH / AM
you eve ERICAN
1 Have tner abo
ut it. main tening word unde
Post Lis
r the TMXGL 
your par at are the RMXMSRW correct ‘gh’
ions. Wh XLIHI½ sound. ½IPH
illustrat SVHWXS JSSXFEPP

and improve your learning skills. Read

k at the GLXLI[ stops WSGGI
2 Loo of the stor y? 5  1EX vehicle TVEGXMWIZI V
events when a ly and slides KWSYRHKS

VF  TVEGXMGI
sudden JWSYRHWXY ZIVF
JJ WMPIRXLMKL
crash in a car
Speaking
device
a safety
lad

a bend
in the roa
d an acciden
t

ke
Add two more
words in each
column.
8 Look at the
What are they
about these
pictures.
famous for?
Make sente
carefully, they are very useful!
not awa information
people using
questions to
nces
licence gives . Practice your check
nt that e LANGUAG sentences

ˆ American/British
a documeright to driv E IN USE in groups.
you the We add a
question at b
skid man information. the end of
a young Can you see a statement
to check
are made? a pattern in
cious Explain. how the phras
uncons es
a curve
This box shows you the differences between
e.g., You are
coming
You aren’t comin to the party, aren’t you?
seatbelt
un ciati on He can drive,
g to the party,
are you?
on
can’t he?
She doesn’t
own a car, does

American and British English.

Pr

They will campi she?

ng, won’t they?

g
followin d
6 Read the . With Practice
g
Liste nin
h ions a
ure in eac express
W hile
e
rect pict , practic 7

ˆ Check This Out!

the cor a par tner with and Match each
choose express
statement with
Listen and saying them usiasm. ssed to a You want the correct c
3 enth are stre question.
pair. e sentenc
es without ds that to go skate
boarding,
plete thes the wor b 'EVPSWPSZI
Identify WWYV½RK
n and com sm. c Jogging
Listen agai ideas. enthusia le! is boring,
’s incredib

This box gives you some extra information

4 Brady’s w, that d Teresa
with Mrs because
... a Wo she do? didn’t play
football last
o’clock what did e Everybody year,
a It was 7 b So should do
e... and... f He’s a exercise regul
a car cam g too fast famous tenni arly,
b and was goin s player,
young lad
c the
d Luc
kily, he..
.

UNIT 3
____ don’t
____ isn’t it?
____ isn’t he?
you?
____ doesn
____ shoul
____ did she?
’t he?
dn’t they? a __________
_________
about the topics you are reading or listening
to. This information helps you complement
c __________
b __________ _________
_________
d __________
62 _________

123
your knowledge. Read!

6
 WELCOM
ˆ Speak Out!
LE
S SO N
Speaking
E This section provides useful language to
ange s
8 9 Work in pairs. Ask and answer the questions.

2
a Read the poem. What is it about?
1 ;LMGLWX

M ak ing Ch
help you improve your conversational
YHIR XWHS]SYMHIRX
a What’s more important in your life: the MJ][MXL#
I have too many things happening this year. internet, TV, music, literaturee or phone I’m bad at
Too much homework and a lot of conversations? Why? learning
languages
problems with my peers. . I’ll neve
b How much time do you spend
end on each improve. r I don’t want

skills.
When I surf on the net my problems disappear. to speak
every week? because I’m
-GERKIXPSWXXMQI¾MIWQ]QMRHFIGSQIWGPIEV scared of
c Do you keep a diary? Why or why not? making mista
ing ramme? Disc
uss I can listen to many songs and kes.
Pre-Listen e of the prog read a lot of books. d Do you tell your online friends
nds all of your
t is the nam
image. Wha I can even learn many recipes problems? Why or why not??
1 Look at the below as a class. Daniel
e How can living your life online
ine become
of Canal 13

because I love to cook.

the questions
ˆ How is
the family
a satire?
s does the
show critiq
ue?
the US appli
es to Chile
, too? My parents say I spend too much time
chatting with my friend Brook
unhealthy?
Cris
ˆ Step it Up!
Courtesy

s of value of I need to
t type ism
ˆ Wha
think the
social critic But I told them to try it and they’ll get hooked. Writing study more
ˆ Do you why.
In what ways
? es? Explain otypes wou
ld you
10 Write a paragraph about a cultural
grammar. I need to
s stereotyp

This section presents an extra activity

ural movement
character , what stere translate
ˆ Are the similar show b In pairs, discuss the poem. Do you identify you have learned about on the Internet. Use
writing a every word
ˆ If you were socie ty? with the speaker? Explain why or why not. the diagram below as a model and complete the .
Chilean
critique in i cooking text in your notebook.
meanings. melll to useuse in c 2SXMGIXLIUYERXM½IV[SVHWXLEXKSbefore
s with their g taste or
smel

to challenge your English skills.

the word Eva
2 Match with a stron hing
each word in bold. Why do we use many in
Some ideasstyle
are:of music | A fashion trend
powders t something A new
opinion abou the kkitchen
in the some cases and much in others? Go to the
%KIRVISJ½PQ | An artistic
t to change s that are used
n t see you Grammar Reference on page 181 to check.
stic movement
Spe aking
malle
a place to
keep spice
quietly so
theyy don
don’ ce
A social practice Manu
spice rack to someone Explain the rule to a partner.
to go close 2
to sneak up hammer mad
e of wood lo Talk to your
a big Mich
gelo
ange
aelan r, maga zine,etc.) partner and
David by answer the

ˆ Living in Harmony
sculpture wspape
news Speak Out!
a famous ediaia (tv, news box for help. following quest
the press work in the med a ;LIVIHS ions using
who the
the people LIVING IN HARMONY [I½RH[ SPEAK OU
spices b ;LIVIHS VMXXIR)RKPM
to change
mind c ;LIVILE
]SYWIIXL
I)RKPMWLPE
WLPERKYEKI
# T!
Social media makes everything easier, including ZI]SYLIE RKYEKIMR] I often chat
nt. VH)RKPMWL# SYVHEMP]PMJ with...
bee viole
ie being misinterpretation. We should always be careful of d (S]SYPMW I#
er Maggie XIRXSQYWM I see...

This section asks you to reflect on

hter GSV[EXGLZ
ening for her daug how much we share on the Internet as well as aware e (S]SYIZ
MHIS I usually listen
While List wher e Marge blam
es a TV show
agg st it?
nt again
nt
SJ[LSI\EGXP]GERWIISYVWTIGM½GTSWXW%P[E]W Subject IVGLEX[MX
LTISTPIMR GPMTWMR)RKPMWL#
SXLIVGSY I have heard
to...
de a moveme consider your audience online so you can avoid 3 a 0SSO RXVMIW SRPMRI# ...
an episo e started I always watch
3 Listen to misunderstandings and, most importantly, remember LS[IEW]MXMWX
ss: ramm e after Marg d? SPIEVR)RK videos in...
In pairs, discu cartoon prog
Davi that behind every post and ‘like’ is a living, breathing Simple alpha PMWL

fundamental values that help us live

sculpture bet: The girl
t happ ened to the e’s opin ion of the person the
with feelings and opinions just like you, and Where Where did Why
Whyy iss it Easy plurals: and the dog.
E Wha about Marg r. Liste n to
they deserve to be valued and respected. One car –
oggical orde did it you hear
can you infer correct? olo
chronnolo innovative?
inn
novvattivee Short word two cars. There
F What actio ns were res in start? about it s: Most basic are very few
think her . Put the pictu Longer word words are exceptions.
G Do you to the script again s are often short, for exam
ple:

harmoniously within society and the

listen Call everybody short ened: fridge run, work, big,
pictures and : refrigerato go, man.
Look at the ‘you’: =SYG
dia.org

ers. ERWE]³(S]SY r, PC: perso

4 check your
answ F
or to a group
of people. WTIEO)RKPM nal computer.
phrases to
s.wikime

E b ;VMXIHS[ WL#´XS]SYVJVMI
D RX[SQSV RHSVXS]S
IIEW YVXIEGLIV
common

your ideas
with your partn ]EWTIGXWSJPIEVRMRK)

world around us.

C
er. RKPMWL8LIR
B XLMROEFSY
A X[LEX]SY
½RHHMJ½GY
8 PX7LEVI
55
44 UNIT 2
WELCOME

ˆ Review Pr
oject
o r k s h ee
ro
y P gr

es
M
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help you review what you learned in each

last es you hear.
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where totalling you need more practice.

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want to learn English. I (f) have
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my future job. motorway know, are points
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6 Complete the following The pictures es. Slogans sites. This type can be
or sentences using verbs 7 Match thee following words
have to be
distinctive
have to be
shor t and of advertisem seen near main road
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12-16
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This is a hands-on project that allows you 68 69
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to put all of your skills—Reading, Writing,

Speaking, and Listening—into practice.

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6-10 Brilliant!
11-15
16-20

109

7
 GET TO KNOW YOUR TEACHER’S BOOK

• CD Index '(-2()< 8,)1%8-'-2()<

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22

• Transcripts
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• Bibliography
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lesson preparation. Infinitive

be
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• Websites
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meant ˆ [[[FFGGSYOWGMIRGILYQERFSH]QMRHWYVZI]WGEVIIVW
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clarify information concerning functional language and everyday topics. feed

feel
fight
find
fed
felt
fought
found
fed
felt
fought
found
sing
sink
sit
sleep
sang
sank
sat
slept
sung
sunk
sat
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ˆ
ˆ
[[[WXYQFPIYTSRGSQ
LXXTVYFMWXEVXIEGLIVWSVK

fly flew flown smell smelt/smelled smelt/smelled

forget forgot forgotten speak spoke spoken
freeze froze frozen spend spent spent
get got got stand stood stood
give gave given steal stole stolen
go went gone swim swam swum
grow grew grown take took taken
have had had teach taught taught
TEACHER’S BOOK
hear heard heard tell told told 272
hide hid hidden think thought thought
hit hit hit understand understood understood
hold held held wear wore worn
keep kept kept win won won
know knew known write wrote written

269

9
 INTRODUCTION

1 Greetings

8YRI9T-:1IHMSLEWFIIRHIZIPSTIHERH[VMXXIRXEOMRKEGGSYRXXLITEXXIVRWERHEGXMZMXMIWQSWXVIPIZERXXSXLI
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QEXIVMEPWERHSVMIRXMRKXLIPIWWSRWXSIRGSYVEKIGSQQYRMGEXMSREFSYXVIEPXIIREKIVW´MWWYIWMR'LMPIXLIFSSO
provides a wide range of possibilities for both teacher and student.

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WXYHIRXWXSI\TVIWWXLIQWIPZIWMRHMZMHYEPP]ERHVIGSKRMWIXLIMVS[RYRMUYITEXLXS[EVHWQEWXIVMRKXLI)RKPMWL
language.

0ERKYEKIEXMXWQSWXFEWMGMWRIIHIHJSVGSQQYRMGEXMSRERHZIVFEPI\GLERKISJMHIEW'SRGITXWZSGEFYPEV]ERH
grammar are irrelevant if they aren’t used to effectively express oneself.

10
2 The learning process
2.1 Diversity in learning styles and multiple
intelligences
Tune Up IV Medio considers that teenagers’ learning
is not linear and that there is a complex relationship
between input and output as students engage in a
process of independent construction of meaning
through personal and collective analysis of what is new
XS[LEXMWTVIZMSYWP]ORS[R
By exposing students to language in a variety of
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2.2 Learning autonomy
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it is important that they have the opportunity to not
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'VMXMGEPXLMROMRKMRZSPZIWEREP]WMRKERHUYIWXMSRMRKXLI
topics as well as the language itself instead of merely
digesting and repeating it.
2.3 Fantasy and imagination
These aspects are essential in the world of every
person. Imagination will enable students to process
and understand their feelings and experience of the
world. They help develop a positive sense of self-
identity and aspects of emotional intelligence such
as empathy and understanding the predicaments of
others.
In projects and class discussions students should be
IRGSYVEKIHXSYWIXLIMVIQSXMSREPEFMPMXMIWXSJYP½PXLI
VIUYMVIQIRXWSJIEGLEGXMZMX]MRERMRXIKVEP[E]
3 The teaching process
3.1 Skill-based lessons
In Tune Up IV Medio the learning focus is on effective
communication in a wide range of situations and
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when it used in a functional way. Students need to
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be able to communicate in several contexts that are
relevant for them as teenagers.
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information through reading and listening that can
then be used functionally in the productive activities of
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hold their own in the types of real world situations on
which the activities are based.
11
 3.2 Teaching programme i Concrete experience
‘Something happened to me in the classroom’ which
-RSVHIVXSQE\MQMWIXLI)RKPMWLGPEWWI\TIVMIRGI involves intuitive feeling.
the teacher should be aware of the context in
[LMGLLIWLIMWMQQIVWIH8LIPSGEXMSREKIKVSYT ii 6I¾IGXMZISFWIVZEXMSR
socioeconomic status and individual characteristics of ³0IXQIWXITFEGOERHPSSOEX[LEXXSSOTPEGI´[LMGL
students can all drastically affect the teaching process. involves watching and perception.
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XLIHIZIPSTQIRXSJXLIHMJJIVIRXPIEVRMRKWX]PIWXEOMRK iii %FWXVEGXGSRGITXYEPMWEXMSR
account that multiple intelligences are present in ‘What principle or concept can I formulate which
each group. The teacher should always teach his/her will account for this event?’ which involves intellectual
students and not just a lesson plan. thought.

iv %GXMZII\TIVMQIRXEXMSR
‘Let me try to implement this idea in practice’ which
THEORY

Beliefs about language involves real-time action that will entail further
teaching and learning
concrete experience.

Pre-lesson:
Concrete
Post-lessons: experience
PLAN

Absorb and adapt new Draw on experience of

information teaching and learner’s
responses and behaviour

Assessment Match
Active
experimentation 6I¾IGXMZI
observation
DECISIONS

Tactics: Task:
Response to particular Choose appropriate
learners’ behaviour in learning experiences for
WTIGM½GXIEGLMRKWMXYEXMSRW WTIGM½GERHKIRIVEPKSEPW

Abstract
STRATEGY conceptualisation
%HETXIHJVSQ%RRMRK

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Learning: Experience as the Source of
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3.3 Lesson Organisation and experiential learning

%WXLIIHYGEXMSREPXLISVMWX(EZMH%/SPFWE]W-RSVHIV 3.4 Aim of assessment

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recursive cycle.
The assessment serves to measure the progress of each
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the process which led to those results so the contents
can be revised and recycled in future lessons.

12
4 The book
4.1 Organisation of units
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different themes that are topical and in line with
Chilean teenagers’ interests.
Unit 1: People and Our Beliefs
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8LIFSSOFIKMRWF]IRGSYVEKMRKWXYHIRXWXSMHIRXMJ]
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also learning about traditional stories from many
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material with sincerity and openness.
Unit 2: 8LI%VXWERH8LIMV-R½YIRGI
The second unit focuses on art movements and
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scene is very developed and growing every day and it
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FYXEPWSXLIMQTSVXERGISJEVXXLEXMW¾SYVMWLMRKMRXLIMV
culture. Along with giving students the tools to discuss
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the societal discourse behind the creation of this art and
what it says about opportunity and tradition.
Unit 3: What’s On?
This unit focuses on the media and its pervasive role
in our postmodern societies. Students discuss the
reality behind “reality” television as well as the role that
advertising plays in directing public attention. As well
as encouraging students to assess the truths that are
WSPHF]XLIQIHMEXLIYRMXKMZIWWXYHIRXWXLIXSSPWXS
tell their own stories.
Unit 4: /IITMRKYT[MXL8IGLRSPSK]
The fourth unit is closely related to the life of present
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day communicating with their thumbs rather than
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gives students the language to discuss the topics they
would be discussing outside of class while also pushing
them to consider the potential problems with such a
plugged-in society.
Unit 5: Part Time or Full Time?
8LIWIGSRHLEPJSJXLIFSSOJSGYWIWSRXSTMGWXLEX
are relevant to students who are about to leave
high school and become more independent. This
unit includes topics related to employment and
undergraduate programmes of study. Students will
practice language that will be valuable in the near
JYXYVI[LMPIEPWSGSRWMHIVMRKLS[XLI][SYPHPMOIXS
shape that future.
Unit 6: Spending Time Together
This unit focuses on relationships between teenagers
and societal problems that affect them. It addresses
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about common teenage problems. Teenagers are
I\GIIHMRKP]TVISGGYTMIHXLMROMRKEFSYXXLIWIEWTIGXW
of their lives and it is important to give students the
opportunity to discuss them.
Unit 7: Moving Forward
As students are growing up and moving to the next
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long term effects of their behaviour and the habits of
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the health problems in Chile and the negative aspects
of the Chilean lifestyle that could prevent them from
being healthy in the future. The activities encourage
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13
 Unit 8: 8LI4VMGISJ4VSKVIWW
This unit was designed to encourage students to
assess the changes that are happening to our planet
and the role that they play in the economy of Chile.
-REGSYRXV][MXLQER]ZEPYEFPIREXYVEPVIWSYVGIW
it is important that Chileans assess the practices
happening all over the world that could have severe
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warming has become a global topic of discussion and
students will learn how to discuss its effects in their
own country and in the others that will be negatively
affected by extreme weather and depletion of
resources.
4.2 Sections and their role
i 0IWWSRGSQTSRIRXW
Pre-Reading / Listening
These sections encourage students to predict and
ERXMGMTEXIXLIMRJSVQEXMSRMRXLIXEWOFIJSVIVIEHMRK
or listening to it. This is a necessary step to practice
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read ahead of their own pace as a way to predict what
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These activities are also designed to boost students’
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feel comfortable guessing and assuming based on
XLIMVS[RORS[PIHKIERHGVIEXMZMX]XLIMVKYEVHWEVI
HS[RERHXLI]EVIQSVIVIGITXMZIERHQSVIPMOIP]XS
GSQTVILIRHXLIXEWOEXLERH
14
While Reading / Listening
8LIWIXEWOWMR8YRI9TEVIHIWMKRIHXSXIWXWXYHIRXW´
ability to comprehend English in a real world context.
They range from a text message to a literary excerpt
to an interview. The variety of material forces
students to pay attention to the purpose behind the
EGXMZMX]7SQISJXLIVIEHMRKXI\XWVIUYMVIWOMQQMRK
[LMPISXLIVEGXMZMXMIWEWOWXYHIRXWXS½RHOI]HIXEMPW
[MXLMRPSRKIVXI\XW7MQMPEVP]XLIPMWXIRMRKXEWOWVIUYMVI
WXYHIRXWXSMHIRXMJ]FSXLWTIGM½GHIXEMPWERHKVIEXIV
themes or narratives.
Post Reading / Listening
These sections push students to personalise or give
projection to the content of the reading or listening.
8LIWIXEWOW[MPPKIRIVEPP]EWOWXYHIRXWXSWTIEOSV
[VMXIEFSYXXLIGSRGITXWSJXLIXI\XSVEYHMSYWMRK
XLIMVTVSHYGXMSRWOMPPWXSEJ½VQXLIMVGSQTVILIRWMSR
8LIWIEGXMZMXMIWEVIQSVIWTIGM½G[LIRXLI]HIEP
with vocabulary and more open when dealing with
GSRGITXW7XYHIRXW[MPP½RHXLEXXLI]VIQIQFIVXLI
MHIEWQSVI[LIRXLI]KSFEGOXSXLIXI\XXSPSSOJSV
WTIGM½G[SVHWSVI\EQTPIWXSWYTTSVXXLIMVTSMRXW
Speaking
Tune Up offers students a variety of exercises to
I\TVIWWXLIQWIPZIWXLVSYKLXLITVSHYGXMZIWOMPPSJ
WTIEOMRK8LIEGXMZMXMIWEVIFEWIHSRFSXLFEGOKVSYRH
ORS[PIHKIERHTVSHYGXMSRSJWSYRHWXLEXPIEHXS
TVSRYRGMEXMSREWREXMZIWTIEOIVW8LIEGXMZMXMIW
are focused on developing and expanding the
GSRXI\XMR[LMGLWXYHIRXWJIIPGSQJSVXEFPIWTIEOMRK
8LVSYKLSYXXLIFSSOWXYHIRXWTVEGXMWIHIFEXIWGEWYEP
GSRZIVWEXMSRWVITSVXWERHWXSV]XIPPMRKEQSRKSXLIV
WOMPPW%WQSWXSJXLIEGXMZMXMIWEVISTIRIRHIHXLI
burden falls on the student to fully express him or
LIVWIPJF]KSMRKFEGOXSXLIXI\XXSHIZIPSTMHIEWERH
to clarify any doubts.
Writing
The writing sections in Tune Up are designed to
maximise students’ ability to write in real life situations.
&]-:1IHMSWXYHIRXWEVIQSZMRKTEWXFEWMGJYRGXMSREP
language in their writing and must begin to diversify
the written style they feel comfortable with or the
SRIXLEXMWVIUYMVIHJSVHMJJIVIRXTYVTSWIWEGGSVHMRK
XSEZEVMIX]SJGSRXI\XW8LVSYKLSYXXLIFSSO
WXYHIRXW[MPP[VMXIPIXXIVWXI\XQIWWEKIWTIVWYEWMZI
IWWE]WWXSVMIWERHHIWGVMTXMSRWEPSRKSXLIVX]TIWSJ
writing. The variety of the exercises pushes students
to trust their instincts and to not rely on standard
language that they have repeated in the past. They are
TVS½GMIRXIRSYKLXSXEOISRJVSQGEWYEPXSJSVQEP
register when writing.
'LIGO8LMW3YX
8LIWIFS\IWSJJIVJEGXWERHFEGOKVSYRHMRJSVQEXMSR
on the topics presented in the lesson. They allow
WXYHIRXWXSPSSOHIITIVMRXSXLIXSTMGWERHGERWIVZI
as a jumping off point for projects or discussions.
7XIT-X9T
These boxes offer a challenge or project for students
that allows them to further research certain topics
in the lesson. The activities can be used for extra
TVEGXMGILSQI[SVOEWWMKRQIRXWSVXSGEVV][MXLJEWX
½RMWLIVW
Learning Tip
These boxes offer support based on the language
points from each lesson. They highlight common
QMWXEOIWXLEXWXYHIRXWQEOIERHSJJIVWYKKIWXMSRWXS
avoid errors in the activities that follow.
&VMXMWL%QIVMGER
These boxes draw attention to the words or phrases
from the lesson that are pronounced or written
differently in the USA and the UK. Many words have
a slightly different spelling and many common words
are completely different in both countries. In their
PMZIWWXYHIRXW[MPPIRGSYRXIVFSXLX]TIWSJ)RKPMWL
and it is important for them to get a full picture of the
language while also being able to identify the subtle
differences between American and British English.
Review and Worksheets
These pages are at the end of each unit and serve
as a summary of the important themes and language
points of the lesson. It is important to have a
summary of the material before the assessment so
that students can identify which sections of the unit
are still not clear.
4VSNIGX
Each unit contains a project for the students to
complete in groups. The collaborative effort allows
students to learn from each other and use their
MRHMZMHYEPWOMPPWXSWYTTSVXXLIMVKVSYTQIQFIVW
&IJSVIIEGLTVSNIGXXLIWXYHIRXWERHXIEGLIVHIGMHI
together on a rubric that will be used to assess them.
&]MRGPYHMRKWXYHIRXWMRXLMWTVSGIWWXLIXIEGLIV
assures that they are fully informed on what the goals
SJXLITVSNIGXEVIJIIPEKVIEXIVWIRWISJGSRRIGXMSR
XSXLI[SVOXLI]EVIHSMRKERHWIIXLIWIKSEPWEW
something that they can achieve. The projects are
presented to the class and every student assesses
each group. The assessment should include different
categories depending on the type of project so that
more than one group is recognised for a job well
done.
1]4VSKVIWW
8YRI9TGSRXEMRWEWWIWWQIRXSRIJSVIEGLYRMX
8LMWTEVXSJXLIFSSOEPPS[WXLIXIEGLIVXSEWWIWWXLI
students’ learning processes. The assessment include
GPSWIHERW[IVUYIWXMSRWEW[IPPEWQSVISTIRIRHIH
activities that allow each student to express his or
15
 LIVSTMRMSRSVTIVWSREPI\TIVMIRGI-REHHMXMSRXLI
teacher’s guide presents a set of extra tests to be used
for further assessment of each unit.
ii6IJIVIRGIMRJSVQEXMSR
+VEQQEV6IJIVIRGI
You can expand on unit content with the help of
XLIKVEQQEVVIJIVIRGIWIGXMSR[LMGLTVSZMHIW[MXL
complementary explanations for the content covered
XLVSYKLSYXXLI7XYHIRX´W&SSO
6YFVMGW
This section offers different rubrics that can be used
XSEWWIWWXLITVSNIGXWERHWOMPPWTVEGXMGIVIZMWIHMR
IEGLYRMXEW[IPPEWSXLIVQSVIMRXIVEGXMZIEGXMZMXMIW
that the class participates in.
iii 8LI8IEGLIV´W&SSO
8LI8IEGLIV´W&SSOLEWMXWS[RWIXSJFS\IWHIWMKRIH
to orient the teacher during class and to direct his or
LIVEXXIRXMSRXSTSXIRXMEPQMWXEOIWXLIWXYHIRXW[MPP
QEOISVXSEGXMZMXMIWERHMRJSVQEXMSRXLEXGSQTPIQIRX
the content of the units.
Warm Up / Wrap Up
These boxes offer ideas to open and close the class in
EGSLIWMZI[E]8LI]EVIKIRIVEPP]EWIXSJUYIWXMSRW
or a short activity that are meant to be completed
[MXLSYXXLI7XYHIRX´W&SSO8LI;EVQ9TFS\IW
EVIXSSTIRXLIGPEWWERHKIXXLIWXYHIRXWXLMROMRK
EFSYXXLIXLIQIWSJXLIPIWWSRFIJSVI[SVOMRK[MXL
XLIGSRXIRXWMRXLIFSSO8LI;VET9TFS\IWGSRXEMR
EGXMZMXMIWERHUYIWXMSRWXSGPSWIXLIGPEWWERHXSEWWMWX
XLIHMJ½GYPXMIWWXYHIRXWWXMPPLEZI[MXLXLIQEXIVMEP
through on the spot and delayed correction moments.
&EGOKVSYRH-RJSVQEXMSR
These boxes give the teacher extra information
related to the topic at hand. They can offer
16
biographical details of famous people discussed in the
FSSOSVKVIEXIVI\TPSVEXMSRSJXLIXLIQIWSJIEGL
lesson.
Common Mistakes
8LIWIFS\IWHVE[EXXIRXMSRXSXLIX]TMGEPQMWXEOIW
made by students learning English as a foreign
language. There are many similarities between
Spanish and English and just as many instances where
language that appears to be similar in both languages
MWEGXYEPP]UYMXIHMJJIVIRX&]HVE[MRKXLIXIEGLIV´W
EXXIRXMSRXSXLIGSQQSRQMWXEOIWVIPEXIHXSQIERMRK
TVSRYRGMEXMSRERHJSVQ8YRI9TEXXIQTXWXSQMRMQMWI
long-term confusion and allow for students to
progress with steady foundation.
)\XVE%GXMZMX]
These activities are included to be used when there
is extra time in the class or as alternatives to the
EGXMZMXMIWMRXLI7XYHIRX´W&SSO8LI]KMZIXLIXIEGLIV
options on how to approach the material and
STTSVXYRMXMIWXSOIITJEWX½RMWLIVWSGGYTMIHMJXLI]
½RMWLIEVP]
Extra Tests
Each unit has a photocopiable extra test as teacher’s
resource for further assessment of the contents.
6IMRJSVGIQIRX%GXMZMXMIW
These pages are designed to complement the material
by giving the teacher a different style of exercise to
further explore the same content. They are generally
QSVIZMWYEPI\IVGMWIWKEQIWERHVL]QIWXLEXEPPS[
students to practise the content of each unit from a
HMJJIVIRXERKPIWIVZMRKEWVIQIHMEPTVEGXMGIJSVXLI
teacher to carry.
In offering a great variety of approaches and ideas to
FSXLXIEGLIVERHWXYHIRX8YRI9TWIIOWXSHIZIPST
ERHQE\MQMWIXLIWOMPPWSJ-:1IHMSERHWIRHXLIQSJJ
MRXSXLI[SVPH[MXLEKVIEXIVORS[PIHKISJTVEGXMGEP The space in the classroom is not merely a location
ERHTIVWSREP)RKPMWL&]HIZIPSTMRKXLIMVWOMPPW[MXL XSWIEXXLIWXYHIRXWFYXQYWXFIYWIHTVSEGXMZIP]
GSRXIRXXLEXMWFEWIHMRXLIMVS[RVIEPMX]WXYHIRXW[MPP during the class to activate students’ bodies as well
have the foundation to express themselves and discuss as their minds. By having students move around the
MQTSVXERXXSTMGW[MXLGSR½HIRGIERHGIVXEMRX] GPEWWVSSQW[MXGLTEVXRIVWERHWIEXMRKERHYWIXLI
MRJVEWXVYGXYVIEZEMPEFPIXSI\TSWIXLIMVPIEVRMRKXLI
7SRKWERH6L]QIW PIWWSR[MPPFIMR½RMXIP]QSVIWYGGIWWJYP
This section is included at the end of the teacher’s
guide to give students a greater understanding of
lyrical English and the way poetry and rhyme can
elevate the meaning of simple ideas. When students
TVEGXMWIVL]QMRKERHWMRKMRKMRERSXLIVPERKYEKI
the subtlety of intonation and metaphor can open
their eyes to other types of communication that are
HMJJIVIRXFYXNYWXEWIJJIGXMZIEWXLIEGEHIQMGVITSVXW
and articles they are used to reading in school.

5 Classroom management

One of the essential jobs of the teacher is to

HIXIVQMRIXLIGSRHMXMSRWMR[LMGLPIEVRMRKGERXEOI
TPEGI8LMWGSYPHHI½RIXLIGSQTPIXIWYGGIWWSVJEMPYVI
SJEGSYVWIWSMXMWMQTSVXERXXSGSRWMHIVXLIXIEGLIV´W
EXXMXYHIERHTIVWSREPMX]LMWLIVMRXIRXMSRWERHXLI
relationship with the learners. Simple organisational
XIGLRMUYIWGERIJJIGXMZIP]PIEHIZIV]PIWWSRXSXLI
expected results.

5.1 Time and active space

Lessons should be previously planned in terms of

timing of activities and the pace of the class. It is
paramount to establish certain amount of time for
IEGLWXEKISJXLIPIWWSRWSXLIXIEGLIVGERQEOIWYVI
the core contents are properly addressed and that the
PIWWSROIITWEGSRWMWXIRXEGXMZITEGI

17
 5.2 Seating arrangement
The way students and the teacher sit in the classroom
will determine how they will be able to interact. That
is why this point will vary depending on the space
available and the amount of students.
5.4 Monitoring
%WWXYHIRXW[SVOXLIXIEGLIVWLSYPHQSZIEVSYRH
the classroom to assess students performance without
interfering with their independent process.
Monitoring is also useful for identifying instructions
or content that are not clear. It gives the teacher the
opportunity to clarify either during the activity or
afterward.

5.5 Eliciting and mistake correction

One of the best way for students to learn is by

separate tables circle XVYWXMRKXLIQWIPZIWERHXLIMVTVIZMSYWORS[PIHKI-XMW
RSXRIGIWWEV]XSI\TPEMRIZIV]EWTIGXSJXLIGSRXIRX
as much of it will come from students’ analysis. Any
piece of information the teacher wishes to add to the
class should be elicited from the students before he/
she intervenes.
horseshoe orderly rows
QMWXEOIGSVVIGXMSRGERFIHSRIMRX[S[E]W

= teacher i 3RXLIWTSXGSVVIGXMSR
= board %HETXIHJVSQ,S[XSXIEGL)RKPMWLF].IVIQ],EVQIV
5.3 Giving instructions
)ZIRXLSYKLXLIPIZIPSJXLIWXYHIRXWMWTVS½GMIRX
IRSYKLXSGSQTVILIRHQSVIGSQTPI\PERKYEKI
instructions should always be straightforward by using
simple words and direct commands. It is also useful to
KIXWXYHIRXWXSXEPEXXIRXMSRF]GLIWXMRKXLIFSSOXS
visually convey the necessary information to complete
each activity.
8SQEOIWYVIWXYHIRXWEVIEFPIXS[SVOSRXLIMVS[R
XLIXIEGLIVWLSYPH½VWXEWOWSQIMRWXVYGXMSRGLIGOMRK
-RXLIWIMRWXERGIWXLIGSVVIGXMSRMWRIGIWWEV]JSVXLI
activity to advance as planned. The teacher interjects
MRXLIQSQIRXSJXLIQMWXEOIXSOIITWXYHIRXWSR
XVEGOERHE[EVISJTSXIRXMEPMREGGYVEGMIWMRXLIVIWXSJ
the activity.
ii (IPE]IHGSVVIGXMSR
-RXLIWIMRWXERGIWXLIXIEGLIVQSRMXSVWERHRSXIW
XLIVIPIZERXQMWXEOIWXLEXWXYHIRXWEVIQEOMRK8LIWI
QMWXEOIWEVIQSVIKIRIVEPERHRSXEWGVYGMEPJSV
GSQTPIXMRKXLIEGXMZMXMIW;LIRXLIEGXMZMX]MW½RMWLIH
XLIWIQMWXEOIWEVIGSVVIGXIHEWEGPEWW[MXLSYX
UYIWXMSRW-'5W
ERHXLIRQSHIPXLI½VWXTEVXSJXLI
activity so students can continue on their own.
EXXVMFYXMRKXLIQXSWTIGM½GWXYHIRXW8LMWEPPS[W
students to realise their capacity to correct their own
QMWXEOIW[LMGL[MPPKMZIXLIQGSR½HIRGIMRJYXYVI
activities.

18
5.6 The teacher as a model

The teacher should demonstrate the importance of

learning English outside of the classroom. Through his/
LIVIRXLYWMEWQXLIWXYHIRXWWLSYPHWIIXLITSWMXMZI
effects that a foreign language can have on their lives.
The teacher is meant to be a cultural and social
EQFEWWEHSVXSXLIPERKYEKIRSXQIVIP]ERMRWXVYGXSV

5.7 Use of English in the classroom

The classroom may be one of the only contexts in

which students come into contact with English. Clear
guidance on instructional and classroom language is
MRGPYHIHMRXLI8IEGLIV´W&SSOWSXLEXXLIXIEGLIV
can create standardised language that teenagers
[MPPUYMGOP]VIGSKRMWI[MXLSYXRIIHMRKXSXVERWPEXI
anymore.

As the dynamic of the class will have students in pure

GSRXEGX[MXLXLIJSVIMKRPERKYEKIXLI][MPPEPWSFI
able to respond using English organically.

5.8 Behavioral management

The interaction between students and between

them and the teacher should establish horizontal
GSQQYRMGEXMSR7IIMRKIEGLSXLIVEWIUYEPW[MPPKMZI
WXYHIRXWGSR½HIRGIEWPIEVRIVWEW[IPPEWJSVGIXLIQ
XSXEOIVIWTSRWMFMPMX]JSVXLIMVEGXMSRW

%WXLIEGXMZMXMIWMRXLIFSSOVIUYMVIEQEXYVIPIZIP
SJXLSYKLXERHTVSHYGXMSRJVSQXLIWXYHIRXWMXMW
important that they see the teacher as an asset to
XLIQERHRSXE½KYVI[LSQIVIP]KMZIWMRWXVYGXMSRW
and corrects.

19
 CD INDEX

Track 1 Classroom Language

Welcome Unit
Track 2 page: 9 Activity 4.

Unit 1
Track 3 page: 11 Activity 2
Track 4 page: 14 Activity 13
Track 5 page: 15 Activity 2
Track 6 page: 17 Activity 6 Song Chicago
Track 7 page: 20 Activities 10 and 11
Track 8 page: 22 Activities 3 and 4
Track 9 page: 24 Pronunciation Activity 9
Track 10 page: 29 My Progress Unit 1 Activity 2
Track 11 Extra Test Unit 1 Urban Trends

Unit 2
Track 12 page: 31 Activity 1b
Track 13 page: 31 Activity 3
Track 14 page: 33 Pronunciation Activity 10
Track 15 page: 35 Activity 3
Track 16 page: 36 Pronunciation Activity 8
Track 17 page: 39 Activity 8
Track 18 page: 43 Activities 5 and 6
Track 19 page: 49 My Progress Unit 2 Activity 1
Track 20 Extra Test Unit 2 YouTube

Unit 3
Track 21 page 54 Activity 11
Track 22 page: 55 Activities 3 and 4
Track 23 page: 60 Activity 11
Track 24 page: 61 Pronunciation Activity 14
Track 25 page: 62 Activities 3 and 4
Track 26 page: 63 Activities 8 and 9
Track 27 page: 69 My Progress Unit 3 Activity 1
Track 28 Extra Test Unit 3 Marketing in the USA

Unit 4
Track 29 page: 74 Activities 16 and 17
Track 30 page: 75 Activities 3 and 4
Track 31 page: 80 Activity 8
Track 32 page: 82 Activities 2 and 3
Track 33 page: 89 My Progress Unit 4 Activity 2
Track 34 Extra Test Unit 4 Social Networks

20
Unit 5
Track 35 page: 91 Activities 3 and 4
Track 36 page: 95 Activity 3
Track 37 page: 95 Activity 4
Track 38 page: 100 Activities 7 and 8
Track 39 page: 102 Activities 3 and 4
Track 40 page: 109 My Progress Unit 5 Activity 1
Track 41 Extra Test Unit 5 An English Course

Unit 6
Track 42 page: 112 Activities 9 and 10
Track 43 page: 114 Activities 18 and 19 Song Boys don’t cry
Track 44 page: 116 Activities 6 and 7
Track 45 page: 121 Activity 12
Track 46 page: 122 Activity 2
Track 47 page: 123 Pronunciation Activity 6
Track 48 page: 129 My Progress Unit 6 Activity 2
Track 49 Extra Test Unit 6 Yoga

Unit 7
Track 50 page: 134 Pronunciation Activity 13
Track 51 page: 135 Activities 2 and 3
Track 52 page: 140 Activities 8 and 9
Track 53 page: 142 Activity 3
Track 54 page: 143 Pronunciation Activity 7
Track 55 page: 149 My Progress Unit 7 Activity 1
Track 56 Extra Test Unit 7 Junk Food

Unit 8
Track 57 page: 154 Activity 12
Track 58 page: 155 Activity 3
Track 59 page: 160 Activities 9 and 10
Track 60 page: 160 Pronunciation Activities 13 and 14
Track 61 page: 164 Activities 9 and 10
Track 62 page: 169 My Progress Unit 8 Activity 1
Track 63 Extra Test Unit 8 The City or The Country

Rhyme and Songs

Track 64 Rhyme Consumer Blues by Patrick May
Track 65 Song Ain’t no mountain high enough
Track 66 Rhyme Digital Confusion by Patrick May
Track 67 Song Rome wasn’t built in a day
Track 68 Song What you’ll do when I’m gone
Track 69 A Poem The Spring Flower by Burt Ryan

21
 CLASSROOM LANGUAGE

Welcoming students Encouragement

• Good morning everyone! • Excellent!
• Good afternoon everyone! • Congratulations!
• How are you today? • Good job!

Taking attendance Going to recess

ˆ3/IZIV]SRI]SYVEXXIRXMSRTPIEWI • Let’s go to recess.
• I’m going to call the roll. ˆ8MQIJSVEFVIEO

Giving instructions Saying goodbye

ˆ7MPIRGITPIEWI ˆ)ZIV]SRIXMQI´WYT
• Listen carefully. • That’s it for today.
• Let’s calm down. • The class is over.
• Come to the board. • See you next class.
ˆ+SFEGOXS]SYVWIEXW • Goodbye.
ˆ3TIR]SYVFSSOWXSTEKI©
ˆ'PSWI]SYVFSSOWTPIEWI
ˆ+SFEGOXSTEKI©
ˆ4E]EXXIRXMSRTPIEWI
ˆ'PIERYTTPIEWI
ˆ6ITIEXTPIEWI
• Raise your hand.
ˆ'LIGO]SYVERW[IVW
• Wait for your turn.
ˆ;SVOMRTEMVW
ˆ;SVOMRKVSYTW
• Let’s sing a song!
ˆ0SSOEXXLITMGXYVI
ˆ1EVO[MXLEGLIGO
• Write your name.
• Let’s read.

Checking for understanding

• Do you understand?
• Do you need help?
ˆ%VIXLIVIER]UYIWXMSRW#
ˆ,EZI]SY½RMWLIH]IX#

22
THEMATIC INDEX

A
Art p. 30-49 L
Legends p. 10-29
C
Career prospects p. 90-109 M
Clothing p.10-29 Music p.30-49
Cultural differences p. 159-169 Myths p.10-29
p. 130-149
E p. 10-29 N
Environment p. 110-129 Natural Resources 150-169
p. 110-129
F P
Food p. 130-149 Personality p.10-29
Folktales p. 10-29
Free time p. 110-129 R
Friendship p. 110-129 Reality Shows p.50-69

H S
Health and Habits p. 130-149 Social Networks p.30-49
Stereotypes p.10-29
I
Internet p. 70-89 T
Technological gadgets p.70-89
J Travel p.110-129
Jobs p. 90-109

23
 Student’s Book pages 8 and 9

WELCOME

Lesson Summary
Aims: Motivate students to learn
English.
Suggested Time
45 minutes
Vocabulary
Learning English in different ways
Communicative Aims
Use context and relevant
MRJSVQEXMSR[LIREWOMRKWMQTPI
UYIWXMSRW
Materials
2

Dictionary

Warm Up
1.,EZIWXYHIRXWPSSOEXXLI
illustrations on page 8 and read
[LEXIEGLTIVWSRWE]W%WO
UYIWXMSRWMRKIRIVEP9WIXLI
SPEAK OUT! box to help you.

SPEAK OUT!
The SPEAK OUT! box helps
WXYHIRXWERW[IVEJI[UYIWXMSR Speaking
VIPEXIHXS)RKPMWL-RJEGXXLIQEMR
1.Students identify themselves with pictures and the information.
idea of both activity 2 and the
2. 7XYHIRXWVIEHXLIUYIWXMSRWERHERW[IVMRTEMVW8LIRXLI]WLEVI
SPEAK OUT! box is that students
;VMXIERW[IVWSRXLIFSEVHMRGSPYQRWEFGHERHI
XEPOEFSYXXLIMVI\TIVMIRGIPIEVRMRK
3. %WO WXYHIRXW XS GSQTPIXI XLI EGXMZMX] MR XLIMV KVSYTW ERH XS YWI XLI
English in the past and what are
SPEAK OUT! box to help them express opinions.
their expectations for this year.
Teacher: What experience have you
had learning English? Has it been
HM½JGYPX#)EW]#-RXIVIWXMRK#

TEACHER’S BOOK
24
 Listening
4. 2 a Read the instructions as
EGPEWWERHEWOWXYHIRXWXSTVIHMGX
what the conversation will be about.
4PE]XLIVIGSVHMRKSRGIERHEWO
them what they understood.
Teacher: What did the girls talk about?
Write the correct ideas on the board.
2 b Tell students they will listen
to the conversation again. While they
EVIPMWXIRMRKWXYHIRXWWLSYPHGSQTPIXI
the ideas.
Answers
iWTIEOMRKMR)RKPMWLQEOMRKQMWXEOIW
ii jealous
iiiXEPOMRKXSLIVWIPJ
iv at home
v feel more comfortable using the
language
c 3RGIXLI]´ZI½RMWLIH
Teacher: ;LEXHMH]SY¼RHIEW]SV
HMJ¼GYPXMRXLIPMWXIRMRKEGXMZMX]#%WOMJ
they usually do any of the activities
mentioned in the conversation or if
XLI]XLMROXLI]GSYPHFIYWIJYP

5. a 7XYHIRXWTYXXLIUYIWXMSRWMR
order. Write the correct answers
on board.
Answers:
i ;L]HS]SYXLMROWTIEOMRKERH
Wrap Up writing in English is important?
• Close the class by playing a game. ii How does learning English help
Categories: Have the game charts prepared (divide the sheet in 6 us access information?
GSPYQRWZIVFGMX]SVGSYRXV]JEQSYWTIVWSRER]XLMRKJSSH7GSVI  iii Does it help us communicate
8IPPWXYHIRXWXLI][MPPTPE]EKEQIXLI]ORS[EW&EGLMPPIVEXS,EZIE with people in other countries?
student hand out the charts. Explain the rules; one student says the iv Does it help us get better jobs?
EPTLEFIXERSXLIVWE]WWXST8LIPIXXIVXLI]WXSTEXMWXLIPIXXIVXLI] v ;LEXGEVIIVWSVNSFWVIUYMVI
YWIXSWXEVX[VMXMRK[SVHWYRHIVIEGLGEXIKSV]8LI½VWXWXYHIRX[LS TISTPI[LSWTIEO)RKPMWL#
completes the line yells stop! vi ;LEXOMRHSJMRJSVQEXMSR[SYPH
Points: 50 points for a repeated word / 100 points for a word no one ]SYPMOIXSVIEHSVPMWXIRXS#
else wrote. At the end students count their points. b Students add their own ideas to
the chart.

25
Student’s Book pages 10 and 11

UNIT 1
People and Our Beliefs

Getting Started
Write the word FIPMIJWWXIVISX]TIW
YVFERXVMFIWQ]XLW and legends on
the board.
Teacher:
• What do these words mean?
• ,S[EVIXLI]VIPEXIH#
• ;LEX HS ]SY XLMRO XLI YRMX MW
going to be about?

Direct students’ attention to the

photo. Teacher: ‘Where is the girl?’
²;LEXMWWLIVIEHMRK#;L]#³

Background Information
Stereotype: a widely held but
SZIVWMQTPM½IHTIVGITXMSRSJE
person or group of people.

Legend:%XVEHMXMSREPWXSV]
sometimes historical but
unauthenticated.

Myth: A traditional story about

the early history of a people or
that explains some natural or
social phenomenon.

Urban tribe: groups of people in Read the Living in HarmonyWIGXMSROIITMRKMRQMRHXLEXXLMWMWER3*8

an urban area closely associated Draw students’ attention to valuing and respecting different ideas and
by similar lifestyles or activities. GYPXYVIW8LIREWOXLIQLS[XLI]GERVIPEXIXLIMVS[RI\TIVMIRGIWXS
these concepts.

TEACHER’S BOOK
26

Speaking
Write the following words on the
FSEVHERHGLIGOMJWXYHIRXWORS[
the meaning:FEKK]XMKLX¼XXMRKand
WIGSRHLERH
4. -RTEMVWWXYHIRXWEWOERHERW[IV
XLIUYIWXMSRW1SRMXSVERH[VMXI
down correct and incorrect phrases
to adress at the end of the class.
3. 'LIGOWXYHIRXWYRHIVWXERHXLI
meaning of the categories. Then
have them classify the clothes.
Answers:
Tops:LSSHMIWLMVXXWLMVX
Bottoms:XVSYWIVWPIKKMRKW
Jewellery: RIGOPEGIIEVVMRKW
Accessories:FIPXXMI
Footwear: boots.
Lesson Summary
Aim: (IZIPST WOMQQMRK XIGLRMUYIW
to understand main idea. Distinguish
between fact and opinion in a text.
Suggested Time
90 minutes
Vocabulary
Clothes and physical appearance
Communicative Aims
Integrate oral and written expressions
when refering to routines.
Materials
3-4
Dictionary
Warm Up
;VMXIXLI[SVHW*EGIFSSOWQEVX
TLSRIWM4SHSRSRIWMHISJXLI
FSEVH8LIRSRXLISXLIVWMHI[VMXI
the names of current urban tribes
from Chile. Draw students’ attention
XSXLI½VWXUYIWXMSRWMRXLIYRMX
Teacher:
ˆ,S[LEWXIGLRSPSK]MR½YIRGIH
]SYVMHIRXMX]#
• How are teenagers around the
world similar?
ˆ,S[EVIXLI]HMJJIVIRX#
ˆ8V]XSQEOIQMRHQETWSRXLI
board with their ideas.
Vocabulary
Clarify any unfamiliar vocabulary.
1. -RTEMVWWXYHIRXWYWIXLI
words in the box to describe the
people in the pictures.
Answers:
*VERGMWGSMW[IEVMRKXVSYWIVWE
WLMVXERHEXMI'EQMPEELSSHMI
.EZMIVEFIPXEXWLMVXERIGOPEGI
ERH7SPMW[IEVMRKELIEHFERH
hoodie and leggings.
2. 3 7XYHIRXWPMWXIRXSXVEGO
ERHGLIGOXLIMVERW[IVW
27
Student’s Book pages 12 and 13

Pre-Reading
5. Write -HIRXMX]!%TTIEVERGI on
the board.
Teacher: -W]SYVMHIRXMX]VI½IGXIHMR
]SYVETTIEVERGI#;L]SV[L]RSX#
Students read the title and discuss
the topic.

While Reading
6. 7XYHIRXWWOMQXLIEVXMGPIUYMGOP]
to get a general idea of the text and
ERW[IVXLIUYIWXMSR
F
The article is about stereotypes. T
*EWLMSRGERMR¾YIRGIWXIVISX]TIW F
and discrimination can result from F
stereotyping.
7. Students read the text again
more carefully. Then they decide
MJIEGLUYIWXMSRMWXVYISVJEPWI
Remind them to underline or
highlight the information that
NYWXM½IWXLIMVERW[IVW

Post Reading
8. Students answer based on
their understanding of the text.
)RGSYVEKIXLIQXSQEOIVIJIVIRGI
to the text in supporting their own
ideas. Answers will vary.

BRITISH / AMERICAN Background Information

%WOWXYHIRXW[LEXHMJJIVIRGIWXLI]GERSFWIVZI
between British and American English. Explain that
there may be spelling or pronunciation differences
as well as different words for the same idea.
%WOWXYHIRXWXS½RHSYXER]SXLIV[SVHW[LMGL
are spelt differently but have the same meaning.
7OMQQMRKMWVIEHMRKZIV]UYMGOP]SRP]XS½RHXLIKIRIVEP
MHIEYWYEPP]JSGYWMRKSRXLIXMXPIOI][SVHWERHXLI½VWX
lines of each paragraph.
7GERRMRKMWWIEVGLMRKEREVXMGPIJSVWTIGM½GJEGXWHEXIW
WXEXMGWIXG6IQMRHWXYHIRXWXLI][MPPWGERXSERW[IV
WTIGM½GUYIWXMSRW

TEACHER’S BOOK
28
 Vocabulary
9. 7XYHIRXWPSSOXLVSYKLXLIXI\X
for description words. When
XLI]EVI½RMWLIHIPMGMXTSWWMFPI
ERW[IVWERHQEOIEPMWXSRXLI
board for each of the categories.
Answers:
Hair: WTMOIHH]IHWLEKK]
Clothes: QYPXMGSPSYVIH[EVQ
FEKK]ZMRXEKI
People:I\XVSZIVXIHVIWIVZIH
SPHJEWLMSRIHFSVMRKXEPPWLSVX
WPMQFVSEH

SPEAK OUT!
Put up a picture of a famous
person/a teenager/a journalist/
SXLIV%WOWXYHIRXWXSPSSOEXXLI
pictures. Teacher:;LEXGSQIW
XS]SYVQMRH[LIR]SYPSSOEX
XLIWITMGXYVIW# Students describe
each person. Model some of the
TLVEWIWJSVWXYHIRXWFIJSVIEWOMRK
them to describe famous people.
%JXIVTVEGXMWMRKEWEGPEWWLEZI
WXYHIRXW[SVOSREGXMZMX]MRTEMVW

Speaking
10. 7XYHIRXWHMWGYWWXLIUYIWXMSR
in pairs. Monitor and write down
correct and incorrect phrases the
WXYHIRXWWE]0SSOEXXLI
SPEAK OUT! box as a class to
give students ideas.
Writing
11. a8IPP]SYVWXYHIRXWXSVIEHGEVIJYPP]ERH[VMXIXLIMVMHIEWMRXLIMVRSXIFSSOW
b%WOWXYHIRXWXS[VMXIEHIWGVMTXMSRSJWSGMIXEPGSRWXVYGXMSRW=SYGERIPMGMXI\EQTPIWSJX]TMGEPWXIVISX]TIWXLEX
WSGMIX]TIVTIXYEXIWXLEXGERFIIEWMP]MRZEPMHEXIHIK%PPKMVPWPMOITMROEPPFS]W[ERXXSTPE][MXLGEVW
c%WOWXYHIRXWXSVIEHXLIMV[SVOERHXLIRQEOIER]GLERKIWXLI]XLMROEVIRIGIWWEV]
d8IPPWXYHIRXWXSI\GLERKI[SVO[MXLETEVXRIVERHGSVVIGXXLIMVTEVXRIV´W[SVO
e%WOKVSYTWXSWLEVIXLIMVMHIEW*SGYWSRXLIMHIEW[LMGLGSYPHPIEHXSEQSVITVSJSYRHHMWGYWWMSRSJ
stereotypes and their origins.

29
Student’s Book pages 14 and 15

Pre-Listening
12. 4 7XYHIRXWPSSOEXXLI
pictures and try to identify where
the people are from. Have them
JSGYWSRGPSXLIWLEMVERHTL]WMGEP
appearance in general.

While Listening
13. Students listen to the audio
and note the differences between
the picture and the audio.
Answers:XLIKMVPHSIWRSXPSSO
SPHIVWLILEWFPEGOLEMVRSXVIH
WLIMWSRXLITLSRIRSXVIEHMRK
XLIVIMWRSTEVOFILMRHLIV

Post Listening
14. -RTEMVWWXYHIRXWHIWGVMFIXLI
other picture. Suggest using the
transcript of the listening activity
and the phrases in the SPEAK
OUT on page 13 as a model.

Pre-Reading
15. Discuss the students’ ideas
EFSYX)RKPERH&IJSVIWXEVXMRKEWO
Teacher: %VIXLIWIMHIEWJEGXWSV
WXIVISX]TIW#

While Reading Post Reading Wrap Up

16. a Students read email
b-RTEMVWWXYHIRXWHMWGYWWXLI
X[SUYIWXMSRW
Answers:
,IXLSYKLXXLI][IVIZIV]VIWIVZIH
that they dressed traditionally and ate
½WLERHGLMTW,ILIEVHXLEXJVSQ
other people. He discovered he was
[VSRKFIGEYWI+VIEX&VMXEMRMWE
multicultural country.
17.-RTEMVWWXYHIRXW
HMWGYWWXLIUYIWXMSRW8LIR
WXYHIRXWHVE[EWIUYIRGI
map or diagram organising
and summarising the
information about Pablo’s
experience. Circulate
and monitor for language
points to note at the end
of the lesson.
• %WOWXYHIRXWLS[HSXLI]KIXXLIQEMR
MHIESJEXI\X8EOIRSXIWSRXLIWXVEXIKMIW
WXYHIRXWKMZI]SYERHGLSSWISRI%WO
students to use this strategy when reading
the text on Lesson 3.
ˆ%WOWXYHIRXWLS[GERXLI]HMWXMRKYMWLXLI
HMJJIVIRGIFIX[IIRJEGXERH½GXMSR'PEVMJ]
doubts of students.
ˆ,MKLPMKLXGSQQSRQMWXEOIWERHVIMRJSVGI
the main points of the class.

TEACHER’S BOOK
30
 Lesson Summary
Aim: (IZIPSTPMWXIRMRKWOMPPWXS
½RHWTIGM½GMRJSVQEXMSR(IZIPST
comprehension by using previous
ORS[PIHKI
Suggested Time
90 minutes
Vocabulary
Cultural differences and nationalities
Communicative Aims
Distinguish between moments in a
WIUYIRGISJTEWXIZIRXW
Materials
5-6
Dictionary

Warm Up
Write LEMVWX]PIGPSXLIWNI[IPPIV]
glasses, short, tall, fair skinned, dark
skinned SRXLIFSEVH8LIREWO
students to describe the pictures
using the words written on the board.
*SVI\EQTPIMRXLI¼VWXTMGXYVIXLI
FS]LEWKSXWLSVXLEMVMWJEMVWOMRRIH
ERHMWRSX[IEVMRKER]NI[IPPIV]
Draw students’ attention to the
UYIWXMSRMRXLIXMXPISJXLIPIWWSRERH
others related.
Teacher: Are we different?

Pre-Listening
1.;VMXIXLITVSZIVFSRXLIFSEVH
While Listening show a picture of Mahatma Gandhi.
)PMGMXMRJSVQEXMSRXLI]QMKLXORS[
2. 5 Underline the phrases they hear from the list given. of this person. Discuss as a class.
a Encourage students to compare their answers with their par tners. Elicit the difference between think
b0MWXIREKEMRERHGLIGOXLIMVERW[IVW and thoughts from students.
Answers: the culture of other countries; other cultures are more interesting Teacher: ,S[HSIWGYPXYVIWLETI
than my own; every time I travel; things about other cultures; I went to the people’s lives? How do people shape
USA as a child; Brits are very different people; tried to learn about other XLIMVS[RGYPXYVIW#
GYPXYVIW-XLMROXLMWMWLETTIRMRK Create a diagram with students
answers so they are able to see the
chain of positive or negative effects
culture has on people.

31
Student’s Book pages 16 and 17

Post Listening
3.-RKVSYTWSJSVEWOWXYHIRXW
XSHMWGYWWXLITMGXYVIWKYIWWTISTPI´W
REXMSREPMX]ERHXEPOEFSYX[LEXXLI]
ORS[SVXLMROEFSYXXLIQ7XYHIRXW
½PPSYXXLIGLEVX(MWGYWWEWEGPEWW
EJXIV[EVH1EOIWYVIWXYHIRXW
are able to identify the difference
between a stereotype and a fact.

Speaking
4. a)PMGMXWXYHIRX´W½VWXMQTVIWWMSR
-JXLI]HSRSXERW[IVXLIUYIWXMSR
GSVVIGXP]XIPPXLIQXLEXIZIRXLSYKL
%QIVMGEMWEGSRXMRIRX[IVIJIVXS
people from the USA as Americans.
-RJEGXXLIHMGXMSREV]WXEXIWXLI
following:
a·mer·i·canEHNIGXMZI XSXLI
United States or its inhabitants.
a·mer·i·canRSYR WSQISRIFSVR
MRSVPMZMRKMRXLI9RMXIH7XEXIW
especially a citizen of that country.
6MGLQSRH'SQTEGX(MGXMSREV]
b Divide the class in 2 groups
IJ½GMIRXP]ERHRSXFEWIHSRXLIMV
own opinions.
c/d Students brainstorm ideas and
form one central argument. Monitor
ERHEWOWXYHIRXWLS[XLI]TPERXS
argue. Suggest if needed.
e&SXLWMHIWXEOIXYVRWI\TPEMRMRK
Common Mistakes
XLIMVEVKYQIRXW1EOIWYVIEWQER]
1EOIWYVIWXYHIRXWEVIE[EVISJXLI
WXYHIRXWWTIEOEWTSWWMFPI+MZI
HMJJIVIRXERHWTIGM½G[E]WXSKMZI
XLIQEXEPOMRKWXMGOXLEXXLI]GER
TEWWFEGOERHJSVXLXSQEMRXEMR their opinions in English. Draw this
SVHIVERHRSXXEPOSZIVIEGLSXLIV GLEVXSRXLIFSEVHMJRIGIWWEV]
f Students objectively vote on Incorrect Correct
which side had stronger arguments. In my point of From my point
%WOWXYHIRXWXSGSQQIRXSRXLI view of view or
experience of arguing an assigned *SVQI In my view
opinion that might not be their own. 8SQI

TEACHER’S BOOK
32
 Pre-Listening
5. (MWGYWWXLIUYIWXMSRWEWEGPEWW
•What do singer-songwriters do?
ˆ;LIRHMHXLI]¼VWXFIGSQI 
popular?
•What are their songs often about?
ˆ;LEXMRWXVYQIRXWHSXLI]X]TMGEPP]
TPE]#
Write students’ answers on the
FSEVHERHXLIREWOXLIQXSVIEH
the text. Students contrast their
answers with the information in
the text.
Answers: a They compose
QIPSHMIW[VMXIXLIP]VMGWERH
perform their own songs. b They
½VWXFIGEQITSTYPEVMRXLI´W
and 1970’s. c They’re often about
their own experiences. d They
typically play either a guitar or a
piano.

While Listening
6. 6 Students listen to and
read the song lyrics once. Then
they listen again and answer the
UYIWXMSRW
Answers: b He travelled in a van.
c He travelled with his friend.
Wrap Up d8LI]WPITXMRTEVOMRKPSXW

ˆ %WOWXYHIRXW[LEXWXVEXIKMIWHSXLI]YWIXS½RHWTIGM½GMRJSVQEXMSRMR
listening activities. Post Listening
ˆ %WOWXYHIRXWXSWLEVIXLIMVERW[IVW[MXLXLIGPEWW,MKLPMKLXXLIWXVEXIK] 7. Write the adjectives on board
XLEXMWQSWXVITIEXIHERHEWOXLIQXSYWIXLMWWXVEXIK]MRXLIXI\X and elicit meaning from students in
ˆ %JXIVERW[IVMRKXLIUYIWXMSRWWXYHIRXWXEPOEFSYXETIVWSREP SVHIVXSGLIGOXLEXXLI]VIGSKRMWI
I\TIVMIRGISR½VWXMQTVIWWMSRWERHWXIVISX]TIW;VMXIERW[IVWSRXLI XLI[SVHW8LIRXLI]GSQTPIXIXLI
board. WIRXIRGIWYWMRKXLIQ'LIGOEWE
• Students compare their answers in pairs. class.
Teacher: [LEXSXLIVEHNIGXMZIW[SYPH
• Reinforce the main points of the class such as culture being
]SYYWIXSHIWGVMFIXLIWSRK#
everywhere.
33
Student’s Book pages 18 and 19

Lesson Summary
Aims: Integrate writing to
demonstrate reading comprehension.
(IZIPSTWIPJGSVVIGXMSRJSVWTIEOMRK
Suggested Time 8LI+LSWX;LS,MXGLLMOIW
90 minutes
Vocabulary
Storytelling vocabulary
Communicative Aims
Use of oral and written expressions
to infer information.
Materials
7
Dictionary

Warm Up
8IPPWXYHIRXWXSPSSOEXXLITMGXYVIW
on page 18 and 19. Using the title
Urban Legends and the pictures
EWOXLIWXYHIRXWXSTVIHMGX[LEX
the stories are going to be about.

Pre-Reading /IIT=SYV4VSQMWIW6IGIMZI=SYV;MWL
1. a. Write the words 1]XLW and
Legends on the board.
Teacher: ;LEXGERXLI]XIPPYWEFSYX
GYPXYVI# Elicit answers from students
and write them on board.
b. 1EOIEPMWXSJHMJJIVIRGIW[LMPI
students give answers. Have a
student do this.
c. Answers will vary. If they say any Post Reading Background Information
common ideas write them on board. 4.7XYHIRXWERW[IVUYIWXMSRWMR Both 0E6YFMEHI/IRRIH] and
XLIMVRSXIFSSOW,EZIXLIQGLIGOMR Animita de Romualdito are famous
While Reading pairs and then discuss as a class after. legends from Santiago. The
2.7XYHIRXWWOMQXLVSYKLXLIXI\X Answers: a In a car accident 'LYTEGEFVE legend is famous all
XSTMGOXMXPIW8LIVIMWSRII\XVE b He was an 11 year-old boy who over America.
title. [EWVSFFIHERHOMPPIHSVLI[EWER
3.7XYHIRXW[SVO[MXLETEVXRIV older man who was run over while
XSPSSOYTXLIHI½RMXMSRWSJXLI leaving the hospital
words in bold. Elicit synonyms from c Answers will vary.
the class.
TEACHER’S BOOK
34
 LEARNING TIP
Illustrate how to learn new
vocabulary. Show students
examples of what you personally
do and give suggestions:
• Write new words in my
RSXIFSSOERHVIZMI[XLIQ
ˆ1EOI¾EWLGEVHW[MXL[SVHWERH
HI½RMXMSRWXVERWPEXMSRWERHXLIR
use them to test myself.
ˆ1EOIPMWXWSJ[SVHWXLEXEVI
VIPEXIHJSVI\EQTPI³JSSH´
A Hungry Beast ³GPSXLIW´³IRZMVSRQIRX´IXG
• Create sentences or stories in
my head with new vocabulary
words.
but when
so • Put words that I want to
and remember on a post-it note and
then put them on the wall in my
room at home.
• Other ideas
%WOWXYHIRXWXSPSSOJSVX[S
[SVHWMRXLIXI\XERH½RHX[S
W]RSR]QWJSVIEGL
e.g. distressedER\MSYWRIVZSYW
worried. Then have them discuss
the subtle differences between the
words and the situations where
each would be used.

Writing Vocabulary
6. Students complete the story of 0E6YFMEHI/IRRIH] 5. %WO WXYHIRXW XS WGER XLI XI\X
Answers: 3RIRMKLXEHVMZIVTMGOIHLIVYTand she got distressed ERH ½RH W]RSR]QW JSV XLI [SVHW
[LIRXLIHVMZIVEGGIPIVEXIHsoWLIEWOIHLMQXSKSWPS[IVButXLIR in the box. Expand this activity by
ZIV]WPS[P]WLI[SYPHHMWETTIEV YWMRKXLIXIGLRMUYIWERHWXVEXIKMIW
from the LEARNING TIP box.
7 This activity can be done individually or in pairs. Students can either
[VMXIWYQQEVMIWSVWYQQEVMWIXLIPIKIRHF]QEOMRKEGSQMGWXVMTSJ Answers: a alleged; b driver;
EPIKIRHJVSQXLIXI\XSVSRIXLEXXLI]ORS[%WOXLIQXSFVEMRWXSVQ c untouched; d report; e originate;
vocabulary for each point before they start creating sentences. Monitor f sighted.
and help them with vocabulary and sentence structure.

35
Student’s Book pages 20 and 21

LANGUAGE IN USE
Use of oral and written
expressions to infer information.
*MVWXGSRHMXMSREPERH^IVSGSRHMXMSREP
Write these prompts on the board:
ˆ-J]SYLIEX[EXIVXS„'¨
ˆ-J-[EXGLELSVVSV¼PQXSRMKLX-¨
%WOWXYHIRXWXS½RMWLXLIWIRXIRGIW
%WOXLIQIERMRKSJIEGLWIRXIRGI
without writing the title of each
KVEQQEV WXVYGXYVI IPMGMX XLI JSVQ
onto the board.
Zero Conditional
If + present simple + present simple
First Conditional
-JTVIWIRXWMQTPI[MPPMR½RMXMZI
'LIGOXLIGrammar Reference at
XLIFEGOSJXLIFSSO

Practice
8. Students use the verbs to create
their own sentences based on the
prompts given. Answers will vary.

Pre-Listening
9. 7XYHIRXW HMWGYWW UYIWXMSRW [MXL
their partners. Circulate and monitor
JSVJIIHFEGOPEXIVMRXLIGPEWW'LIGO
if students comprehend meaning
ERHYWISJXLI[SVH³WTSSO]´ )PMGMX
WSQIW]RSR]QWXSQEOIWYVI

While Listening Post Listening Writing

10.&IJSVIPMWXIRMRK
7 LEZIWXYHIRXWVIEHXLIWIRXIRGIW 12.7XYHIRXW½PPMR 13. Elicit the names of
and try to predict what goes in the gaps. Students listen and XLIFPEROWXSQEOI strange creatures and
correct what they had predicted. sentences that are true write them on the board.
11.%PPS[WXYHIRXWXSGLIGOXLIMVERW[IVW[MXLXLIMVTEVXRIV JSVXLIQ%XVERHSQ %WOWXYHIRXWXSFVEMRWXSVQ
before they listen again. Use the transcriptsEXXLIFEGOSJ EWOWXYHIRXWXSWLEVI MHIEWERHQEOIERSYXPMRI
XLIFSSO answers. before they start writing
Answers: a you help me a little; bGER-FSVVS[MX TPIEWI# sentences. Monitor to help
c lend it to you; d ‘ll/will be able to write my summary for them with vocabulary and
tomorrow; e ‘ll/will go. sentence structure.

TEACHER’S BOOK
36
 SPEAK OUT!
Elicit the language from the box
to describe the character.
%WO7XYHIRXW
Teacher: ,S[[SYPH]SYHIWGVMFI
(VEGYPE=IXM#
%WWXYHIRXWEVIWTIEOMRK
monitor and note language for
correction. Answers will vary.

Speaking
14. Use one of the pictures as
an example with the whole class.
)PMGMXMHIEWHIWGVMTXMSRWERH
opinions about the character.

15. This activity could be done

in groups of 4 or 5 students.
7XYHIRXWWLSYPHXEOIRSXIWSR
their group’s answers and report
the information to the class by
creating a bar chart. Introduce
vocabulary used to read charts
related to surveys.

Background Information
The monsters in the pictures are
examples of imaginary creatures
recognisable to most people.
%FSQMREFPI7RS[QERSV=IXM an ape-
PMOIQSRWXIVXLEXMWWEMHXSMRLEFMX
the Himalayan region of Nepal
ERH8MFIX7XSVMIWSJXLI=IXM½VWX
emerged in the 19th century.
Wrap Up (VEGYPE title character of Bram
7XSOIV´W+SXLMGLSVVSVRSZIP
ˆ %WOWXYHIRXWJSVXLIWXVEXIKMIWXLI]YWIXS[VMXIWYQQEVMIWSJXI\XW (VEGYPE. Described as the archetypal
8EOIRSXIWSRXLIFSEVH(MWGYWWXLIWI[MXLXLIGPEWWERHEWOXLIQ ZEQTMVIMRWTMVIHF]:PEH---XLI
to hand in a summary of a text using the most common strategy. -QTEPIV,IETTIEVWJVIUYIRXP]MR
ˆ,MKLPMKLXGSQQSRQMWXEOIWERHVIMRJSVGIXLIQEMRTSMRXWSJXLIGPEWW popular culture.

37
Student’s Book pages 22 and 23

Lesson Summary
Aims: (IZIPSTWTIEOMRKERH[VMXMRK
WOMPPWFEWIHSRELIEVHXI\X
Suggested Time
90 minutes
Vocabulary
2EVVEXMZIPMROIVW
Communicative Aims
Recognise relevant details when
identifying who is performing the
action.
Materials
8-9

Dictionary
Warm Up
Clarify any unfamiliar vocabulary
JVSQEGXMZMX]IKtroll. Direct
students’ attention to the images.
Teacher: (S]SYORS[ER]SJXLIWI
GLEVEGXIVW#8S[LEXQ]XLSVPIKIRH
f
GSYPH]SYVIPEXIXLIQXS# a
c
Elicit the titles or stories from e
b
WXYHIRXWKMZMRKXLIQ[LEXMW d
g
necessary.
Pre-Listening
1. Direct students’ attention to
the names of the myths in the
next exercise. Do they recognise
ER]SJXLIQ#,EZIXLIQ[SVOMR
pairs to match the stories to their
HIWGVMTXMSRW;SVOXSKIXLIVEWE
Elicit any others (e.g. City of the While Listening
class on the stories students don’t
recognise. 'EIWEVW%PMGERXSIXG (VE[XLIMV 3. 8 Tell students to

El Trauco: a forest troll; La attention towards “Desierto Florido” XEOIRSXIWSJER]MQTSVXERX

Calchona: the story of the woman and explain that it’s a phenomenon phrases or ideas they hear.
who turned into animals at night that occurs in the Atacama desert and Answer: The Origin of the
WLIIT Las Tres Pascualas: three that there is a special story behind it. Is Flowering Desert
sisters who loved the same man; the story a myth or legend? Leave this
Pincoya: mermaid with golden UYIWXMSR[VMXXIRSRXLIFSEVH
hair from Chiloé who dances for 2. Tell students to match the legend or
XLI½WLLEVZIWX Q]XLXSXLIHI½RMXMSR

TEACHER’S BOOK
38
 4. 8 Direct students’ attention

to the vocabulary box. Elicit

MR½RMXMZIJSVQWSJXLIZIVFWERH
WXYHIRXWGERPSSOYT[SVHWXLI]
HSR´XORS[6IEHXLI[SVHWEPSYH
Students listen and read the text
to complete the gaps.
Answers: i were able;
ii searching for; iii revealed to;
were able ivWIIOMRKv return; vi appeared; vii
searching for
grief; viii wept; ix remain; x spread;
revealed to
xi bloom
WIIOMRK
return appeared
grief
wept
spot
Post Listening
remain spread 5. %WOWSQIGSRGITXGLIGOMRK
bloom
UYIWXMSRWXSVIZMI[ERH
summarise the story.
Answers: a,I[EWPSSOMRKJSV
gold. b No. c7LIHMIHJVSQKVMIJ
extreme sadness. d So Añañuca
can always be close to the miner
and spread her love.
Teacher:
• What happened to the miner?
• (SXLI½S[IVWWXMPPFPSSQMRXLI
desert?
• (SIW²KVMIJ ³QIERXLEXWLILEHE
disease?
Clarify any vocabulary doubts
students may have.

Extra Activity LANGUAGE IN USE

;VMXII\EQTPIW SRFSEVHSJ Recognise relevant details when identifying who is performing the action.
how to record new vocabulary. 6IPEXMZI'PEYWIW 
You can also get a student or two ;VMXI%yEyYGESRXLIFSEVH%WOWXYHIRXW[LS%yEyYGEMW
XSHSXLIWEQIIKWept (verb) / ;VMXIXLITVSQTX‘Añañuca is the woman [LS´%WOWXYHIRXWXS½RMWLXLI
TEWXJSVQSJ[IITMRJ GV]EPSX WIRXIRGI4SMRXSYXERW[IVJVSQFSSO+MZISXLIVI\EQTPIWMRXLIWEQI
PPSVEVQYGLS manner.
%½S[IVMWETPERXwhichWQIPPWRMGIERHLEWPIEZIWSJHMJJIVIRXGSPSYVW
8LIHIWIVXMWXLITPEGIwhereMXLEVHP]IZIVVEMRW
'LIGOXLIGrammar ReferenceEXXLIFEGOSJXLIFSSO

39
Student’s Book pages 24 and 25

Speaking
6. -RTEMVWWXYHIRXWQEOIRSXIW
Model an example on the board so
students do not write full sentences.
With either the same partner or in
EKVSYT[MXLRI[TEVXRIVWWXYHIRXW
XEOIXYVRWXIPPMRKXLIMVZIVWMSRSJ
the story.

SPEAK OUT!
Teacher: ;LEXPMROMRK[SVHWHS]SY
YWIXSXIPPEWXSV]#
%WOWXYHIRXWXSYRHIVPMRIXLI
0MROMRK[SVHWXLI]½RHMRXLIXI\X
1EOIWYVIWXYHIRXWYRHIVWXERH
use and meaning by writing some
examples on the board.

Writing
7. Students create their own myth. [IVIRIEV[ITXWIIO
learn clear red me
Go through the bullet points so
that the students have an idea
about the structure of their stories.
8LI]GER½RMWLEXLSQIERHLERH
MXMRJSVLSQI[SVO

Practice
8. Students complete the
sentences using relative clauses.
Answers: i. [LIVI[MPH¾S[IVW
grow; ii. which/that (grows in the Wrap Up
HIWIVX iii. which/that (people
attend to pay respects to a dead a Write the words please,- ˆ%WOWXYHIRXWJSVXLIWXVEXIKMIWXLI]YWI
TIVWSR iv. which/that (you have WIEVGLWTVIEHETTIEVon to organize their ideas when writing a
when something sad happens XLIFSEVHWXYHIRXWTYXXLIQ story or event. Share students’ strategies
XS]SY  under the correct sound. XSSVKERM^IMRJSVQEXMSR%WOXLIQXS
b.%WOWXYHIRXWXSHSXLIWEQI summarize the information of this unit.
Pronunciation with the words in the box. *SVVIMRJSVGIQIRXTEWXITMGXYVIWSJ
Answers: a storyboard on the board. Divide the
9. 9 Identify the ‘ea’ spelling.
Be sure students recognise the bird ear bed tree class in 4 groups. Each has 2 minutes to
were near wept WIIO tell a story based only on the pictures.
different sounds. Play audio several
learn clear red me
times.

TEACHER’S BOOK
40


Wrap Up
Results will allow you to
direct students to more
useful exercises on the
Worksheets.
For more examples and
explanations go to Grammar
ReferenceEXXLIFEGOSJXLI
FSSO
Extra Activity
Students need to use the vocabulary
in context to remember it. To create
ETY^^PISV[SVHWIEVGL[MXLWTIGM½G
[SVHWZMWMXLXXTIRTY^^PIQEOIV
com/ or any other of the websites
that offer free resources and you can
create your own material according
to students’ need.
Warm Up
These exercises can be done
MRTEMVWSVMRHMZMHYEPP]GLIGOMRK
ERW[IVWMRTEMVWFIJSVIPSSOMRKYT
the answers.
1. Students complete sentences.
The sentences are all about topics
from the unit. Answers will vary.
2. Students complete the
conversation using structures they
have learnt in this unit. Answers
will vary.
3. Students complete if sentences.
Correct as a group. Clarify
doubts that students may have
about grammar structure.
Possible answers: a studies; b it
[MPPFIGSQIFIPMUYMH[EXIVc
will put on weight/will have health
problems/will be overweight; d it is
placed in water (in its frozen state
MX´WPIWWHIRWIXLER[EXIV
4.7XYHIRXW[VMXIXLI½VWXWIGXMSRSJ
the conditional sentences. Answers
will vary.
5. Students write sentences using
the words given and their ideas.
Answers will vary.
6. 7XYHIRXW QEOI WIRXIRGIW YWMRK
the vocabulary. Answers will vary.
41
Student’s Book pages 26 and 27

Warm Up
Decide if students need the extra
TVEGXMGIMJWS[LMGLI\IVGMWIWXLI]
need. These exercises can be done
MRTEMVWSVMRHMZMHYEPP]GLIGOMRK
ERW[IVWMRTEMVWFIJSVIPSSOMRKYT
the answers.

1. Students choose 2 words

from the box and complete the
exercise with information they
have learned. Answers will vary.
2.7XYHIRXWPSSOXLVSYKLXLIYRMX
XS½RHMHIEWSVZSGEFYPEV][SVHW
related to the different concepts.
Answers will vary.
3. Students write a paragraph
using the past tense.
4.7XYHIRXWERW[IVUYIWXMSRW
about their lives in the past.
'MVGYPEXIXSQEOIWYVIWXYHIRXW
are using the past simple.
5. Students complete the phrases
YWMRKXLIMVS[RMHIEW1EOIWYVI
WXYHIRXWORS[XLEXXLIMVERW[IVW
should be relative clauses and not
necessarily full sentences.
Answers will vary.

Common Mistakes
3JXIR[LIRWXYHIRXWTYRGXYEXI
WIRXIRGIW[MXLVIPEXMZIGPEYWIW
they repeat the subject two times.
Incorrect
1]WMWXIV[LSPMZIWMR8EPGEWLIMW
Extra Activity
If Clause 1 Show your studeRXWETMGXYVI*SVI\EQTPIEHSKSRXLI
WMHISJEVSEH%WOXLIQXS[VMXIEWXSV]MRKVSYTWYWMRK³MJGPEYWIW´(S
WIRXIRGIWSRXLIFSEVH²-JXLIHSKWIIWEGEXSRXLISXLIVWMHISJ
XLIWXVIIXMX[MPPGVSWWXLIVSEH-JMXGVSWWIWXLIVSEHMX[MPPKIXVYRSZIV-JMX
a nurse. KIXWVYRSZIVMX[MPPKIXLYVX¨³7IXXLIXMQIWYKKIWXIHQMRYXIW
8LI
Correct KVSYT[MXLXLIPSRKIWXWXSV][MRW+MZIJIIHFEGOSRXLIFSEVH[MXL
1]WMWXIV[LSPMZIWMR8EPGEMWE the correct sentences. Try to give examples using the if clause at the
nurse. IRHWSXLI]RSXMGIXLIYWISJXLIGSQQE


TEACHER’S BOOK
42
 6. 7XYHIRXW GSQTPIXI UYIWXMSRW
FEWIHSRTIVWSREPORS[PIHKI8LI]
GER[SVOMRTEMVWSVSRXLIMVS[R
7. Students complete the sentences
using½VWXGSRHMXMSREP
8. 7XYHIRXWERW[IVUYIWXMSRWYWMRK
the ^IVS GSRHMXMSREP Answers will
vary.
'LIGO EGXMZMXMIW  ERH  SR XLI
FSEVH %WO WXYHIRXW XS WLEVI XLIMV
ERW[IVW [VMXI XLIQ ERH GSVVIGX
QMWXEOIWMJRIGIWWEV]
9. Students complete the sentences
using VIPEXMZITVSRSYR
10. Students complete the
paragraph using the correct verb
tense.
Answers: 2PMOI3 listened; 4 plan;
5 haven’t got; 6HS]SYXLMRO7 go;
8 are; 9 closes; 10XEOIW

Extra Activity
Relative pronouns. In two columns
SRXLIFSEVH[VMXIXLIJSPPS[MRK

person I want to visit

place is my favourite
½PQ I feel happiest
animal I feel closest to
sport I love the most
Wrap Up
Divide students into pairs or small
-RTEMVWSVKVSYTWEWOXLIQXSXEPOEFSYXXLIWIXSTMGWXSTMGWVIPEXIH KVSYTWERHEWOXLIQXSQEXGLXLI
XSXLIYRMXQ]XLWPIKIRHWWXIVISX]TIWETTIEVERGIW KMZMRKVIEWSRWJSV
½VWXwith the second columns (the
XLIMVGLSMGIW+MZIFIX[IIR½ZIERHXIRQMRYXIWJSVXLMW*IIHFEGOF]
TPEGI¯"[LIVI-JIIPLETTMIWX 
EWOMRKMRHMZMHYEPWXYHIRXWXSWLEVI[MXLXLIGPEWWSRISVX[SMRXIVIWXMRK
each half sentence should be used
pieces of information about another person in their group.
only once.
;VMXIHS[RXLIGSQQSRQMWXEOIWJSVVIG]GPMRKERHI\XVETVEGXMGI
+MZIEJI[QMRYXIWJSVXLMWXLIR
during the next units.
JIIHFEGO[MXLXLIGPEWWERHHVE[
lines connecting the possible
sentence halves.

43
Student’s Book pages 28 and 29

Lesson Summary
Aims: Recycle descriptive
vocabulary from the Unit by
personalising context.
Suggested Time
45 minutes
Materials
4MGXYVIWSJGSRXIQTSVEV]Q]XLW
Rubrics and Dictionary.

Warm Up
Introduce the topic by
brainstorming different characters
from contemporary myths and
legends as a class.

1.7XYHIRXWPSSOEXXLITMGXYVIW
ERHERW[IVXLIUYIWXMSRW%RW[IVW
will vary.
2. Go through the steps of the
project according to instructions in
XLI7XYHIRX´W&SSO7XYHIRXWGER
IMXLIVGLSSWIEORS[RGLEVEGXIV
or create a new one. Set the
timing for the different stages and
QEOIWYVIXLI]OIITXSXLIQ8LI
presentation should be a maximum
of 5 minutes. Recommend they
recycle vocabulary from other
lessons.
3.%WOWXYHIRXWXSVIEHXLIFS\IW Wrap Up
'LIGOXLI]LEZIYRHIVWXSSHXLI] 5.(I½RILS[XLI]EVIKSMRKXS ;VMXIHS[RGSQQSRQMWXEOIW
need to choose at least one of the vote for the best presentation. Use for recycling and extra practice.
points from the box and include different categories so that more %WOWXYHIRXWXSWLEVIGSQQIRXW
MXMRXLIMVTVIWIRXEXMSR(I½RI than one story gets recognised. on the other presentations.
criteria with students of what
and how the presentation will be
assessed. Use RubricsEXXLIFEGO
SJXLIFSSO
4. Organise the presentations so
there is time for everyone.

TEACHER’S BOOK
44
 Lesson Summary
Aims: Assess themes and concepts
of the unit
Suggested Time
45 minutes
Materials
Dictionary
10

Warm Up
Review reading and listening
comprehension strategies with
the class before doing the test.
'LIGOXLEXWXYHIRXWYRHIVWXERH
XLIMRWXVYGXMSRWSJIEGLUYIWXMSR

1. Students read article about Britain

ERHERW[IVUYIWXMSRW
Possible Answers: : a As diverse;
b-RXLI[E]XLI]HVIWWQYWMGXLI]
PMWXIRXSERHXLI[E]XLI]IRNS]
themselves; c1YWMG8LI&IEXPIW

TYFWETMRXSJFIIV
JSSH½WLERH
0SRHSRXE\MWXLI(SYFPI
Wrap Up
'SVVIGXMRKQMWXEOIW8LMWGER
FIHSRI[MXLWIPJGSVVIGXMSR
peer correction or reviewed by
the teacher. Exercises 3 and 4
VIUYMVIGLIGOMRKF]XLIXIEGLIV
XSKMZIJIIHFEGO*SVEWWIWWQIRX
GVMXIVMEGLIGORubrics at the
FEGOSJXLIFSSO
4. Students describe a character
or creature from the unit.
1EOIWYVI]SYVIQMRHXLIQXS
consider: physical aspect of the
GLEVEGXIVTPEGI[LIVIMXPMZIW
[LEXMXIEXWERHHSIW-JRIGIWWEV]
write these points on board as a
reminder.
GLMTW
(IGOIVWERHXIPITLSRIFSSXLWXLI
6S]EP*EQMP]ERHSJGSYVWIXLI&&'
d BBC; e multicultural programmes
2. 7XYHIRXWGLIGOXLI
10
sentence they hear. Play the audio
twice.
3. 7XYHIRXW½RMWLXLIWIRXIRGIW
Possible answers: a I won’t go
WOEXMRKb a type of music that is
popular in Chile; c watch TV in
the evening; d a legend; e studied
History because today I have a test.
45
 TRANSCRIPTS
Welcome
Track 2 page: 9 Activity 4
Carla: ,M4EXVMGMELS[EVI]SY#
Patricia:,M'EVPE;LEXHS]SYXLMROEFSYX]SYV)RKPMWLGPEWWXLMW]IEV#
Carla: -´QRSXWYVI XLMW]IEV[I´VIHSMRKEPSXQSVIWTIEOMRKMR
GPEWW-´QEFMXWL][LIR-LEZIXSWTIEOMR)RKPMWLFIGEYWI
-[SVV]XSSQYGLEFSYXQEOMRKQMWXEOIW8LIVIEVISXLIV
TISTPIMRQ]GPEWW[LSWTIEOQYGLFIXXIVXLER-HS
Patricia:-ORS[ -LEZITISTPIPMOIXLEXMRQ]GPEWWXSS8LI]HSR´X
GEVIEFSYXQEOMRKQMWXEOIW8LI]NYWXXEPO
Carla: =IEL ERHXLI]EVIEFPIXSKIXXLIMVQIWWEKIEGVSWWIZIR
YWMRKFEHKVEQQEV-´QWSNIEPSYW-XLMROXLI]TVEGXMWISYX
of the classroom too.
Patricia:-PMWXIRXSQYWMGFYX-HSR´XVIEHFSSOWSVQEKE^MRIW 1]
XIEGLIVWE]WXLEXMX´WFIWXXSPIEVRF]HSMRK=SYORS[[LEX
I mean?
Carla: %FWSPYXIP]MJ-HSR´XWXEVXTVEGXMWMRKWTIEOMRKRS[-[SR´XFI
able to use it when I need it in the future. All I do is watch
television in English.
Patricia:+SSHJSV]SY-´QEJVEMH-HSR´XFYX-YWYEPP]WYVJXLI-RXIVRIX
EXXLI[IIOIRHW=SYORS[[LEX-LEZIWXEVXIHHSMRK#
Carla: What?
Patricia:=SY´VI RSX KSMRK XS FIPMIZI XLMW FYX - WXEVXIH XEPOMRK XS
Q]WIPJPMOILEZMRKWLSVXGSRZIVWEXMSRW[MXLQ]WIPJ
Carla: 6IEPP]LEZI]SYPSWX]SYVQMRH#
Patricia:2S-XLMROMX[SVOW-QEOIYTWXSVMIWEFSYXTISTPIERHWE]
them out loud. I sometimes record them and then I listen
XSXLIQ©
Carla: =SY´VINSOMRK
Patricia:3JGSYVWI-HSXLMWEXLSQIMRQ]VSSQWSRSFSH]GERLIEVQI
-XLMROMXLIPTWQIJIIPQSVIGSQJSVXEFPIYWMRKXLIPERKYEKI
Carla: Really? Hmmmm maybe I’ll try it.
Patricia: You should.
Carla: 8LEROWJSVXLIEHZMGIWII]SYEJXIVWGLSSP
Patricia: See you.
Unit 1
Track 3 page: 11 Activity 2
Speaker 1: .EZMIV MW [IEVMRK E VMRK SR LMW XLYQF E FIPX XLEX
LSPHWYTLMWNIERWFIGEYWIXLI]´VIRSXXMKLX½XXIH
,I MW EPWS [IEVMRK E FPEGO W[IEXWLMVX ERH LEW E
GLEMREVSYRHLMWRIGOPMOIERIGOPEGI
Speaker 2: 'EQMPEMW[IEVMRKEFPEGOLSSHMIEPSRKJVMPP]WOMVX
though she doesn’t seem to be wearing earrings
and I can’t see if she has boots on her feet.
TEACHER’S BOOK
46
Speaker 3: *VERGMWGS MW [IEVMRK TEVX SJ LMW YRMJSVQ FPEGO
XVSYWIVWE[LMXIWLMVXERHHEVOXMI,IPSSOWEFMX
untidy and informal.
Speaker 4: Sol is very much in fashion. She’s wearing light grey
leggings with a blue hoodie and a wide headband
in matching colours.
Track 4 page: 14 Activity 13
There is a young woman in this picture. She’s in the middle
SJXLITLSXSKVETL 7LIPSSOWSPHIV QE]FIMRLIV½JXMIW 7LI´W
WPMQ [MXLVIHLEMV -HSR´XXLMROWLI´WZIV]XEPPFIGEYWISJLIV
WLSIW°XLI] LEZI ZIV] LMKL LIIPW 4IVLETW WLI´W UYMXI WLSVX
ERH [IEVW WLSIW PMOI XLMW XS WIIQ XEPPIV 7LI´W [IEVMRK UYMXI
YRYWYEPGPSXLIWEHVIWWXLEXWIIQWXSFIXEOIRJVSQXLIXL
'IRXYV] VMTTIH XMKLXW ERH XLSWI WLSIW 7LI PSSOW EW MJ WLI´W
VIEHMRK E FSSO -R XLI FEGOKVSYRH ]SY GER WII E TEVO [MXL
GLMPHVIR TPE]MRK - XLMRO MX QMKLX FI E FMK GMX] PMOI 0SRHSR SV
8SO]S7LIGSYPHFI[EMXMRKJSVEJVMIRH
Track 5 page: 15 Activity 2
Speaker: I’m really interested in the culture of other countries.
-HSR´XORS[[L]FYX-EP[E]WXLMROSXLIVGYPXYVIWEVI
more interesting than my own culture. Every time I
travel I learn wonderful and interesting things about
other cultures.
One of the biggest surprises I had was when I went to
the USA as a child. I’m English so I thought Americans
had the same culture as me. When I went to America
I understood Americans and Brits are very different
people. Understanding the culture of other people is
very important. It helps us all to get along. If everyone
VIEPP]XVMIHXSPIEVREFSYXSXLIVGYPXYVIW XLI[SVPH
would be a more peaceful place. And as the world is
FIGSQMRKWQEPPIV-XLMROXLMWMWLETTIRMRK
Track 6 page: 17 Activity 6
I fell in love again
EPPXLMRKWKSEPPXLMRKWKS
drove to Chicago
EPPXLMRKWORS[EPPXLMRKWORS[
we sold our clothes to the state
-HSR´XQMRH-HSR´XQMRH
-QEHIEPSXSJQMWXEOIW
MRQ]QMRHMRQ]QMRH
Chorus
]SYGEQIXSXEOIYW
EPPXLMRKWKSEPPXLMRKWKS
 Añañuca that he would return soon. Añañuca waited for him
to recreate us HE]EJXIVHE]FYXLIVQMRIVRIZIVETTIEVIHEKEMR
EPPXLMRKWKVS[EPPXLMRKWKVS[ %yEyYGE´WLIEVX[EWFVSOIR ERH MRGSRWSPEFPI WLIIZIRXYEPP]
we had our mindset died from grief. Her funeral was on a rainy day and all the
EPPXLMRKWORS[EPPXLMRKWORS[ villagers wept for her.
]SYLEHXS½RHMX 8LI RI\X HE] XLI WYR [EVQIH XLI ZEPPI] ERH FIEYXMJYP VIH
EPPXLMRKWKSEPPXLMRKWKS ¾S[IVWKVI[JVSQXLIWTSX[LIVIXLI]SYRK[SQERLEHHMIH
-HVSZIXS2I[=SVO 8LIPIKIRHWE]WXLEX%yEyYGEFIGEQIE¾S[IVEWEKIWXYVISJ
MREZER[MXLQ]JVMIRH PSZIWSXLEXWLIGSYPHEP[E]WVIQEMRGPSWIXSLMQERHWTVIEH
[IWPITXMRTEVOMRKPSXW her love everywhere.
-HSR´XQMRH-HSR´XQMRH 8SHE]]SYGERWXMPPWIIXLI%yEyYGE¾S[IVWFPSSQMRXLIEVIE
I was in love with the place XLEXMWRS[ORS[REWXLI)PUYM:EPPI]GVIEXMRKWTIGXEGYPEV½IPHW
MRQ]QMRHMRQ]QMRH SJ[MPH¾S[IVW8LMWEQE^MRKTLIRSQIRSRMWORS[REW³HIWMIVXS
-QEHIEPSXSJQMWXEOIW ¾SVMHS´SVHIWIVXMRFPSSQ
MRQ]QMRHMRQ]QMRH
Track 9 page: 24 Pronunciation Activity 9
Track 7 page: 20 Activity 10 and 11
bird – ear – bed – tree – please – search – spread – appear
Sonia:  ,M6MGLEVH,EZI]SY½RMWLIH]SYVTVSNIGX[SVOJSV
school? Track 10 page: 29 My Progress Unit 1 Activity 2
Richard:  ,I]7SRME-ŽZIRIEVP]½RMWLIHMXFYX-ŽPP½RMWLWSSRIV
if you help me. a.-´ZIORS[R4EYPEJSVXIR]IEVW
Sonia:  3/ ,S[ GER - LIPT ]SY#=SYV TVSNIGX MW EFSYX b.-HSR´XXLMROXLEXLI´WFIIRXS%VKIRXMRE]IX
WTSSO]WXSVMIWMWRŽXMX# c.-WXEVXIHTPE]MRKGSQTYXIVKEQIWEXS´GPSGO
Richard: =IT ERH-ORS[]SYPSZIXLIQ,EZI]SYKSXER] d. Were you studying at home last night?
WXSV]SV½PQEFSYXXLI=IXMXLEX-GERFSVVS[TPIEWI#
Sonia:  -RJEGX-HS-LEZIXLIPEXIWX^SQFMI½PQ-J]SY[ERX Track 11 Extra Test Unit 1 Urban Trends
MX-GERPIRHMXXS]SY
Richard:  3L XLEX[SYPHFIKVIEX7SRME -LEZIERMHIE;L] ;I LEH VSGOIVW MR XLI ½JXMIW LMTTMIW MR XLI WM\XMIW TYRO
don’t we watch it this evening? VSGOIVW MR XLI WIZIRXMIW ERH 2I[ 6SQERXMGW MR XLI IMKLXMIW
Sonia:  8LEROW6MGLEVHFYX-LEZIXSKSXSXLIHIRXMWXXLMW 8LIRMRIXMIW[EWEXMQIJSVLMTLST1SVIVIGIRXP][I´ZIWIIR
evening. You can watch it alone a bit earlier so you’ll the emergence of goths and emos. Urban trends have always
have time to write the summary by tomorrow. existed. Young people enjoy belonging to a group. They feel it
-J ]SY´VI HIGMHIH XLIR -´PP KS ERH KIX MX MX´W MR Q] MW MQTSVXERX XS MHIRXMJ] [MXL PMOIQMRHIH TISTPI [LS WLEVI
bedroom. XLI WEQI XEWXIW 7S MJ LMTTMIW [SVWLMTTIH &SF (]PER ¾S[IV
Richard: Oh... OK then. TS[IV ERH JVII PSZI ERH TYROW [IVI MRXIVIWXIH MR VIFIPPMSR
Sonia:  .YWX[EMXEQMRYXIXMPP-½RMWLXLMWERH-´PPKSYTWXEMVW ERHEHSVRQIRX [LEXEVIKSXLWMRXS#%RH[LIVIHSIQSW½X
to get it. in?
Richard: 8LEROW7SRME-´PPPIX]SYORS[LS[MXXYVRWSYXMRXLIIRH
8LIOI]PSSOJSVFSXLKSXLWERHIQSWMWEGLEPO][LMXIJEGI
FPEGO I]I ERH PMT QEOIYT8LIMV JEZSYVMXI MXIQW SJ GPSXLMRK
Track 8 page: 22 Activities 3 and 4 EVIGSVWIXWERHGETIW¯I\XVEZEKERXMRHIWMKRERHZIV]HEVO
8LIKSXLPSSOMWRSXRI[ SJGSYVWI ERHXLIVIMWEHMJJIVIRGI
8LI*EV2SVXL8LI3VMKMRSJXLI*PS[IVMRK(IWIVX FIX[IIRXLI½VWXXMQISPHIVKSXLWERHYRHIVXLMVX]FEF]FEXW
(YVMRK7TERMWLVYPIXLIVI[EWEFIEYXMJYP]SYRK[SQER[LS
lived in a small village near the Limarí River. All the young men Emos are one of the youngest teenage cults. These are a
[IVIMRPSZI[MXLXLIPSZIP]%yEyYGE FYXRSRISJXLIQ[IVI ]SYRKIVWYFWIXSJKSXLW8LIPSSOMWQYGLXLIWEQIEPXLSYKL
EFPIXS[MRLIVPSZI3RIHE]ELERHWSQI]SYRKQMRIVGEQI emos have more distinctive hairstyles and they listen to bands
XLVSYKL XS[R WIEVGLMRK JSV KSPH;LIR LI WE[%yEyYGE LI PMOI1]'LIQMGEP6SQERGI&IMRKIQSMWEFSYXXLIQYWMGERH
JIPPMRPSZI[MXLLIVXSSERHXLMWXMQIWLIPSZIHLMQFEGO3RI fashion that connect them.
RMKLX XLIQMRIVLEHEHMWXYVFMRKHVIEQ MR[LMGLEQSYRXEMR
spirit revealed to him the precise location of the gold that
LI[EWWIIOMRK ,IVIZMZIHLMWWIEVGLJSVXLIKSPH TVSQMWMRK

47
PHOTOCOPIABLE
tra Tes
x

t
E
1
UNIT

Listening Vocabulary

1 0MWXIRXSXLIVITSVXIVXEPOMRKEFSYXYVFERKVSYTW 2 Match the adjectives in column A with their opposite

ERHHIGMHIMJXLIJSPPS[MRKUYIWXMSRWEVI8VYI8 SV in column B.
False * =SY[MPPLIEVXLIVIGSVHMRKX[MGI A B

a 4YROVSGOIVW[IVIERYVFERKVSYTMRXLIIMKLXMIW second-hand new

b Young people enjoy identifying and sharing with introvert awful

others who have the same tastes and lifestyle. baggy short
c,MTTMIW PSZIH &SF (]PER ¾S[IV TS[IV ERH JVII
straight XMKLX½XXMRK
love.
tall extrovert
d There is only one type of Goth.
thin curly
e)QSWLEZIERMHIRXM½EFPIX]TISJLEMVWX]PI
wonderful fat

points /5 points /7

Reading
3 %RW[IVXLIUYIWXMSRWEGGSVHMRKXSXLIMRJSVQEXMSRMRXLIXI\X9WI]SYVS[R[SVHW

Two teenage boys were recently imprisoned for life
for murdering a woman because she was dressed
as a goth. The woman, twenty, and her twenty-one-
year-old boyfriend (both of whom were wearing
black clothes and had piercings) were walking home
through a park when they met a group of teenagers.
At first, there was a good-natured and friendly
atmosphere between the young people, but this
conversation quickly became cruel as a group of
five youths attacked the twenty-one-year-old man.
He was suddenly knocked to the ground and kicked
about until he was unconscious.
As the girlfriend tried to stop the attack, holding
his head on her lap and calling for help, some of the
gang began kicking her. She was left lying by her
boyfriend’s side, unconscious. Police took them to
the nearest hospital and the woman was in a comma
for two weeks before she died. The boyfriend has
been out of his comma for a while now and claims
he finds the world a ‘terrifying place’ to live in.
The judge, who sentenced the attackers, said that
their behaviour seemed to be based solely on the
way the pair were dressed.

a;LEXHMHXLI]SYRKTISTPI[EPOMRKMRXLITEVOPSSOPMOI# d Who rescued the young people?

b;LSHMHXLIXIIREKIVWEXXEGO½VWX# e What does ‘solely’ mean in the last sentence?
c;LEXQEHIXLIKERKEXXEGOXLI[SQER#
points /5

Keep practising Let’s review Good job! Brilliant!

0-3 4-7 8-11 12-17

TEACHER’S BOOK
48
 tra Tes
x

t
E
1
UNIT

Warm Up
&IJSVIXLIXIWXGPEVMJ]HSYFXWWXYHIRXWQMKLXLEZI6IZMI[QEXIVMEPVIPEXIHXSKVEQQEVERHZSGEFYPEV]*SGYW
SRXLIEGXMZMXMIWXLIXIWXMWFEWIHSRWIUYIRGMRKIZIRXWERXSR]QW 

1. 11 Students listen to the audio about youth culture trends. Have students read the statements and decide
MJXLI]EVI8VYISV*EPWI8SV* 4PE]EYHMSX[MGIWSXLEXWXYHIRXWHSRSXJIIPXLI]LEZIXSLIEVIZIV]XLMRK
MRSRIXEOI8IPPXLIQMREHZERGIXLEXXLI][MPPLEZIX[SSTTSVXYRMXMIWXSPMWXIR
Answers:
a F; b T; c T; d F; e T

2. Students match words from column A with their opposite from column B
Answers:
 WIGSRHLERHRI[MRXVSZIVXI\XVSZIVXFEKK]XMKLX½XXMRKXEPPWLSVX[SRHIVJYPE[JYPWXVEMKLXGYVP]XLMRJEX

3. 7XYHIRXWVIEHERI[WVITSVXEFSYXEQYVHIVGEYWIHF]WXIVISX]TIW8LI]ERW[IVXLIUYIWXMSRWFEWIHSRXLI
information in the text. Answers will vary.
Possible answers:
a 8LI]FSXL[SVIFPEGOGPSXLIWERHLEHTMIVGMRKW b 8LI]EXXEGOIHXLI]SYRKQER½VWX c She stayed with her
boyfriend and called for help. d The police. e It means ‘only’ or ‘just’.

Wrap Up
Have students switch their tests with their classmates in the same row. Go over the answers as a class. Play
XLIPMWXIRMRKEKEMRERHTEYWIMX[LIVIRIGIWWEV]MJWXYHIRXWHSR´XYRHIVWXERH;LIRVIZMI[MRKI\IVGMWILEZI
students give other examples of opposite words.

Background Information Common Mistakes

8IIREKIVWLEZIFIIRPEFIPIHNSGOWRIVHWTVITWERHTYROWJSVHIGEHIW
7XYHIRXWQEOIQMWXEOIW[LIR
FYXWXIVISX]TMRKMWR´XYWYEPP]TVSHYGXMZISVFIRI½GMEPXSEXIIR´W
choosing between an adjective
mental or emotional development. Stereotyping is about judging an
and an adverb.
MRHMZMHYEPFEWIHSRVIEPSVMQEKMRIHGLEVEGXIVMWXMGWSJETEVXMGYPEVKVSYT
For example:
EGGSVHMRKXSWSQII\TIVXW-XGERFIHSRIF]TEVIRXWXIEGLIVWGSEGLIW
I surf good on big waves.
ERHTIIVW;LIREXIIREKIVMWWXIVISX]TIHLISVWLIQMKLXEWWYQILI
The correct sentence is:
or she has to measure up to certain standards. Stereotyping puts a teen
I surf well on big waves.
MREFS\QEOMRKPMXXPIVSSQJSVKVS[XLFI]SRHWSGMIX]´WPMQMXIHPEFIPW
ERHSJXIRYRNYWXM½IHI\TIGXEXMSRW

49
PHOTOCOPIABLE

1
UNIT Reinforcement Activities

1 Complete the puzzle. Use vocabulary from the unit to complete the clues.
1
Across
2.- EP[E]W [IEV XLI WEQI CCCCCCCCCCC [LIR - [SVO SYX 2S[
2 3 4
they’re full of holes!
5. ;LIR - KS XS JERG] HMRRIVW - EP[E]W TYX SR E TEMV SJ
_______________.
6. 1]WMWXIVCCCCCCCCCCCCLIVLEMVTMRO-XPSSOWEQE^MRK
5

Down
1. -EP[E]W[IEVCCCCCCCCCCTERXWFIGEYWI-PMOIXSGEVV]EPSXSJ
WXYJJMRQ]TSGOIXW
3.,IMWZIV]CCCCCCCCCCCCCXSLMWJVMIRHWFYXLIMWZIV]WL][MXL
strangers.
4. ;LIR-LIEVRSMWIWEXRMKLXMXKMZIWQICCCCCCCCCCCCC 6

2 Complete both versions of each sentence using relative pronouns.

where
a -´QPSSOMRKJSVETPEGI
that
that
b She needs a friend whose

when
c We need an appointment at a time
that

who
d La Rubia de Kennedy is a legend about a woman
whose

3 a-RTEMVW[VMXI]SYVS[RYVFERPIKIRH9WIXLI[SVHWERHTLVEWIWFIPS[XSLIPT]SYHIZIPST]SYVWXSV]

mysterious | goosebumps | odour | boots | a creature who…

b Illustrate a cover for your story.

50 TEACHER’S BOOK
 1
UNIT Reinforcement Activities

Warm Up
;VMXI³;LIR-[IEVEWYMX -EP[E]WTYXSRERMGICCCCCCCCCCCERHCCCCCCCCCCC´ SRXLIFSEVH ,EZIWXYHIRXW
KYIWW[LMGL[SVHWGSYPHKSMRXLIFPEROW 1EOIEPMWXSJXLIMVWYKKIWXMSRW (MVIGXXLIMVEXXIRXMSRXSXLITY^^PIMR
UYIWXMSRERHWLS[XLEXXLIUYIWXMSRWEVIWMQMPEV

1. 7XYHIRXW½PPMRXLIFPEROWERHGSQTPIXIXLITY^^PI;LIR½RMWLIHLEZIXLIQGLIGO[MXLETEVXRIVERHXLIR
GLIGOEWE[LSPIGPEWW

1
B 2. Write ‘a woman who___________’ and ‘a woman whose
A CCCCCCCCCCC´SRXLIFSEVH)PMGMXERW[IVWXS½PPMRXLI
2
L 3E G 4 G I N G S FPEROW%WOWXYHIRXWXSI\TPEMRXLIMVERW[IVW,EZI
X O G students complete the exercise as a review of relative
T O Y TVSRSYRW'LIGOMRTEMVWERHXLIREWE[LSPIGPEWW
R S
5
O E A R R I N G S
V B 3. %WOWXYHIRXW[LMGLSJXLIYVFERPIKIRHWXLI]ORS[XLI
E U FIWX)PMGMXQEMRMHIEW[LS[LEX[LIVI[LIR EFSYX
1. BAGGY one of the legends from students. Direct their attention
R M 2. LEGGINGS
T P
XSI\IVGMWI;SVOMRKMRTEMVWLEZIXLIQ[VMXIXLIMV
3. EXTROVERT
S 4. GOOSEBUMPS own urban legends using the words in the box. Once
D Y E D 5. EARRINGS ½RMWLIHLEZIWXYHIRXWHIWMKREGSZIVJSVXLIMVWXSV]
6. DYED %WOJSVWXYHIRXZSPYRXIIVWXSWLEVIXLIMVWXSVMIW[MXL
XLIGPEWW2SXIQMWXEOIWJSVGSVVIGXMSRPEXIV

Wrap Up
;VMXITLVEWIWSRXLIFSEVHJVSQWXYHIRXW´ WXSVMIW WLSYPHLEZIQMWXEOIWERHWLSYPHFIGSVVIGX ,EZI
students identify which phrases are correct and which are incorrect. Elicit various ideas to improve the sentences.
*M\XLIMRGSVVIGXWIRXIRGIWEWEGPEWWHVE[MRKEXXIRXMSRXSXLIQMWXEOIW

Background Information Common Mistakes

Fact or Fiction?: We Can Push the Planet into a
Students tend to get confused about whether
Runaway Greenhouse Apocalypse
using “its” or “it’s” in a sentence.
%RI[WXYH]WYKKIWXWLYQEREGXMZMX]GSYPHMRXLISV]
“Its” is a possessive pronoun and “It’s” is the
bring about the end of most life on Earth.
contraction of It is.
%WOWXYHIRXWXSVIEHXLIEVXMGPIKMZIXLIQXLIPMRO
LXXT[[[WGMIRXM¼GEQIVMGERGSQEVXMGPIGJQ#MH!JEGXSV Help Students identify this difference by
explaining that they can spell out It is and see if it
¼GXMSRVYRE[E]KVIIRLSYWI discuss about this.
QEOIWWIRWI

51
Student’s Book pages 30 and 31

UNIT 2
The Arts and Their Influence

Getting Started
Brainstorm on the board different
art forms in general (painting, music,
dancing, literature, poetry, crafts).
Show pictures of them. Ask students
to work in small groups and think
of both traditional and modern
examples of these art forms as well
as naming the artists they know.

Background Information
Chilean authors have reached
international recognition. Apart
from the Nobel Prize winners
(P. Neruda and G. Mistral) there
are many more: Eduardo Barrio,
Joaquin Edwards, Manuel Rojas,
Fernando Alegria, Juan Emar, José
Donoso, Luis Sepúlveda, Isabel
Allende, etc. Vicente Huidobro and
Nicanor Parra as poets. Painters:
Claudio Bravo, Miguel Venegas;
Roberto Matta and Marta Colvin
as sculptors. Each region in Chile
has its craftsmen, musicians, poets,
painters, and authors. If students
are unfamiliar with these artists,
have them do research according
to the themes of each lesson. Read the LIVING IN HARMONY section, keeping in mind that this is
Suggested activity: an OFT. Draw students’ attention to valuing and discussing the diversity
Divide the areas on board and of cultural expressions and the value of local artists. Then ask them how
write some names. they can relate their own experiences to these concepts.

TEACHER’S BOOK
52
 Lesson Summary
Aim: Recognise the main idea in a
text to get the central meaning of
the message.
Suggested Time
How many 90 minutes
Vocabulary
How
Music: musicians, genres, festivals,
other artistic expressions
Communicative Aims
Whose
Locate explicit information by asking
Which questions.
Materials
Where 12-14

Dictionary
Map of the World

Warm Up
Why
Teacher: Think and discuss the
following questions.
What
What type of music is the most popular?
Who Do teenagers around the world listen to
the same kind of music?
When

Post Listening
4. Divide students in small groups – no
more than 4. Ask them to think of a
musician or band they’d like to interview.
Once they’ve decided, ask them to
Pre-Listening
1. a Write the list of genres on the
board. Teacher: Do you recognise
them? Can you interpret a song or
name a famous singer for each?
b 12 Listen to the extracts
and identify.
While Listening 2. a On the board, put up question
words and related pictures next
3. 13 Students listen again

and check. to them (a house= where). Have

go back to activity 4 and look at the
questions they answered.They decide
who will be the interviewer/interviewee
and prepare their roles.
Suggested time: 5 minutes.
Answers: i Why, c; ii What, c;
iii Who, c; iv When, b;
v How many, b; vi How, c;
vii Whose, b; viii Which, c
students come and match words
and pictures and then complete the
quiz.
b Students answer and discuss in pairs.

53
Student’s Book pages 32 and 33

Pre-Reading
5. Elicit from students names of
Festivals that take place in Chile.
Give them an example: Maquinaria.
Teacher: Have you been to any of
them?
Read the instructions, students
match. Check as a class.
6. Students read the questions and
answer in pairs. Check by asking
a few students to share their
answers, write answers on board.
Possible answers: a singers; b Not
a real word: it stands for World of
Music, Arts and Dance;
c Celebrating different forms of
music, art and dance from countries
and cultures all over the world.

Background Information
This festival has been held in countries
like Spain, New Zealand, the UK,
Russia, etc. Peter Gabriel is an
experimental pop singer who
started in a band called Genesis.
If you have a world map in the
classroom, students can locate the
different countries.
forms of music, art and dance 8. Students read the text and
While Reading from countries and cultures all answer the questions by choosing
over the world. only one answer.
7. Write the acronym WOMAD b It also offers workshops where Check the answers by eliciting
on the board. At random, ask the you can taste or cook different them from students. Write them
questions and write the answers food, learn new dance steps or on board.
on the board as a spider map. play handmade instruments. %WO WXYHIRXW XS VI¾IGX SR LS[
Possible answers: c It is important because it could they found the right answer and
a WOMAD’s objective is to bring help the city to be named the to identify the key words that
together and celebrate different 2016 European City of Culture. helped them.

TEACHER’S BOOK
54

Extra Activity
Students make 5 more questions of
their own preparing for an interview.
They will interview a musician or
singer.They can use these questions
to complete activity 13 on page 34.
Background Information
Kora: a musical instrument something
like a harp but with 21 strings.
Originally from Senegal.
Djembe: Traditional African drum,
shaped like a wine glass.
Post Reading
9. a Tell your students to read
carefully and write their ideas in their
notebooks.
b Ask students to write an article
with the information they gathered
and follow the given structure. Have
them to complete the spider map.
c Ask students to read their work
and then make any changes they
think are necessary.
d Tell students to exchange work
with a partner and correct their
partner’s work.
e Suggest that students upload their
article to social networks.
STEP IT UP!
Use this section as a guide for
activity 9
Tell students they may use the
bullet points to organize ideas.
You can also give them websites:
http://www.escapenormal.
com/2011/03/29/50-greatest-
festivals-in-the-world/
http://www.festivals.com/
Pronunciation
10. 14 a-b Ask students to
write the questions they hear in
their notebooks and pay attention
to the intonation they hear.
Answers:
1. Where are you from originally?
2. When did you start playing music?
3. What music inspires you?
4. Who is your favourite musician?
5. How long have you been
performing?
c-d 14 Play the CD again for
them to check. They practise with
their partners. While you monitor,
write down general mistakes for
feedback at the end of the activity.
55
Student’s Book pages 34 and 35

Practice
11. Read the instructions (ask a
student to do so). Use the example
to verify comprehension.
Answers
a Where is WOMAD held?
b What happens at a WOMAD
festival?
c Do the bands perform live?
d How often do you go to concerts
with your friends?
e Are you fond of jazz?
f Who is teaching you to play the
guitar?
12. Ask students to quickly go through
the questions and answers. Read the
instructions and draw their attention
towards the example. Students
complete the question using the
correct question word.
Answers
a Which b Where c How far
d When e Who f How many

Speaking
13. Divide students in small groups –
no more than 4. Ask them to think
of a band/musical group they’d like 14. Ask some students to read the results
to interview. Once they’ve decided, of the interview and check as a class.
ask them to go back to activity 10 Suggested time: 3-5 minutes.
(pronunciation) and look at the Answers
questions they practised and made. a-g
Wrap Up
They decide who will be the b-h Summarise this lesson by
interviewer/interviewee and prepare c-i eliciting festival information
their roles. d-j from them. Speaking activity
Suggested time: 3-5 minutes. e-f as a group.

TEACHER’S BOOK
56

4. Ask students to look at the
pictures. Draw their attention
to the slight difference between
them. Teacher: Which one do you
XLMROMWXLIKVEJ¼XMERH[LMGLSRIMW
the actual sign?
)PMGMXMHIEWERHMHIRXMJ]XLIKVEJ½XM
(the picture on the right).
Ask students to do the exercise.
If necessary ask them to do
some research.
While Listening
3. 15 a Let students read the
sentences before listening. Students
read, listen and take notes
Answers
a He wanted to see his name on
the street. b He wants to make a
statement or give back to society.
c In Valparaiso, you can see everything
in one place.
Lesson Summary
Aim: Express likes and dislikes using
suitable expressions
Suggested Time
90 minutes
Vocabulary
Multiple-word adjectives
Communicative Aims
Integrate oral and written expressions
when expressing personal tastes.
Materials
4MGXYVIWSJKVEJ½XM
15-16
Dictionary
Warm Up
4YXYTETMGXYVISJE+VEJ½XM¯[VMXI
under the picture, good or bad? Ask
students their opinions.
Teacher: Have you ever done it?
Do you think it should be legal? Why
do people paint on the streets?
Possible answers: just for fun, to
express ideas, social protest, etc.
Extra Activity
4YX YT SV WLS[ TMGXYVIW SJ KVEJ½XM
and ask students what they like/dislike
about them and what message they
think the artist is trying to express.
Pre-Listening
1. Students discuss the questions in
pairs. Ask some students to share
their opinions to the class.
2. Set a time limit (30 seconds) for
students to skim. Check by eliciting
the answer from students.
57
Student’s Book pages 36 and 37

Post Listening
5. In pairs, students discuss questions
a and b. Go around the class and
monitor. Write down general mistakes
for feedback at the end of the activity.

Vocabulary
6. Write a hyphened compound
word on the board e.g., sugar-free
Explain the use of the hyphen symbol
(-), Students identify hyphened
adjectives in the text and write.
7. Show students your mobile sky high
phone. Teacher: What can I do with open mouthed
this besides making phone calls? clown like
Elicit ideas. brightly coloured

Ask them to write a text message to

a classmate. Give them small pieces
of white cardboard; ask them to
draw the message’s format and to
write it. Collect the messages and
ask a student to be the mailman
and deliver them.
Students may share their messages.

Pronunciation
Give a brief explanation:
Hyphens are used in many compound
words to show that the component
words have a combined meaning or
that there is a relationship between
the words.
e.g., bad-tempered, quick-thinking.
Write examples on the board.
8. 16 a Write well-known
SR XLI FSEVH 9RHIVPMRI XLI ½VWX
syllable and draw a slanted line
over the word showing how the
sound falls. Students listen, repeat and
underline the stressed word.
Answers
well-known; brightly-coloured;
open-mouthed; sky-high; good-
looking; old-fashioned
b Students repeat and add a
noun to them.
Extra Activity
Divide the class in two or three
groups.
Each group should come up with
a list of 5 multiple-word adjectives.
They have to test the other groups
in intonation and meaning.
Each participant of the group should
pronounce the word correctly and
invent a coherent sentence.

TEACHER’S BOOK
58

Wrap Up
Word game: Teacher says a
word and the following student
should say another word using
the last letter of the word said
by the teacher, the next student
does the same and so on. Chain
game!
Possible answers: I love listening
to music; I hate reading poetry;
I enjoy eating avocado; etc. Give
students additional examples:
gerund as subject, Doing
homework isn’t easy; after
prepositions, I dream about
living on a tropical island.
Speaking
9. Direct students’ attention to the
pictures. Elicit the activities they
see (tango dancing, theatre, street
art). Ask for a show of hands for
the following questions:
Who has been to the theatre?
Who has tried tango dancing?
;LSLEWHSRIKVEJ¼XMEVX#
;LSLEWWIIRKVEJ¼XMMR7ERXMEKS#
Write and draw conclusions.
10. Model activity 9 by asking: Teacher:
Did you start any project recently?
Elicit an answer and respond
accordingly. This is a free-speaking
activity, but remind students to use
the proper tenses.
SPEAK OUT!
Write can’t stand on the board. Ask
Teacher: Who can give me a similar
verb , a synonym for can’t stand?
Tell students that they can use the
words in bold as prompts to do the
next speaking activity. Encourage
them to speak freely.
Practice
11. Write: He enjoys visiting people
in the neighbourhood. Elicit from
students the structure. Explain,
gerunds are verbs used as nouns by
adding –ing. Refer to the Grammar
Reference at the back of the book.
Remind students to use the writing
process.
59
Student’s Book pages 38 and 39

Lesson Summary
Aims: Express opinion about a
topic and identify the main idea.
from a text.
Suggested Time
90 minutes
Vocabulary
Books and literature
Adjectives
Communicative Aims
Recognise relevant details or
characteristics when talking about
people or expressing feelings.
Materials
17
Dictionary

Warm Up
Introduce topic by writing “Lewis
Carroll” on the board. Elicit ideas
about who this person is. Take
notes using a spider map. If a
student guesses correctly stop and
ask him/her to share information, if
not, say who he is by giving the title
of his most famous book.

Pre-Reading
1. Elicit ideas from students then
they complete the short story quiz.
2. Students read the extract then
discuss the questions in pairs. Background Information
Answers will vary. The extract is from the opening of the book Alice’s Adventures in
Students predict the answers. Wonderland by Lewis Carroll. It tells a story of a girl named Alice, who falls
down a rabbit hole into a fantasy world populated by strange creatures.
While Reading The tale plays with logic, which has made the story popular with adults
as well as children. The narrative structure, characters and imagery have
3. Ask students to skim the text
FIIR MR¾YIRXMEP MR FSXL TSTYPEV GYPXYVI ERH PMXIVEXYVI IWTIGMEPP] MR XLI
quickly. Check answers for questions
fantasy genre.
1a and b. Ask them to highlight the
information in the text.

TEACHER’S BOOK
60

While Listening
8. 17 Students discuss the question
before listening. for unfamiliar vocabulary:
e.g. a waste of time, disappointing, I don’t
mind.
Students go through the text to
predict the order of the dialogue
before listening. Students listen twice.
4. Students read the text again
and answer the questions. Pairs
compare their answers.
Answers:
a It tells the story of a girl called
Alice who falls down a rabbit hole
into a fantasy world that is populated
by strange and magical creatures.
b Queen Victoria.
c Johnny Depp starred in Tim
&YVXSR´W½PQZIVWMSR
1 d8LI½PQ[EWI\XVIQIP]WYGGIWWJYP
with critics.
6
e Readers can make Alice grow
9
or become smaller, throw darts at
the Queen, make the Mad Hatter
10
even madder or swing the rabbit’s
3
pocket watch.
8
7
Post Reading
5. Write the questions on board.Ask
4 students to write a paragraph giving
their opinions. Introduce a simple
essay format so that they identify it in
5
further writing activities.
2 Students hand it in for correction.
6. Ask students to quickly skim the
text again and look for the words:
countless, starred, shrink, darts, swing;
tell them to guess the meaning without
using their dictionaries.
Pre-Listening Students compare answers and check
with their dictionaries.
7. Students discuss questions
Elicit some answers from students.
in pairs or small groups. Fast
workers can do task in STEP
IT UP! box. Ask groups to
share their opinions, especially
on the last question.
61
Student’s Book pages 40 and 41

Pre-Listening
9.Students circle the correct adjective
or adverb in each sentence according
to meaning.

Vocabulary
10. Put these sentences on the
board.
I was frightened by the monster.
,SVVSV¼PQWEVIJVMKLXIRMRK.
Teacher: Why are these sentences
different?
Explain form and use of adjectives v/s
adverbs. Go over the pronunciation.
Clarify any doubts students may
have concerning the difference
between an adjective and an adverb.

Speaking
11. Students read the statements,
check the ones they agree with and
cross the ones they don’t agree
with.
Have students notice the words in
bold and consider their functions.
Divide the class (if possible) into
groups that agree and disagree with
a and c. Have them discuss/debate.
They must justify and defend their
Pre-Reading Extra Activity
position.
12. Ask students to create a dialogue 13. Tell students to look at the Divide students into groups of 5.
using activity 8 as a model and their pictures on page 41. Teacher: Do Prepare/ bring a story with its
own experience as inspiration. you recognise the pictures from sentences written in different pieces
Give each pair a number. Following somewhere? Elicit answers. of paper.
the numbers, students should present Under each picture, write if it is Each group should have the same
their dialogue. E FSSO SV E ½PQ 'ER WXYHIRXW story. In 3 minutes, each group
guess what they are about? should try to organize and put the
story together.
The group that gets the most similar
result to the story wins points.

TEACHER’S BOOK
62
 While Reading
14. Read a, b and c.
Students read the summaries.
Ask them to match the letters with
their summaries.
Teacher: What happens in each story?
a Cold Feet
b Dracula
c Sense and Sensibility

Post Reading
15. Students answer the questions.
Answers will vary.
Elicit ideas from students.
Make a list of titles of books they
give you. You may then ask them
to read the most popular title and
encourage students to read in
English.

Background Information Wrap Up

Encourage your students to read: • Encourage students to share
Here are 6 reasons why reading is important: the description words they
1. Kids who read often and widely get better at it. found more useful and ask
2. Reading relaxes the body and calms the mind. them to say why.
3. Reading helps develop empathy. • Ask them to share the strategy
4. Reading develops your imagination. they used when reading a text.
5. Reading improves vocabulary, leads to more highly-developed language • Highlight common mistakes
skills and improves the ability to write well. and reinforce the main points
6. Reading improves concentration. of the class.

63
Student’s Book pages 42 and 43

Lesson Summary
Aims: Develop expression abilities
through the practice of productive
skills
90 minutes
Vocabulary
Social networking
Communicative Aims
Integrate oral and written expressions
in topics related to Social Network.
Materials
18
Dictionary

Warm Up
Write Internet, Facebook, Twitter,
e-mail, chats on the board. Draw
students’ attention to the questions:
• Could you be able to live without
any of these?
• Which networking is your
favourite? Why?
• What does culture have to do
with social networking?
• Imagine your life without any of
these networks and show it in a
picture.
Write students’ answers on the
board to share with the class.

Speaking Vocabulary Writing

1. Draw two columns on the board;
one with the word advantages
(smiley face) and the other with
the word disadvantages (sad face).
Ask students to form groups,
HMWGYWW XLI UYIWXMSRW ERH ½PP XLI
columns.They compare how much
they already know about social
networking. Elicit some answers
from the class. Answers may vary.
TEACHER’S BOOK
64
2. a Students look for the words
in the box in the dictionary.
b In pairs, they identify how these
words are used and then write
sentences using them. They
should be able to recognise the
WXERHEVHHI½RMXMSRERHXLI[E]
it is used on the Internet.
3. Ask students to write a short
paragraph using the words and
concepts that are in the box.
They should express how social
interaction has been changing
and they should be able to give an
opinion on whether the changes
have been positive or negative.
If necessary, ask students to write
it on a separate sheet of paper
and hand it for correction.
 Pre-Listening
4. a In pairs students dicuss how
WSGMEP RIX[SVOMRK MR¾YIRGIW ERH
helps teenagers express themselves.
Elicit ideas from students.
b Ask students to predict the words
they are going to hear. Write them
on board so they can see them.
5. 18 Tell them they are going
to listen to a teenager talking about
social networking.
While they listen, they should tick
the words they hear on activity 4b.
Check if their predictions were
correct.
meet up
post

encouraging
anxious
While Listening
snoop 6. 18 Tell students that they
will listen again. Before they do, ask
them to go through the sentences
so they know what to listen for.
Students listen and complete.
Answers
a. meet up b. post c. anxious
d. encouraging e. snoop

Post Listening
7. Ask students to do a survey of
Background Information your classmates. They should go
around the classroom looking for
Teens favourite social networking sites. people who + the description.
Social networking site Main activities They ask questions, make a graph
Facebook GVIEXITVS½PIWWLEVITLSXSWZMHISWSRPMRIGLEX with the results and present. Paste
YouTube upload, share, and view videos their graphs on the classroom walls.

MySpace listen to music-watch videos-play games-

GVIEXITVS½PIW
Twitter create/post 140-character messages= “tweets”

65
Student’s Book pages 44 and 45

8. a Students read the poem and

give ideas about its meaning.
The poem is about being a student.
b Students work in pairs and discuss
if they agree or disagree with poem’s
idea. Have them add another verse
to the poem. Share answers with
the class.
c Elicit the difference between the
use of many and much.
Ask students to invent a rule and
share it with their partner.

LIVING IN HARMONY
Use this box to close the unit.
Let students know that they should
be aware of the dangers there are
when using social media.
Ask them to make posters showing
the do’s and don’ts when talking
about social media.

Speaking
9. Students take turns working in
pairs asking and answering questions.
Check students have the language
to answer the questions. Circulate
and monitor. Note language points
for correction.

Writing Wrap Up
10.Teacher: What cultural movements do you know about? Details. • Share ideas about the ways social
Write ideas on board so they visualize the names of movements networks help value cultural diversity and
they might not know of. local artists.
Students write a paragraph about a cultural movement they Draw students’ attention towards the
researched on the Internet. They can use the diagram to LIVING IN HARMONY box.
organise their ideas.
If necessary, ask them to hand it in for correction.

66 TEACHER’S BOOK
 Warm Up
Ask two students to go up front.
Ask the class to compare them
using a set of words you give them.
Write suitable words (adjectives-
adverbs- compound words) on
board. Elicit sentences from students.

1. Before completing the activity, start

by asking students some questions
about themselves to model. Teacher:
How old are you? Where were you born?
b What colour are your eyes?
e
a
Answers will vary
f 2. Students complete the sentences
d
c
below using their own ideas.
g Answers will vary.
3. Students complete the sentences
with their own information making
them true for them. Show an example.
e.g., When I was 5 years old, I spent
my afternoons watching T.V
Answers will vary.
4. Complete a on the board and
ask students to make a sentence.
Review what a compound adjective
is and how it’s formed. Then they
complete the rest in pairs.
Write answers up on the board.
5. Students write a brief description
Wrap Up of their best friend. They should use
Word Game as many phrases as they can from
Divide the board in columns (5 or as many rows your class has). Each activity.
column is a group. In 3 minutes, each group should write as many words Ask students to hand it in for
as they can using the last letter of the word before. correction.
Rules.
Words must not be repeated in the same row or in others.
The group that writes more words, wins!

67
Student’s Book pages 46 and 47

Warm Up
Get students to write. Write a
sentence on a piece of paper, fold it
ERHKMZIMXXSXLI½VWXWXYHIRX[LS
MWWMXXMRKMRXLI½VWXWIEXMRXLI½VWX
row. The paper must go around
the class, each student writes a
sentence and folds the paper. At
XLI IRH ]SY [MPP LEZI E JER ½PPIH
with sentences, open it and read it
like if it were a story.
While the paper goes around, elicit
information from the unit.

1.Verify vocabulary with students.

7XYHIRXW½RMWLXLIWIRXIRGIWEHHMRK
an appropriate word or phrase +
a gerund.
Possible answers
a running; screaming b listening to
but
music; c swimming and
d Going ; e shouting; f½RMWLMRK g but but
Writing but
2. Students complete the sentences and so
and
using their own ideas (Adjectives-
so
adverbs). Answers may vary.
3.Review adjectives and their forms
by writing sentences related to the
students or the school.
e.g., Our classrooms are colder than
the classrooms of the school next
4. Draw the mind map on the board to 5. Students complete the paragraph
door.
explain the activity. Students complete using and, but or so.
Clarify doubts.
the map with ideas related to the Check as a class, elicit answers
Students make sentences using
central topic.They present and explain from random students and write
the words given + comparative/
their mind maps justifying the points them on board.
superlative forms. Answers will vary.
Circulate and monitor. the highlighted.
Circulate and monitor. Note language
points for correction.

TEACHER’S BOOK
68
 6. Students identify the correct
tense and complete the dialogue.
Clarify doubts related to grammar
tenses.
Possible answers
a went b did you see c saw
d Did you like e was f think
g go h prefer i read j went
7. Students complete the chart
with the corresponding word in
IEGLGSPYQR)PMGMXXLI½VWXX[S
answers:
• How much..? water
• How many..? students
Circulate and monitor.
8. Students read the sentences,
½RHXLIQMWXEOIWERHGSVVIGX
them.
Answers
a. goes; got
b. went
c. arrived; started
water students
d. plays; stayed
coffee artists
9. Elicit two words taken from the
time exams
money books unit and ask students to write them
homework marks in the correct column. For example:
KVEJ½XM%VX [VMXIV0MXIVEXYVI
Students look through Unit 2 and
½RH[SVHWSVTLVEWIWVIPEXIH
to art, music or literature. Check
students understand vocabulary to
carry out the activity. Circulate and
Wrap Up monitor.
Class speaking activity. Divide the class in 4 groups, one group on each Answers will vary:
corner of the class, give each one a card with a topic: art, music, social Art: artist, colour, mural, paint
media, and literature. Music: hip hop, pop, reggaeton,
Ask them to summarise the topic using words and other learned in blues, Dj
the unit. Give them 10 minutes and then each group presents their Literature: story, character,
summaries. published, comics, cartoons

69
Student’s Book pages 48 and 49

Lesson Summary
Aims: Create a drawing which
symbolises a message.
Suggested Time
45 minutes
Materials
Blank paper (tabloid size or similar)
Paints, markers, pens, pencils,
crayons, etc.

Warm Up
Teacher: Do you believe anybody can
be an artist? What do you know
EFSYXKVEJ½XM#What do street artists
use to colour? (spray paint); What is a
KVEJ¼XMXEK# (signature) Elicit answers.

1. 8IPP WXYHIRXW XS WXYH] XLI KVEJ½XM

pictures and determine what symbols
or meaning are in them.
2. Students discuss the questions in
their groups.

SPEAK OUT!
Teacher: What expressions do we
use to talk about art? Students use it
when speaking in their groups during
the project.
Ensure students comprehend the
meaning of the phrases, especially I
wonder what it means!’’ (I am curious
and want to know the meaning
of __); dull (lacks colour, boring)
3. Students plan their projects,
following the list of requirements.
Students choose who in their group
will be responsible for drawing/
painting, writing, and presenting.
Remind students to work as a team
and decide on the purpose of their
drawing, Teacher: Is it to make a political
statement, to rebel, or to show what is
important to you?
4. Each group takes turns presenting
XLIMV [SVO XS XLI GPEWW ½ZI QMRYXIW
each. They can be graded on content,
team-work, language use, creativity, and
professionalism.
All art work should be displayed either
outside for everyone to see or in the
classroom walls.
Wrap Up
Encourage students to
discover their artistic side
in them.
As a group, discuss what
they liked or disliked about
the unit and the project.
Praise the entire group
for their performance and
good work.

TEACHER’S BOOK
70
 Lesson Summary
Aims: Assess concepts and themes
of the unit.
Suggested Time
45 minutes
Materials
19
4
Dictionary
2

1
Warm Up
5
Prepare students for the progress
3
test. Ask to answer it as if it was a
test, individual work.

Listening
1. 19 Tell students they are
going to listen to Sean Beaville,
who is a British ESL teacher, talking
about literature.
Ask them to read the sentences
once.
Students listen, put the sentences
in the correct order.
Play the audio twice.

Writing
2. Students write questions using
the following question words given.
Answers will vary.

Wrap Up Reading
Ask students to switch books, peer correction. Check answers by eliciting 3. Students read the paragraph
them from students. Each student corrects their classmate’s work and about Anamaria Merino Tijoux and
gives them points. complete the sentences.
Use this correction to verify there aren’t any doubts about the unit. Clarify any vocabulary doubts.

71
 TRANSCRIPTS
Track 15 page: 35 Activity 3

Unit 2 Interviewer: Inti, How did you become an artist?

Interviewee: I began in Valparaíso at the age of 14. I started
Track 12 page: 31 Activity 1b [MXLWQEPPWOIXGLIWERHKVEJ½XMXEKWMRXLIWXVIIXW
4 folk but later I studied painting.
1 blues
5 hip hop Interviewer: ;L]HMH]SYHIGMHIXSWXEVXHSMRKKVEJ½XM#
2 bachata
Interviewee: When you start as a kid, you have no conscious
3 indie rock
of what you’re doing. You just want to see your
name in the streets, invade spaces to make them
Track 13 page: 31 Activity 3
your own.
A: Welcome to the show! Today we have a special music quiz Interviewer: Did your goals change when you grew up?
for all our listeners. We are going to test your knowledge of Interviewee: Yes. When you get older, you see that what you
0EXMR%QIVMGER1YWMG©0IX´WWII©WXEVXMRK[MXLXLI½VWX are doing touches other people, that it has a
contestant. Question 1: Why did Los Prisioneros break up? political and social background. Now I use it to
B: Because Jorge González went solo. say something or give something back to society.
A: %PVMKLX 5YIWXMSR;LEXMWXLIVIEP½VWXREQISJ(EHH]
Interviewer: Where does your inspiration come from?
Yankee?
B: It´s Ramon! Interviewee: Latin American people and the cultures before
A: %RH[LS[VSXIXLIWSRK0E.S]EHIP4EGM½GS# the Spanish invasion.
B: Hmmm... Victor Acosta wrote it. Interviewer: Why do you always include food, shelter, music,
A: OK, fourth question: What year was the legendary and alcohol in your art?
psychedelic band, Aguaturbia, formed? Interviewee: Because they are things I never want to live
B: It was 1968, I think. without.
A: And how many studio albums had the alternative rock
Interviewer: What does your name ‘’Inti’’ stand for?
band, Los Bunkers, released by 2012?
B: Six Interviewee: It means sun’ in the Incan language.
A: Question 6: How are the members of Calle 13 related to Interviewer: Do you prefer to paint in Chile or in Europe?
each other? Interviewee: In Europe the process to get permission is too
B: They are step brothers. bureaucratic. Here, you just ask the owner of
A: OK, and whose father was a famous bolero singer? the house to paint on their walls.
B: Americo´s father. Interviewer: You are very passionate about your work. Do
A: Which female artist has a reputation for writing songs you enjoy other forms of artistic expression?
about her ex boyfriends?
B: I think Taylor Swift does. Interviewee: I see art in everything—in music, in people, in
A: %RH ½REPP] UYIWXMSR  [LIVI HMH (. 1IRHI^ WXEVX LMW the streets. It’s all art to me.
career? Interviewer: Street art is more common nowadays. Do you
B: He started it in Sweden. think that the messages and images behind the
A: Alright, Thanks! Let’s move on to the next contestant… art have gained importance?
Interviewee: -WIIMR¾YIRGIMRXLIPSRKXIVQ IWTIGMEPP][MXL
Track 14 page: 33 Pronunciation Activity 10
politics. What we can cultivate today is not for
a Where are you from originally? tomorrow. It grows slowly. Over generations it
b When did you start playing music? GERGLERKIERHMR¾YIRGI
c What music inspires you? Interviewer: +VEJ½XMLEWFIIRWIIREWEJSVQSJTVSXIWXERH
d Who is your favourite musician? rebellion against the system and status quo. Is
e How long have you been performing? there less opposition to street art around the
world today?

TEACHER’S BOOK
72
Interviewee: Now that there is world-wide fame of street
artists, people’s perspectives are changing. It is
now viewed as legitimate art with commercial
value. In fact, artists are often contracted and
paid to produce paintings in the streets and in
galleries, especially in Europe.The progression of
underground to commercialized art is slower in
Latin America.
Interviewer: How is street art changing?
Interviewee: Many years ago people were painting for
ideology. Now, everyone is working for their
own individual ideals. Chile has been a centre for
radical propaganda painting since 1940. Today,
there is an art explosion in the streets of Latin
America. Chile is leading the innovation. I did
not know my art would have an impact when
I began, but I will continue to create and bring
Latin America to the world.
Track 16 page: 36 Pronunciation Activity 8
well-known| brightly-coloured | open-mouthed | sky-high |
good-looking | old-fashioned | up-to-date
Track 17 page: 39 Activity 8
Monica: What do you prefer to read: comics or books?
Roberto: 3LGSQMGWHI½RMXIP]
Monica: Why? Some people say that comics are for lazy
people.
Roberto: I’m not lazy! Sometimes books are complicated
and have too many characters. Comics are easier
tounderstand.
Monica: They are also shorter than books!
Roberto: That’s true. Books are longer, often too long.
Monica: I don’t mind a long book if it’s good. When you get
to the end of a good book you feel like you would
like it to go on…
Roberto: Yeah, but sometimes the ending of a book is really
disappointing. I hate that. You feel like you’ve wasted
a lot of time…
Monica: Yes, but it’s not really a waste of time. You just have to
hope the next book you read is better!
Roberto: Maybe you’re right, but I still prefer comics.
Track 18 page: 43 Activities 5 and 6
For today’s teenagers the Internet is as much a part of life as TV
or music. It’s a place to meet up, to talk about life, to search for
new friends and to get support.
Yasna, a 15-year-old from Concepción, uses her blog to
communicate with friends and as a way to express her emotions.
7LI½RHWMXIEWMIVXSWE]XLMRKWMRFPSKWXLEXWLIGSYPHRIZIVWE]
in public.
Blogs are also an ideal place to post songs, display photos or write
about everyday life. Some teens use their blogs to reveal their
most private thoughts or to explore their deepest emotions.
Innocent pastimes, you might think; but many parents are worried.
The police have warned teenagers that posting too much
information about themselves could be dangerous, and are
encouraging them to be more careful. The risks don’t end there.
Recently, Yasna found her younger sister and her dad reading
her blog. She was upset. She felt like family and close friends
shouldn’t be reading her diary in secret. She said they should tell
her. She does not snoop on them!
Track 19 page: 49 My Progress Unit 2 Activity 1
Literature is one thing that makes me very happy. I have loved
books of all kinds since I was very small. I don’t know what I
would do in life without novels, poems and plays. It’s amazing
how literature can change your life. It educates you, makes you
happy, makes you sad, and inspires you. I think I’d be a completely
HMJJIVIRXTIVWSR[MXLSYXMX 0MXIVEXYVILEWFIIREFMKMR¾YIRGI
on my life, perhaps, as much as my friends, and I think it’s really
powerful; it can help us understand other cultures. Recently
I have read a lot of Indian literature, in English of course. The
books I read have totally changed my image of India and Indians,
my experience has really made me want to read more books
from other countries.
Track 20 Extra Test Unit 2 YouTube
I’m sure most of you have logged in to YouTube and watched, or
even uploaded a video. You might have chosen the most-viewed
video of the week, watched extracts from TV shows, music videos
ERH IZIR ½PQW RSX XS QIRXMSR XLI XLSYWERHW SJ LSQIQEHI
videos users upload.
YouTube came into existence in February 2005, when Chad
Hurley, Steve Chen and Jawed Karim got working on an idea to
make video sharing easy.
-RJEGX/EVMQWXEVVIHMRSRISJXLI½VWXZMHISWWLS[R8LI]GSYPHR´X
have possibly thought that in November 2006 they would sell
their project to Google for $1.65 billion! Organizations like the
BBC and MGM allow some of their materials to be broadcast,
subject to licensing agreements.
YouTube has been criticized by many sources. Copyright has been
a big issue for the website. Although unauthorised videos are not
permitted, there are videos on the website which have been put
there without the permission of their creators. For me, one of the
FIRI½XWSJHMKMXEPXIGLRSPSKMIWMWXLI=SY8YFI7]QTLSR]3VGLIWXVE
The orchestra, composed of over ninety people from over thirty
countries, played in New York in April 2009. What fascinates me
about this orchestra is not the quality of the music, but the fact
that the musicians were selected from the YouTube videos they
uploaded. If videos and technology are used appropriately, they
can bring people from around the world together.
73
PHOTOCOPIABLE
tra Tes
x

t
E
2
UNIT
Listening
1 Listen to someone speak about the advantages and disadvantages of YouTube. Complete the sentences. You
will hear the recording twice.

a You can watch____________________

b Three people who got together to ____________________________ were________________________,
______________and _____________________.
c The Project was sold______________________
d *SVXLIWTIEOIVSRISJXLIFMKKIWXFIRI½XW[EWCCCCCCCCCCCCCCCCCCCCCCCCCCCC
e Musician were selected___________________________
points /5
Vocabulary
2 a Complete the sentences below using one of the words or phrase from the list.

social network - editions –festival – street artist– electronic version –band – popularity –Twitter

a Lollapalooza is ______________________.
b Chancho en Piedra is a _______________.
c Facebook is ________________________.
d __________________ is someone who paints murals.
e __________________ of this book have been successfully published.
f __________________ book of Alice in Wonderland for iPad.

b Use the extra words to write sentences using your own ideas.
g ______________________________________________________
h ______________________________________________________ points /6 U 8

Writing
3 Choose one of the following topics and then write a paragraph of no more than 50 words giving your opinion
on the topic.
• Being creative
• Skills of my own
• Love and hate about art

points /10

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 11-15 16-20

TEACHER’S BOOK
74
 tra Tes
x

t
E
2
UNIT

Warm Up
Before students answer the Extra Test, ask them to play the alphabet game just to get them to start thinking in the
foreign language. One student says a letter, another says a different letter, they do the same one at a time. Rules,
they can’t repeat the letter, students must be concentrated on what the rest of the students are saying.

Listening
1. 20 Students go through the sentences once. They listen and complete the sentences with ideas from the

audio. Play the audio twice so that students do not feel they have to hear everything in one take. Tell them in
advance that they will have two opportunities to listen.
Answers
a. I\XVEGXWJVSQ8:WLS[WQYWMGZMHISWERHIZIR½PQWRSXXSQIRXMSRXLIXLSYWERHWSJLSQIQEHIZMHISWXLEX
users upload onto the site
b. to make video sharing/ Chad Hurley, Steve Chen and Jawed Karim
c. Google
d. YouTube Symphony Orchestra.
e. from the YouTube videos they uploaded

Vocabulary
2. Students complete the sentences using the words in the box. Then, they write two more sentences using the
extra words.
Answers
a. festival b. band c. social network d. street artist e. editions f. electronic version
Extra words: popularity / twitter

Writing
3. Students choose one of the three topics and write a paragraph of no more than 50 words giving their opinion.
If necessary, give them an extra sheet of paper to write the paragraph. Monitor the activity.

Wrap Up
Correct activities 1 and 2 as a group. Ask students to switch their sheets with their partner. Elicit answers from
random students, then ask them to hand the sheets in.

Background Information
Common Mistakes
Auditioning for a professional orchestra is a huge commitment.
To make the audition process, follow these steps: • Use commas when appropriate.
-Make sure you are familiar with the audition process. • Use a comma to separate main
-Get the necessary repertoire, scales, and learn them. clauses
-Get a good night’s sleep the day before the audition.
• Set off parenthetical material
;EPOMRXSXLIVSSQGSR½HIRXP]
within commas.
-If there is an interview, answer all questions to the best of
your knowledge. • Avoid unnecesarry commas

75
PHOTOCOPIABLE

2
UNIT Reinforcement Activities

1 In the outer circle you must write words expressing how these words relate to your personal life.

Facebook blogging

privacy Internet viral

search public post

Now write a paragraph about the Internet with your ideas + the words given in the circle.

2 Complete sentences with your personal information. Use the following words.

a Like:_______
b enjoy:______
c love: ______
d really hate_______
e I can’t stand:_________

3 Match the words to form compound adjectives. Then write a sentence for each one.

hot well

minded open

behaved

time common
+ terribly

too

TEACHER’S BOOK
76
 2
UNIT Reinforcement Activities

Warm Up
Do a quick review of certain points you think students need to clarify. Once you have done this, give students
the Extra Activity sheet. Read the instructions as a group so you may verify they know what to do in each
activity.

1. Go through the instructions again. Monitor the activity by moving around the class and verifying students know
the use and meaning of the words. If necessary, provide them with an extra sheet of paper that they can then hand
in for correction.

2. Students make sentences that are true for them using the words given. Answers will vary.

3. Students match the words forming compound adjectives.Then, they write sentences using them. Answers will vary.

Wrap Up
Ask students to revise their own Activity sheet and to later hand it in for correction.

Background Information Common Mistakes

What Is Twitter & Who Invented Twitter
It is ‘a free social messaging tool that lets people stay
connected through brief text message updates up
to 140 characters in length called tweets.’ Inventor
Jack Dorsey, wanted to use his cellphone to send
text messages to a service and have the message
distributed to all his friends. At the time, most of
his friend’s didn’t have text-enabled cellphones and
spent a lot of time on their computers. Twitter was
born of a need to enable text messaging to have a
cross platform capacity, work on phone, computers,
and other devices.
Compound v/s verb phrases
Here are a few compound words that can cause
students some problems.
They change in meaning and shape when they are
used as a verb, adjective, or noun.
-The verb form usually consists in two words:
I need to back up my WordPress site.
Did you set up the camera?
-The compound usually serves as an adjective:
Do you have a backup copy of your site?
I lost the setup instructions.
-Or the compound can serve as a noun:
I wish I had a backup of my site.
That was a setup.

77
Student’s Book Pages 50 and 51

UNIT 3
What’s on?

Getting Started
Write the word beliefs, stereotypes,
urban tribes, myths, and legends on
the board. Ask students, Put the
titles of the lessons on the board:
Are Reality Shows Real? Making
Changes, Advertising, Lucky Escape.
Students speculate about the
content of the lessons. Elicit words
and phrases around each title
forming mind maps.

Background Information
‘What’s on?’ is used to mean ‘what
is happening?’ As the OFT for this
WIGXMSRVIPEXIWXSVIEPMX]ERH½GXMSR
the idea is that students begin to
question what they have been told
is ‘on.’
Statistically, people believe most of
what the television or newspaper
tells them simply because it is easier
for our brains to digest information
rather than invesitigating for
GPEVM½GEXMSR  3YV FVEMRW TVIJIV
to accept information we receive
as truth unless it is too incredible Read the Living in Harmony section, keeping in mind that this is an OFT.
to be immediately taken as fact. Draw students’ attention to health and making life decisions. Then ask
Make students aware that many them how they can relate their own experiences to these concepts.
things they assume to be true are,
in fact, distinct world views that
EVI GSR½VQIH F] XLI QIHME IZIR
though they may be a twist or
exaggeration of the truth.

TEACHER’S BOOK
78

4. This is a jigsaw reading
activity where each student
reads a different text, takes
RSXIWSRWTIGM½GTSMRXWERH
shares them with the rest of
the group.
The answers are highlighted
in the text.
write their answers. create a
collective mind map with “Reality
Show characteristics” as the main
idea. One member of each pair
should write something up on the
board. Answers will vary.
b Help students name some
characteristics of reality shows: type
of elimination, competitions, etc.
Lesson Summary
Aim: develop note-taking skills.
Suggested Time
90 minutes
Vocabulary
Reality shows
Communicative Aims
Identify relevant details to
communicate the main point
Materials
21
Poster paper, markers, dictionary
Warm Up
Give students one minute to make
a list of reality shows. In groups, one
student speaks for a minute about
one of the reality shows on the list.
Pre-Reading
1. Students discuss the questions.
Close the activity by asking what
is the most popular reality show
in Chile. Circulate and monitor.
Note language points for praise
and correction.
2. Do the example with the whole
class. Elicit the difference between
a member, a team, and a tribe. Ask
students to explain their answers
using examples.
While Reading
3. Students read the beginning of
the article and answer questions.
a Have students share answers in
pairs. On the board, have them
79
Student’s Book Pages 52 and 53

Post Reading
5. Students rearrange the sentences
according to how they appear in
the text. Elicit some answers from
students.
Answers: c a b

CHECK THIS OUT!

Ask students if they have seen this
show or if they know of a similar one.

Pronunciation
6. Draw students’ attention to the
two phrases. Say both one time,
emphasizing the adjective. Ask
students: Is there another way to
say these sentences that will change
the meaning? Elicit changes in stress
from the students without telling
XLIQWTIGM½GEPP]LS[XLIQIERMRK Extra Activity
has changed. In groups, have them Changing the stressed words in sentences transforms the meaning of
underline different words to stress XLI[LSPIYXXIVERGI-RXLI½VWXWIRXIRGIXLIWTIEOIVMWIQTLEWM^MRKXLI
in the sentences and have them agent (who), i.e. these or those people. In the second sentence, the level
take notes on how the meaning of talent is the focus and not the agent. Write the phrase ‘My sister is very
changes. Discuss as a class and smart’ on the board and have students say it different ways, emphasising
model different pronunciation for different words. Have them identify the different changes in meaning
the students to replicate. when different words are stressed.

TEACHER’S BOOK
80
 LANGUAGE IN USE
Identify relevant details to
communicate the main point
(Passive Voice)
Put the example sentence on the
board. Students underline examples
of passive voice in the reading text
on page 51.
ˆ8LIWLS[MW¼PQIH¨
• They are made to compete with
IEGLSXLIV¨
Show them an example of the same
sentence in active and passive voice.
• People take the contestants to an
YRORS[RPSGEXMSR¨
• The contestants are taken to an
unknown location
Ask why the passive is used. Check
the Grammar Reference at the
back of the book for more detail.

PRACTICE
7. Do activity a. together with
the whole class. Ask students why
was made is correct. Have them
complete the rest of the activities
on their own. Check together as
a class.

SPEAKING
Background Information 8. Students think of a Chilean
-RXLI½VWX'LMPIERVIEPMX]WLS[Protagonistas de la fama, premiered reality show they know and use
on Canal 13. It was a mixture of Real World-style documentary and the diagram to describe it to a
competitions. The public played a large part in the voting and the partner without giving the name.
winners won a car and a spot on a Canal 13 series. The partner must guess and then
Today, every summer there is a reality show that lasts for a few months describe a show of his or her
and has a new episode every weeknight. The people on these shows are choosing. If the activity moves
recycled from other reality shows or they are B-list famous people. In too fast, have the students repeat
recent years, Chilean popular culture has been dominated by these types it with other pairs or groups or
of shows and people remain fascinated by their love lives and scandals. as a whole.

81
Student’s Book Pages 54 and 55

Pre-Listening
9. a Students discuss their opinions
of reality shows in groups.Then, have
them debate as a class, asking one
member of each group to participate.
b Students match the vocabulary
words to their synonyms. Make sure
to tell them that these words can be
speaker 2
used in other contexts.
Teacher: If I get attached to something,
speaker 1
does that mean I am next to it? If my
sister works hard and receives a bonus,
does she deserve it? In what situation
would she not deserve it?

While Listening
10. 21 Students listen to two

people discussing reality shows. Have

them read the questions before and
take notes while listening.
11. Students listen to the track again.
Check student’s answers.

Post Listening
12. Students choose a Chilean
reality show write down their
reasons for liking or disliking it.
Elicit some answers from students.

Wrap Up
Writing Discuss how different strategies can
13. a Tell your students to read d Tell students to exchange help students locate information in
carefully and write their ideas in
their notebooks.
b Ask students to write an email
to a friend explaining the dangers
of spending time watching Reality
shows.
c Ask students to read their work
and then make any changes they
think are necessary.
TEACHER’S BOOK
82
their work with a partner and
correct their partner’s work.
e Suggest students to share
their work with the class.
Encourage students to use
the vocabulary from activity 9.
Teacher: Which words from
above would be useful in this
letter? Why?
PSRKXI\XWWGERRMRKXS½RHWTIGM½G
words, reading topic sentences of
each paragraph, etc.) and remember
how to pronounce their sentences
correctly (copying an example they’ve
memorized, imitating a famous English
speaker, etc.)
Highlight common mistakes and
reinforce the main points of the class.

4. 22 Students listen again
and put the pictures in order.
Play track just once. Have
students read the transcript
along with the CD to help
them.
While Listening
3. 22 Students predict the type
of answers the activity might have.
Pre-teach the word blame. Then
listen, answer, and discuss the
questions.
Answers: a It became more tame and
boring; b She thinks it is important
and has respect for it as a famous
work of art; c Answers will vary.
Lesson Summary
Aim: understand sequence when
telling and listening to stories.
Suggested Time
90 minutes
Vocabulary
Formal email language
Communicative Aims
Sequence ideas in a logical way,
with cohesion and coherence for
communicational purposes
Materials
22
Dictionary
Warm Up
Students look at the picture.
Elicit the name of The Simpsons
characters.
Teacher: What makes the Simpsons
a cartoon for adults? What other adult
cartoons do you know?
1. As a class, discuss some of the
themes from The Simpsons.
Teacher: What does the word satire
mean?
Do you think social criticism is
easier to make through cartoons, as
opposed to real people?
2. 7XYHIRXWQEXGLXLIHI½RMXMSRWXS
the words or phrases. Use the script
in the back of the book for context.
83
Student’s Book Pages 56 and 57

Post Listening
5. Students use the pictures in
activity 4 to re-tell the story to a
partner.
6. a Students put illustrations in
order based on what they see.
Have them check with a partner
and then discuss as a class.
b Students compare their answers.
If there are any differences, have
them explain their thought process.

Pronunciation
7. Say the sentences out loud
for students and have them
mark the stress. When they have
done that, repeat the sentences
and have students focus on the C
D
pronunciation of to be. After they A
LEZI MHIRXM½IH XLI [E] XLEX FI MW B
reduced to a smaller sound, drill
them on the pronunciation of to be
in continous phrases.

CHECK THIS OUT!

Students read about the Simpsons
and discuss the questions as a class.
8. Students complete the
WIRXIRGIW(SXLI½VWXWIRXIRGI
together as a class as a model of
the rhythym and stress students
should use. Have them play
with their pronunciation, putting
the stress on different words to
change the meaning of the phrase.
Common Mistakes
0ERKYEKI WXYHIRXW WSQIXMQIW LEZI HMJ½GYPX] LIEVMRK XLI MRXSREXMSR MR
phrases and they tend to give each word equal weight. In order to make
sure that students understand the way that a continuous phrase sounds,
drill these sentences.
I was going to the store.
My mum was eating dinner.
We were hanging out.
Emphasise the pronunciation of to be and how it almost disappears from
the phrase, but is understood through context.

TEACHER’S BOOK
84
 Vocabulary
9. Students read the text and
decide the purpose of the email
and whether it is formal or
informal. Ask for evidence that it is
a formal email, e.g. no contractions
(do not), passive voice (Trainers
EVI TVSLMFMXIH  ²(IEV 7MV¨³ etc.
Clarify any unfamiliar vocabulary.
Answers: a Dear Sir; b I am
writing; c We would like; d I look
forward to hearing from you;
e Yours faithfully

Writing
13. a Tell your students to read
carefully and write their ideas in
their notebooks.
b Ask students to write an email
to an authority about something
they would like to change.
c Ask students to read their work
and then make any changes they
think are necessary.
d Tell students to exchange their
work with a par tner and correct
their par tner’s work.
e Suggest students to share their
work with the class.

Wrap Up
Ask students to write down a strategy for listening for main ideas. Elicit strategies from the class at random.Take a poll
to see how many students share the same process. Suggest that they try a new strategy in the next class.
Elicit some of the key phrases they have written about TV shows.
Teacher: Why is it important to memorize certain phrases? Direct the conversation toward the fact that everyone begins
by copying and using key phrases when they learn to speak as a baby. It helps you to speak from experience and
knowledge and to not over-think speech.
Highlight common mistakes and reinforce the main points of the class.

85
Student’s Book Pages 58 and 59

Lesson Summary
Aims: develop an opinion about
XLIMR¾YIRGISJEHZIVXMWMRK
Suggested Time
90 minutes
Vocabulary
Advertising
Communicative Aims
Self correct and reword statements
Materials
23-24

Dictionary

Warm Up
Put these words phrases on the
board: beautiful people, celebrities,
colour, free gifts, humour, a jingle,
music, promotions, a slogan.
Teacher: What makes a good
advert? Students work in pairs or
small groups to discuss the words
and justify their opinions. Clarify
any unknown vocabulary.

Pre-Reading
1. Students discuss questions and
answer in pairs. Answers will vary.

While Reading
2. Students read the text quickly
and list the products that are
advertised in school. To make sure
students read for gist, you might
turn this into a competition or set
a time limit.
Answers: crisps, pizza, soft drinks,
breakfast cereals, junk foods, dairy
products, toys.
3. Students read the text again and
write answers to the questions.
Answers: a from manufacture’s
websites; b that crisps were
healthier than apples, sugary
foods were a good source of
carbohydrates; c schools promise
to broadcast its twelve-minute daily
programmes; dWGLSSPWSJJIV½VQW
a fantastic opportunity to reach an
audience of millions of students
who are potential consumers
of their products.
4. Students carefully read every
statement and eliminate the
wrong ones. Then search for
information in the text to justify
the answers. Circulate and
monitor. Note language points
for praise and correction.

TEACHER’S BOOK
86

Extra Activity
Arrange students in small groups and
assign them roles: teacher, director of a
school, representative of Channel One and
concerned parent. Explain that the school
does not have enough money to pay for
new equipment and materials and that the
director is considering employing the services
of Channel One. Students carry out the role-
play and report what the director of each
school decides to do in the end.
SPEAK OUT!
Make sure that students understand
and use the phrases in the speaking
activities. No way! has connotations
from disagreement to disbelief.
Teacher: What would you say to a
friend who told you a crazy story?
What other phrases do you know for
agreeing and disagreeing?
Post Reading
5. Students read opinions about
advertising and write whether they
agree or disagree. Have them do
this activity on their own.
6. Students put the letters from
number 5 in the correct box based
on their opinions. Put them in pairs
to compare answers and identify
any differences of opinion to open
the subject up to a class discussion.
Remind them to use expressions
for agreeing and disagreeing from
the SPEAK OUT! box. Circulate
and monitor. Note language points
for praise and correction.
CHECK THIS OUT!
Students read the information in
the box and discuss the positive
and negative effects ‘interest-
based advertising’ has on their
lives. Encourage students to
look at the ads that pop up on
the sides of their social network
TVS½PIW  ,EZI XLIQ QEOI E PMWX
of things that were advertised to
them for the next class. Discuss
as a class the type of things that
each student was advertised and
why he or she thinks a company
[SYPHXEVKIXLMWSVLIVTVS½PI
87
Student’s Book Pages 60 and 61

7. Students look at the vocabulary

words and choose the odd one out.
(S XLI ½VWX WIX EW E GPEWW WS XLEX
students are prepared to defend
their choices. Have them check in
pairs and then discuss each answer
as a class, focusing on why it is
different from the other words.

Practice past

past continuous
8. Look at the example with
the whole class. Have students MR½RMXMZI

underline the verb that shows the present perfect

tense and write the name of the

tense. Check answers as a class.

9. Write the example sentence on

the board. Highlight the differences
between the passive and active
voices. Check answers as a class.
Answers: a Young sports stars like
Rafael Nadal are being hired by
large companies.; b The future of
advertising will be changed by the
Internet., c The decision has already
been made by the director; d The
RI[ EHZIVX [EW FIMRK ½PQIH MR
the park by the crew; e Very young
children should not be targeted by
companies with unhealthy products. While Listening Background Information
11. 23 Give students Soft drink campaigns are not just for
Pre-Listening time to read the prompts entertainers these days, but for events
and options. Play audio more and institutions. Most private university
10. Elicit answers from the class as than once if necessary. campuses in the United States are
a whole. Use exercise to encourage sponsored by a soft drink company that
students to share their knowledge provides all types of food to the student
openly without restrictions. population. Even the Olympics, an event
supposedly based on sport and health, is
sponsored by soft drink companies.

88 TEACHER’S BOOK
 Post Listening
12. Students work in pairs.
a They write 5 sentences describing
a product without naming it
WTIGM½GEPP] 1SRMXSV XLI TEMVW EW
they write their sentences. Write
down any problems students have
with passive voice.
b Students share with another pair
and try to guess which product
they are describing.

Speaking
13. Allow students to choose their
side of the argument and prepare
debate arguments. Focus on
debate structure. Encourage more
motivated students to choose the
side they don’t agree with as a way
to practice critical thinking in English.

Pronunciation
Note:
14. 24 This year this exercise
was changed for a new one that
includes a new instruction which is
not recorded in the CD.
Wrap Up Ask students which words were
Elicit different ways to show that you agree with something. Tell XLI QSWX HMJ½GYPX XS WXVIWW ERH
students to practice these because people rarely say “I agree” in real in which words they could not
conversations. distinguish the sounds clearly.
Ask students to think about the second question and to mention that
topic sentences should contain the main ideas of the paragraph. This
will help them in their own writing.
Highlight common mistakes and reinforce the main points of the class.

89
Student’s Book pages 62 and 63

Lesson Summary
Aims: develop storytelling skills.
Suggested Time
90 minutes
Vocabulary
Storytelling
Communicative Aims
Sequence sentences in a logical,
cohesive way
Materials
25-26
Dictionary
Map of the World

Warm Up
Write Lucky Escapes on the board
and have students work in groups
to write a short, silly story about a
lucky escape.

Pre-Listening
1. Tell students a story about a
shocking experience that you have
had. Students do the same with
their partner.
2. Students look at the picture
and decide what they think the
story is about.

While Listening
3. 25 Students check their

predictions from exercise 2 and LEARNING TIP Pronunciation

decide which pictures represent the
story.
4. 25 Students listen again for
details. Have them check their
answers with the script on page 198.
Post Listening
5. Students match the vocabulary
XSXLIHI½RMXMSRW
Students read the advice from the
box. When students check their
answers in the script have them
highlight the tenses that signal time
of the events in the story.
6. Say each of the phrases
once out loud, emphasizing the
words that’s and did.
Teacher: Is there a way to make
these phrases more enthusiastic?
Which words would you stress?
Elicit ideas from students and
drill them on both sentences.

TEACHER’S BOOK
90
 Pre-Listening
7. Elicit ways in which we show
enthusiasm when we are involved
in a conversation. Teacher: How
would you act if someone gave you a
free trip to Europe?
How would you show your friend that
you like his new car?
8. 26 Listen to the audio once.
Ask students how the boy shows
interest and enthusiasm. Focus
more on intonation and energy
XLERSRWTIGM½G[SVHWERHTLVEWIW
9. 26 Listen again and have
WXYHIRXWQEVOXLIWTIGM½G
expressions they hear.

Post Listening
did 10. a Pairs work together to put
do
the expressions into the different
watched categories. Model one of the
had seen
expressions and ask students to
categorize it.
hadn’t
watched Answers:
escapes Asking for information – What
happened?; So what did she do?
burned Echoing- Screaming?
Encouraging the speaker to
continue-Go on
Using adjectives and exclamations-
Yeah
%WOMRKJSVGPEVM½GEXMSRNo, what?;
Practice LANGUAGE IN USE What do you mean?
b Students add two phrases to
12. Students complete Sequence sentences in a logical, cohesive way
the list from their own knowledge.
the dialogue using the (Past Perfect)
Elicit various examples from the
verbs in parentheses. Put the example sentence on the white board.
class and have the students model
Highlight the two verbs in the sentence.
them.
Draw a timeline and elicit which actions
11. a Students work in pairs to
LETTIRIH ½VWX MR XLI WIRXIRGI 7XYHIRXW
create an end to the story from
practice describing this situation using the
activity 9.
correct grammar. Focus more on the form
b Students role-play the dialogue
of the sentence and less on the grammatical
together. Choose volunteers to act
names and technicalities.
out their dialogue in front of the class.
91
Student’s Book pages 64 and 65

Pre-Reading
13. Students look at the picture and
predict what happened in the story.
Elicit different ideas from students
at random.

While Reading
14. Students read and check their
predictions. Clarify any unknown
vocabulary.

Post Reading
15. Students work in pairs to put
the main event in order, using the
f i
text as a guide. Check as a class b j
and have students defend their c d
a g
answers. h e
16. In different pairs, students
re-tell the story using their own
words. Encourage them to use
time phrases and sequencing
[SVHWXSQEOIXLIWXSV]¾S[

LIVING IN HARMONY
Students work in groups and
discuss the following questions:
• How do we learn from our
mistakes in life?
• What decisions do you have to
make this year?
• Who usually helps you make
decisions?

Extra Activity Wrap Up

Students highlight past perfect and
past simple sentences in the text
to help them understand the use
of the two tenses. For example:
As soon as I realized what had
happened, I left the biscuits in the
shop...
Elicit different strategies for listening to a sequence of events (following
the intonation, listen for sequence words, listen for big ideas).Tell students
to really consider the way they listen and to practice listening other ways.
Elicit ideas for organizing a story. Ask for examples of words one could
use to open a story, in the climax, or to close a story.
Highlight common mistakes and reinforce the main points of the class.

92 TEACHER’S BOOK

Wrap Up
Results will reveal weaknesses
and strengths and allow you
to plan which exercises in the
Worksheets on the following
pages need to be completed.
For more examples and
explanations go to Grammar
Reference at the back of the
book.
Warm Up
Have students go through the
LANGUAGE IN USE boxes of the
unit and to write one sentence for
each grammar point. Explain that
these will help them answer the
following activities as well as help
them remember all the different
types of phrases that have been
covered in the unit.
1. Students write a short story
using the vocabulary in the box.
Emphasize that the story doesn’t
have to be long, but it should have
a clear beginning, middle and end.
2. Students make their own phrases
based on the prompts given.
Encourage them to be creative and
task to not write simple sentences.
licence
3. Students read the different
seatbelt
phrases from the story and put
spices them in order. Afterwards, they
tribe
advertising complete the story in the empty
boxes.
perform 4. Students review vocabulary
from the unit.
broadcast ;LIR XLI] EVI ½RMWLIH IPMGMX XLI
two words that were not needed
in the exercise (audience and
crash). Have each student write an
Extra Activity original sentence with those words
and share them as a class.
Have students use all the words in the
box to create a dialogue and practise
their speaking skills. Split the students
into groups and give each group a set
of characters to play, for instance:
• Parents and teenagers
• A group of friends
• A group of grandparents
• Characters of students’ choosing
93
Student’s Book pages 66 and 67

Warm Up
Write the following sentences
on the board and ask students
to identify the tense as present
perfect or past perfect:
• Meryl Streep has won many Oscars.
• I had cooked some stew for dinner,
but nobody liked it so I prepared
other plates.

1. Students read and choose the

sentence that makes more sense.
8LI]QYWX[VMXIENYWXM½GEXMSRJSV
XLIERW[IV(SXLI½VWXUYIWXMSR
as a class to model the level of
detail necessary in the answers.
Both sentences are correct, so the
students should focus more on
defending their reasoning rather than
looking for the right answer.
a Football is played everywhere- this
sentence gives more weight to the
popularity of the sport, and not to
the people who play it.
People in every country play football-
this sentence gives more attention
to the people playing than the sport
itself.
b He lost some money at the casino –
this sentence gives more emphasis to
the person who lost the money
Money was lost at the casino- this
phrase gives more emphasis to the d A letter was sent to parents- this 3. Students use the prompts to
money that was lost. sentence emphasizes the letter write passive sentences about
c The army recognizes that mistakes and the action of sending each topic.
were made- this sentence emphasizes Parents of the students received a 4. Students complete the
the mistakes that were made, and not letter- this sentence focuses on sentences with the correct
the actors. the people who received the vocabulary and then locate the
The army recognizes that generals and letter and not the letter itself. words in the puzzle. Inform them
soldiers made mistakes- this sentences 2. Students circle the odd one that the words can go backwards,
places the focus on the agents. out. Invite them to discuss the diagonal, straight across or up and
reasoning behind their answers down.

TEACHER’S BOOK
94
 5. Students create a story using
the words in the box and the
sequencing words. Make sure
that they pay attention to the
sequencing words when framing
their stories, but it’s their decision
if they choose to ignore them.
6. Students choose an answer
based on the standards of formal
and informal letters.
7. Students separate the
language into formal and informal
categories. Afterwards, have them
write a formal letter in their
notebooks to a TV station that
they have complaints about.
Answers: Formal letters. Opening:
Dear Ms Hennessy, Dear Sir or
Madam, To whom it may concern.
Within the letter: I found our
meeting most interesting; did not.
Closing: I look forward to hearing
from you, Please do not hesitate
to contact me again, Best Wishes.
Informal letters. Opening: Dear
Vicky, Hi Sally. Within: Thanks for,
didn’t, It was great to see you.
Closing: Let me know, Love from,
See you soon.

Wrap Up Extra Activity

Praise language when necessary
and write down some common
mistakes you have seen.
Correct them as a class.
Working in small groups, students
choose a celebrity or cartoon
character and write a letter to
the editor of the newspaper
on a topic that would concern
that character, e.g., if they write
a letter about Batman, the topic
could be crime and corruption in
Gotham city.
Common Mistakes
Past participles of irregular verbs
EVIHMJ½GYPXXSVIQIQFIV4VEGXMGI
in context, for instance, with
a narrative text or a listening
exercise in which they can read
the transcript, that way, they can
be aware of the spelling as well.

95
Student’s Book pages 68 and 69

Lesson Summary
Aims: develop debate skills and
practice persuasive language.
Suggested Time
45 minutes
Materials
Dictionary

Warm Up
The class shares ideas about TV
and radio adverts. Which adverts
can they name that are interesting,
boring, convincing or useless? Why?

1.&VMI¾]XEPOEFSYXXLITMGXYVIERH
decide what the message is and who
it’s for. Compare with local versions.
2. Divide students in groups of 6.
Three ‘for’ and three ‘against’.
Set criteria for evaluating debates
and the scale.
Suggestions for rubrics: Language
used to present; interesting examples;
clarity in answers and interruptions.
3. Set the timing for them to
brainstorm and take notes according
to their position.
4, 5 and 6 Students review language
they’ll need (in Lesson 3) and decide
which points they are going to talk about.
Monitor groups and supply
SPEAK OUT!
vocabulary when needed or correct 7. While one of the
sentence structures. Approximately groups role-play their Ask students to use the language in the box to
20 to 30 minutes. debate, the other interrupt their peers during the debate.
Before setting up the debate you groups can complete Teacher: Do we use these phrases to begin a point?
might want to check some general the assessment chart
rules for debates. Each debate should with the previously Wrap Up
not last more than 5-7 minutes giving agreed criteria and 8. Have some students volunteer to read their
each member a chance to say his or rubrics. All receive a letters and discuss their ideas with the class. Who
her parts. clap for their effort. had the best ideas? Who made the best argument?

TEACHER’S BOOK
96

Wrap Up
Correcting mistakes.This can be done
through self-correction, peer correction or
corrected by the teacher. Exercise 3 requires
checking by the teacher to give feedback.
For Writing General Rubrics go to page 184
of the Students Book. Any other rubric can
be used as long as students know which it
will be before doing their writing. Keep a
note with the common mistakes to review
them in future units.
home, she had gone out
with a friend to do some
shopping. I was alone with
my little sister Manuela.
There was a car in the
street and two men with
guns, they were shouting.
Luckily a police car arrived
and took them away.
Lesson Summary
Aims: develop debate skills and
practice persuasive language.
Suggested Time
45 minutes
Materials
Dictionary
Warm Up
Review reading and listening
comprehension strategies with the
class before doing the test.
Quickly go though the test
exercises to make sure they
understand what is expected of
them and how to complete them.
1. 27 Students complete the
sentences using the words in the
box. Students should hear the
recording twice.
2. Students read text about billboards
and answer the questions.
Possible Answers
a Billboards are large posters used
to advertise products; b They can
be found on roads, motorways and
on buildings or construction sites;
c Short and humorous; d They are
different in the type of images and
slogans; e noticeable and distinctive.
3. Possible answer:
Students write about a past event
either in their own lives or from
popular culture. Possible Answer:
Last year I was watching TV at home
when I heard a very loud noise in the
street like a shot. My mum wasn’t at
97
 TRANSCRIPTS
Unit 3
Track 21 page: 54 Activity 11 Track 23 page: 60 Activity 11

Speaker 1: Reality TV shows... do you like them? I used to love
American Idol, like back when Fantasia Barrino
was on it. And I started watching Project Runway
recently. I like those shows because they are about
things like singing and making cool clothes. The
people on the shows are talented.
Speaker 2: The ones I despise are those that glamourize
sexual promiscuity, lack morals, or have abusive
verbal or physical behaviour. To me, these cause
even more harm to society. I don’t think any
contestant deserves an award for losing their
dignity and self-respect for money. Those people
are ridiculous!
Track 22 page: 55 Activities 3 and 4
Marge Simpson doesn’t like cooking very much. One day,
Marge was cooking soup in the kitchen when Homer walked
in and noticed she didn’t have a spice rack to keep her spices in.
Homer decided to build a spice rack for Marge. While he was
working in his workshop, Maggie sneaked up behind Homer,
quietly, when he wasn’t looking and she hit Homer on the head
with a mallet.
%X ½VWX XLI] [IVI WLSGOIH EFSYX 1EKKMI´W FEH FILEZMSYV
Marge realized that it was because she had mimicked the teachers - parents – knows – advertise – was – is – has
violent cartoon programme, The Itchy and Scratchy Show. Marge purchase – present misleading – used – broadcast – criticism
wrote a letter to the producers of the programme and asked
them to tone down the violence, but they didn’t.
'SOI[EW½VWXWSPHMR1E]F]MXWMRZIRXSV (SGXSV.SLR
Pemberton, a pharmacist from Atlanta, Georgia.
Nowadays, 1.3 billion Cokes are sold every day all over the
world.
Advertising has always been crucial to Coke’s success. The
½VWX EHZIVXW [IVI EXXVEGXMZI TSWXIVW [MXL GEXGL] WPSKERW FYX
XLMRKW WSSR KSX WSTLMWXMGEXIH8LI ½VWX XIPIZMWMSR TVSKVEQQI
sponsored by Coke was broadcast in 1950.
Both radio and television advertising were being used
throughout the 1960’s with the Things Go Better with Coke
slogan becoming very popular. Marketing personnel soon
realized that younger consumers could be targeted by using
popular musicians like Roy Orbison and Ray Charles. During
the mid-1970’s, the political uncertainty in the United States
made them change their campaigns to make Americans feel
better. The strategy was a great success and sales kept on rising.
In early 1982, Coke launched its most memorable campaign
with the slogan Coke Is It!
Coke has not been completely without problems! When the
company introduced a new taste for it in North America in
1985, the public demanded the return of the traditional drink
so insistently, that the company was forced to bring it back!
Track 24 page: 61 Pronunciation Activity 14

Then Marge formed a group and started a movement to

protest against the programme and many angry letters were
sent to the press and to the producers. Finally, the producers
conceded and changed the actions of the characters, Itchy
and Scratchy, so they were doing only boring things. Marge
was happy, but the rest of the family wasn’t watching the
programme anymore.

Meanwhile, the group was protesting about other things they

considered offensive, including an exhibition of the beautiful
Michelangelo sculpture, David. The movement, except for
Marge, believed that the sculpture was offensive because
David was nude. In the end, Marge changed her mind about
censorship.

TEACHER’S BOOK
98
Track 25 page: 62 Activities 3 and 4
News Host: And for our last story tonight, we’re going over to
Simon with a story of a lucky escape. Simon?
Simon: Hello. I’m here with Mrs Barbara Brady, who had a
lucky escape this evening. Mrs Brady, can you tell us
what happened?
Mrs Brady: I was in my living room, waiting for my favourite TV
programme to start: it’s on at seven o’clock. I had
just made a cup of tea and sat down...
Simon: I see...
Mrs Brady: Well, I’d just sat down when there was a tremendous
crash and a car came through the sitting room wall.
Simon: A car came through your wall?
Mrs Brady: That’s right, it just appeared, right there in my living
room.
Simon: That’s incredible! What happened?
Mrs Brady: Apparently the driver, a young lad, had been going
too fast and my house is on a bend, and…
Simon: Go on...
Mrs Brady: He lost control of the car on the bend, it skidded,
hit my house and came right through the wall.
Simon: What did you do?
Mrs Brady: Well, I was really shocked, I can tell you.
Simon: But you reacted quickly, didn’t you?
Mrs Brady: Yes, I went outside and went over to the car. I
XLSYKLXLI[EWYRGSRWGMSYWEX½VWX
Simon: He wasn’t moving?
Mrs Brady: 2S EX ½VWX RS FYX XLIR LI WLSSO LMW LIEH ERH
started to get out of the car slowly. Luckily, he’d
been wearing his seat belt. Then I dialled 999 and
the police came with the ambulance.
Track 26 page: 63 Activities 8 and 9
Girl: I had a really scary experience last week.
Boy: Really? What happened?
Girl: Well, I was on my way home and I was crossing the
bridge…
Boy: What, the one over the railway?
Girl: That’s right, yeah. I was half way across when I suddenly
heard this woman screaming and she was pointing,
pointing at something behind me.
Boy: Go on….
Track 27 page: 69 My Progress Unit 3 Activity 1
Susana had a lot of visitors to her new apartment. At 10pm last
night, Susana was cleaning her TV when her sister came over
and they started chatting. They were discussing the newest
post on a popular gossip blog. Susana believed the post was
completely true, but her sister insisted that the blogs can be
written by anyone with a computer. Then, they spoke about
reality shows that sometimes take place in exotic places and
they mentioned Man vs. Wild. Susana’s sister insisted that this
WLS[ EPWS [EW ½GXMSR  0EXIV XLI] [IVI IEXMRK HMRRIV [LIR
their dad showed up.They were excited to see him, and Susana
wanted to make it a family affair, so she called up her brother,
.SWq7LILEHXVMIHXSGEPPLMQFIJSVIHMRRIVXSMRZMXILMQFYX
his mobile phone had died.
Track 28 Extra Test Unit 3 Marketing in the USA
Presenter: Welcome everyone! Today we have a special guest,
a journalist from the New York Times, Logan Koch-
Michael.
Journalist: Good Morning everyone! Today I’m going to tell
you a little bit about a study we did.
This generation of kids in the USA is growing up to
be the most materialistic society we have ever had.
Worst of all, many of the things that are advertised
for teens do not promote healthy development.
In this society, kids have too much money, and the
things they buy are usually luxury items, like clothes,
electronics, and music.
Marketers use advertising in magazines, movies,
TV shows, and on the Internet. Companies get
important demographic information about kids’
spending habits from apparently innocent Internet
‘quizzes’ and ‘surveys’. Marketing comes at kids from
all directions, twenty-four seven.
Advertising companies know how to capitalize on
important teenage issues and anxieties, like body
image, peer acceptance, coolness, and a need
for power. Marketers also often use themes and
EXXMXYHIW XLEX TEVIRXW QMKLX ½RH MRETTVSTVMEXI SV
offensive, like sex or alcohol and drug use, further
escalating the ‘coolness factor’ of the product.
99
PHOTOCOPIABLE
tra Tes
x

t
E
3
UNIT

Listening
1 Listen to a journalist speaking about marketing in the USA and decide if the questions are True (T) or False
(F). You will hear the recording twice.
a The journalist doesn’t consider the USA society as materialistic.
b He says kids have too much money to spend on luxury items.
c Marketers advertise their products for kids in newspapers.
d 'SQTERMIW½RHMRJSVQEXMSREFSYXOMHWF]WYTTSWIHP]WYVZI]MRKMRERMRRSGIRXJSVQSRXLI-RXIVRIX
e Advertising companies sometimes use themes and attitudes that parents don’t agree with.
points /5

Reading
2 Read the text and decide which would be the best title for this paragraph.
a False Solutions
b Parents and advertising.
c Advertising and the media.

According to the experts, advertising works best
when it creates insecurity in people, such as our
appearance or something we’ve taken from granted.
A successful ad convinces the viewer that they have
a problem that needs fixing, and then it offers the
solution that just happens to be the product they
are selling.
The message is that teens aren’t good enough the
way they are. Many kids ‘buy’ that message, and as
a result, end up being hypercritical of themselves
because they feel they don’t fit a certain ‘image’
that they believe is necessary for their happiness.
My recommendation is that teens need to become
more critical viewers of advertising. Adults should
help them recognize what’s behind the ads. Help
them identify the themes the advertiser is using to
try to connect with them. Ask them to point out
what ‘need’ is being projected that the product can
supposedly ‘fill’. Is the product really going to have
the impact that the ad implies?

points /5
Writing
3 Write a paragraph answering the following questions. Use 70/100 words.
Is society similar in USA and Chile according to the texts? Do marketers in Chile use the same strategies that are
mentioned in the reading text? What is your recommendation?

points / 10

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 12-16 17-20

TEACHER’S BOOK
100
 tra Tes
x

t
E
3
UNIT
Warm Up
Advertising is in all areas of life and I advertise myself on the board. Discuss these ideas as a class. How are people
transforming themselves into products through social media and personal style? Have students make a list in groups of
the subtle advertising that they see in their daily lives.

Listening
1. 28Students listen to the report on materialism and advertising. Play audio two times. Students identify if the
statements are true or false.
Answers: a F; b T; c F; d T; e T

Reading
2. Students read the article and decide the best title.
Answer: False Solutions

Writing
3. Students write a paragraph answering questions based on the article.

Wrap Up
Have students swap their tests with the person in front of them. Go over the answers as a class and clear up any
doubts the students might have. Play the audio again if students have doubts about its contents. Poll the class to
WII[LEXXLIQSWXHMJ½GYPXTEVXSJXLIXIWX[EW%WEKVSYTHIGMHISRWXVEXIKMIWXLEXWXYHIRXWGERYWIXSMQTVSZI
in that particular area. Collect the tests to correct the writing section.

Background Information Common Mistakes

There are many strategies that companies use to
sell to young people. Here are some of the more
successful ones.
• Taking advantage of teenage angst and how
teenagers feel misunderstood by older, ‘uncool’
generations.
• 8EVKIXMRKEWTIGM½GWIGXMSRSJ]SYXLGYPXYVI
instead of treating all young people as one
YRM½IHKVSYTXLI]EVIR´X
• Constant innovation. Young people are aware
of culture changes ages before middle-aged
advertising executives.
When students are asked to choose the best title
for a text, there are some common mistakes to
avoid, such as…
• 6IEHMRK XLI XI\X XSS XLSVSYKLP] XLI ½VWX
XMQI-X´WFIXXIVXSWGERXLIXI\XXLI½VWXXMQI
and then go back to look for information to
support the answer your gut tells you is right.
• Thinking all the answers are right or wrong.
Here, the answer is False Solutions, but
students may be tempted to choose the
other two because they include words that
appear in the text. Make sure students identify
a good title and not a general idea that is not
the central argument of the text.

101
PHOTOCOPIABLE

3
UNIT Reinforcement Activities
1 'LSSWIE[SVHJVSQIEGLGSPYQRERH[VMXI½ZIWIRXIRGIW=SYQE]YWIE[SVHWIZIVEPXMQIW'SQTPIXI
the sentences with your own ideas in order to make them more coherent.
advertised

campaigns consumed

a contestant is chosen

an advert was sold

the members are shown

products were produced

food eliminated

planned

2 Look at the picture. Darío was angry because Malik

arrived late. Why had he arrived late? Write three
sentences explaining what had happened to him.

3 Read this text about advertising and answer the

questions.

Advertising has been used since Roman times. a What is the best title for this article?
Adverts were found in the ruins of Pompeii and the i How to Make a Commercial
)K]TXMERWYWIHXSQEOI[EPPTSWXIVW8LI½VWXTVMRXIH ii Advertising Then and Now
iii Advertising Has Changed TV
adverts arrived with the invention of the printing
TVIWW MR XLI XL GIRXYV] 'PEWWM½IH EHW FIGEQI b What is the meaning of the word goods?
popular during the 19th century when all kinds of i types of advertisements
goods were advertised in newspapers. Today there ii the process of advertising
iii products
are numerous methods used: billboards, posters on
taxis and buses, printed press, and the cinema and TV c Name two advertising methods mentioned in
ads. TV commercials are considered to be the most the text.
IJJIGXMZI8LMWMWVI¾IGXIHMRXLITVMGIW8:RIX[SVOW i ____________________________________
charge for commercial airtime during popular TV ii ____________________________________
events. The Super Bowl football game in the USA
d Which method is thought to be the most effective?
is known as much for its ads as for the game itself. i TV commercials
The cost of a thirty-second TV spot can reach $2.7 ii billboards
QMPPMSRHYVMRKXLI½REP iii radio commercials

TEACHER’S BOOK
102
 3
UNIT Reinforcement Activities
Warm Up
Write Coke is sold in most countries and Most stores sell Coke on the board. Ask students to change the passive
sentence to active and the active to passive. Ask students to discuss how Coke is the universal product in all
communities. Do they agree or disagree?

1 Students choose a word from each column and write sentences in the passive. Circulate and note creative
WIRXIRGIWXSWLEVI[LIRXLI]EVI½RMWLIH

2 Have students look at the picture and read the instructions with students. Elicit a few possible answers to
the question so that students understand how to form their own answers. Again, circulate and note creative
or advanced responses for praise as well as Peak answers for correction as a class.

3 Have students read the article quickly and have them answer a. Then, have them re-read the article more in
depth in order to complete the rest of the questions. Have them check in pairs and then review as a class.
Answers: a Advertising Then and Now
b products
c Answers will vary
d TV commercials

Wrap Up
Write the phrases you have noted throughout the class on the board. First, identify the advanced or creative
responses for praise. Then, write some of the weaker responses on the board and, as a class, identify the mistakes
ERHGSVVIGXXLIQ8V]XS½RHZEVMSYWI\EQTPIWWSXLIWXYHIRXWHSR´XJIIPWMRKPIHSYX

Background Information Common Mistakes

Advertising underwent a big change in the
1960’s as the post-WWII generation grew up.
Before, advertising was dominated by need. In
a post-war society, people wanted products to
HSXLMRKWERHJYP½PRIIHW 8LIRI\XKIRIVEXMSR
wanted products to make them feel a certain
way. This legacy continues today, where
advertisements are more about selling you an
attractive or aspirational image of yourself as
opposed to selling you something useful. Back
then, they sold you a product. Today, they sell
you a better you.
The most common mistakes with the passive voice
are incorrectly conjugating the verb or adding to be
unnecessarily.
• The movie was opened last night.
Students are often confused by sentences with no
agent. They are passive, but use a different form
before the example.
• We were questioning by the MQQMKVEXMSRSJ½GIV
at the airport.
It is common to see to be before the verb and
immediately assume that it is a continuous phrase.
Pay close attention to this when going over
students’ answers.
103
 Student’s Book pages 70 and 71

UNIT 4
Keeping up with Technology

Getting Started
Tell students to think of the ways
individuals use technology in
every day life. Write the following
headings on the board: Medicine,
Media, Business, Entertainment, Food,
Security, Other. Elicit ideas from
students and write them under
appropriate category.

Students vote on the following: the

category that they consider the
most useful for society, and the
category they believe will continue
to develop the fastest.

Background Information
Social Media
Web-based media used for social
interaction which uses highly
accessible publishing techniques.
It differs from traditional media
in regard to reach, frequency,
immediacy, and permanence. It
has initiated substantial change
in communication between
organisations, individuals, and
communities. Some of the Read the Living in Harmony. Draw students’ attention to our
technologies include blogs, wikis, responsibility in the use of technology and tell them to consider what
social networks, Internet forums, our personal roles are in the way society is changing. Ask them to
photographs or pictures, and videos. relate their own experiences to modern life.

TEACHER’S BOOK
104

Background Information
Examples of Text Language:
lol - laughing out loud / smh -
shaking my head / omg - oh my god!
Writing
6. Students can use similar,
informal style as activity 3 to
complete messages.
Lesson Summary
Aim: Talk about technology and
social media.
Suggested Time
90 minutes
Vocabulary
phrasal verbs
Communicative Aims
Locate expressions and
½\IHTLVEWIWEWWSGMEXIHXS
communicative function
Materials
29
Dictionary
Warm Up
Direct students’ attention to the
images. Ask: What are the forms of
communication? Elicit answers to
board.
Possible answers: Webcam, Skype,
post cards, conversations, etc.
1. Take a poll of the class to see
what forms of communication are
most popular, preferred, and not
used at all in Chile.
2. Students make a list.
3. Ask students if they think it’s
okay to change the way we write
words in text.
Teacher: Is it okay to shorten
words? What are the long term
consequences?
4. Students discuss in pairs then
compare answers to those of
another pair.
5. Students remain in the same
groups to identify the verb that
doesn’t go with the others.
105
 Student’s Book pages 72 and 73

Pre-Reading
7. Ask students: What networks are
best for socializing? Which ones are
best for meeting new people? Elicit
answers and write them on the
board (possible ASK.FM, Facebook,
twitter).

While Reading
8. Pre-teach vocabulary: naked,
convey, clues, intrusive. Set time limit
(2 minutes) for students to read.
Answers: advantages: it’s better for
conversation because you can tell
how people are feeling and what
they really mean negative effects:
more insular society, harder to get
a good job or meet future mates,
we’re too dependent.
9. Students read the text again and
circle the correct answer. Check in
pairs and then as a class.

LEARNING TIP
Put the word turn on the board.
%WOJSVEHI½RMXMSR8LIREHHon
XSXLIZIVFERHEWOJSVHI½RMXMSR
Continue with other particles:
off, up, down, around, etc. Focus
on box. Students write their own Extra Activity
example sentence using two of
the new phrasal verbs. As an alternative to the reading activity, you can do a running dictation
exercise. Put students in groups of 8. Paste copies of text on the board,
one for each team. One student is set at a desk in back while another
member runs to the board to read part of the text and run back to tell
the writer who takes the dictation. Another member can monitor the
dictation to provide help while the rest of the team queues for their turn.
Blow a whistle to change after every minute. At the end, the team checks
for mistakes.

TEACHER’S BOOK
106
 Post Reading
10. a Students write down two
situations where they prefer online
communication and two situations
where they prefer face-to-face
communication. b7XYHIRXW½RH
differences in online behaviour
between Chile and the UK.

Vocabulary
take part in
11. Students match the highlighted
wiped out phrasal verbs from the text with
set up
do away with
the words in the activity.
get up 12.7XYHIRXW½PPMRXLIFPEROW[MXL
the vocabulary from the previous
exercise.
set up
Teacher: How do you set up a
get up
Facebook account? What things do
you take part in outside of school?
take part

do away Speaking
13. Students form groups to
discuss the questions. Encourage
them to develop more complex
ideas and build off the ideas of
their partners.

Extra Activity
Teacher: Do you think before you
post pictures or comments online?
Background Information Show students this webpage as
Today, the speed at which information can travel has made a humorous way to discuss the
GSQQYRMGEXMSRQSVIIJ½GMIRXFYXEPWSPIWWXVYWX[SVXL]1ER]RI[W speed at which one image can be
stories are published by online news sources without any fact-checking. seen by millions of people. https://
Websites prefer clicks over content, and, as a result, they give users www.buzzfeed.com/ryanhatesthis/
a constant stream of interesting material that may or may not be E½JXLKVEHIXIEGLIV[ERXIH
true. Discuss viral videos and viral articles with students as well as the to-show-her-students-what-
importance of truth in reporting. happe?utm_term=.lqDwmwZmz#.
rxKn3nR3B

107
 Student’s Book pages 74 and 75

LANGUAGE IN USE
)\TVIWWMSRWERH½\IHTLVEWIW
associated with communicative
function.
1E]1MKLX'SYPH 
Tell students that these modal verbs
are used when discussing future
possible plans or predictions or ideas
(possibilities). Explain that may/might
are interchangeable in this context.
Refer to the Grammar Reference
at the back of the book.
don’t

might not
Practice
might
14. Students complete the
have to
sentences with the modal verbs in
the box. Have them check their
answers in pairs and then discuss
the statements as a class. Does
everyone agree? If there are other
opinions, have a class discussion.

Pre-Listening
15. Students discuss uploading
videos online.

While Listening
16. 29 Students listen to the

audio to choose the best title.

1EOIWYVIXLEXXLI]VIEHXLI
possible titles before listening so
that they have them in mind.
17. 29 Students listen again
and mark the ideas that are
mentioned in the audio. Again,
have them read the statements
over before listening so that they
will more easily identify the topics.
Post Listening
18. Suggestion for the
activity. Ask students if they
have watched Las 42 frases
of Woki Toki. Explain them
that they could base this
activity on those videos.
Wrap Up
Present this situation: Your friend invites you
a concert on Saturday night, but you have a
family lunch in the afternoon. How would you
tell him or her that you might not be able to
go? Share as a class. Are students reading
every word? Skimming? Tell them to try
different strategies.
Highlight common mistakes and reinforce
the main points of the class.

TEACHER’S BOOK
108
 Lesson Summary
Aim: Debate the pros and cons of
technology
Suggested Time
90 minutes
Vocabulary
gadgets, computers, linkers
Communicative Aims
Express possibility and ability
handheld Materials
touch
30
clownload
Dictionary

headphones
rechargeble batteries Warm Up
Focus on the title. Ask students to
keyboard
message HI½RIEgadget. Teacher: (I¼RIE
tablet. What different kinds are there?
What are the key features? Elicit
vocabulary related to gadgets and
write it on the board.

Vocabulary
1. Set time limit (30 seconds) for
student’s to complete. Review as
a class after in case the students
haven’t completed the whole
exercise or they have questions
about the vocabulary.

Post Listening While Listening Pre-Listening

5. a Students look up cognates
in the transcript on page 199.
If students don’t know what a
GSKREXIMWI\TPEMRMXWHI½RMXMSR
so they can understand why it’s
easy to confuse these words.
b Students pick 3 of the
cognates and use them to write
original sentences.
3. 30 Students listen to and
understand the main ideas. Have
them take notes on the purpose
that technology serves to young
people.
Answer: to arrange meetings with
friends or entertaining (TV, radio)
4. 30 Students listen again and
choose the correct answer from
the options given.
2. a Tell students to take turns
describing an object of their choice,
incorporating the new vocabulary.
Have them brainstorm a list of words
related to all areas of technology.
b Students compare and contrast
the objects they have described.
Focus on the question about the
advantages and disadvantages of the
gadgets.

109
 Student’s Book pages 76 and 77

LANGUAGE IN USE
(Can, Could, Be able to)
the same meaning. However, Be
able to is used when we are trying
to say we can or cannot do things
but in the future. Give examples for
GPEVM½GEXMSR
I can dance salsa
I will be able to dance salsa after
my class.
Grammar Reference at the back of
the book.
‘m not able

Practice Are able

6. 7XYHIRXW½PPMRXLIFPEROWYWMRK ‘ll be able

the correct form of be able to.
7. Students work independently,
check with partner.
Answers: a could/was able to; b
can/is able to; c be able to; d can;
e can’t

Pre-Reading
8. Students discuss their mobile
phone use in pairs. Ask class
which pair had the biggest
difference in habits. Is there a
student who doesn’t like to use his
or her mobile?
Background Information
While Reading Students may not be aware of the
different words to describe phones.
9. Students complete text with phrases from exercise
Explain that there are many ways
10. Have them check with partners.
and show them the British and the
Answers: a in the near future everybody will be using one;
American way.
b mobile phones are able to be used in emergencies; c who live in isolated
British - mobile
areas as well; d Besides, we can use even the cheapest mobile phones
verify vowel sound /mobail/
for many different tasks; e You can take photographs and send them to a
American – cell or cell phone
friend too.; f I would say that mobile phones are very useful gadgets

TEACHER’S BOOK
110
 Post Reading
11. Focus on box. Tell students to
look at examples of ‘’linkers’’ in the
text from the text.
Answers:
To make additions – also, and, as
well, besides, in addition, what is
more, too
To give reasons and conclusions –
½VWXSJEPPWIGSRHP]MRGSRGPYWMSR
To give opinions – I think, I would
say

Writing
12. Tell students that they are
going to plan an essay on the
topic. Students discuss their
opinions with a partner. Have
them discuss whether they agree
with the title or not.
13. Students complete the
chart with their own ideas. Have
them focus on brainstorming
and connecting their ideas with
examples, rather than following a
WTIGM½GWXVYGXYVI

LEARNING TIP
Examples are used to support
opinion. They do not have to be
substantiated by fact. It is based
on personal information known
Wrap Up to the writer.
Ask students about exercise 2. Was it helpful to have a list of related
words before listening? Why? Take a poll of students to see how many 14. Students decide on a position
JIPXQSVIGSR½HIRXPMWXIRMRKEJXIV[VMXMRKEFSYXXLIXSTMG to take in pairs. Have them use
Teacher: Why do we learn vocabulary? Why do people say vocabulary is the ideas from exercise 13 and
the most important component of language? Elicit ideas related to the put them into an essay outline.
importance of vocabulary. Have them choose some of the
linkers to include in their essay.
Highlight common mistakes and reinforce the main points of the class.
15. Each student should write
their own essay, focusing
on the four-paragraph structure.
111
 Student’s Book pages 78 and 79

Lesson Summary
Aims: Understand texts about
technology addiction.
Suggested Time
90 minutes
Vocabulary
technology
Communicative Aims
Functional language dealing with
obligation and prohibition
Materials
31

Dictionary

Warm Up
Focus on title. Ask students what
they think it means. Ask what
type of technology people can be
addicted to.
Possible answers: internet searching,
using mobile phones, etc.

Pre-Reading
1. Students work in pairs to form
the questions.
Answers: b Do your friends or
family think you spend too much
time online? c Do you get angry if
a website is slow?
d Does it bother you if you are
away from the Internet for more
than a day? e How many online
friends do you have? f Do you
waste time on the Internet when
you should be doing homework?.
2. 8IPPWXYHIRXWXS½RHXLI words in bold and check the meaning. Have
them draw a table similar to the one in in the book in their notebooks to
SVKERMWIXLITEVXSJWTIIGLERHHI½RMXMSRSJIEGL[SVH
Answers : update – to make something current; gadget - a small
mechanical device; look up - search; device – a thing made for a
particular task; warning – cautionary advice; sensible – adjective to
describe a person who is rational or reasonable
3. Students read the text again and make a list of habits of webaholics.
Answers: update blogs, visit social networks sites instead of studying

TEACHER’S BOOK
112
 While Reading
4. Students read the prompts and
then read the text thoroughly to
½RHXLIERW[IVW8IPPXLIQXSGMVGPI
any words that they don’t know
and continue reading to the end.
Students can go back to the words
and try to understand the meaning
based on context. If they have time,
they can look up the word(s) in the
dictionary or ask for the meaning.
Ensure students ask the question
in English. ‘’What does _______
mean?’’
Take care that students understand
the word sensible, which looks like
the Spanish word. It means practical
in English, not sensitive.
Students have 6-10 minutes to
read the complete text.
Check answers with a partner.

Extra Activity
Time permitting, ask students if any
of them have an Internet addiction
or if they know anyone else who is
addicted to the web. Ask them for
ideas to try to resolve this addiction.
Write some of their solutions to
the board.
Background Information
%HHMGXMSRMWHI½RIHEWEGSQTYPWMZIRIIHJSVERHYWISJELEFMXJSVQMRK
substance.
In Germany, researchers were studying addictive substances as well as
social media and they came to some shocking conclusions. The desire to
check social media was stronger among the participants than the desire to
have a smoke or a drink. People today are more focused on participating
in social media for fear of missing something than they are on their own
personal vices. Perhaps it is a new social addiction, one which thrives off
of others’ perceptions of us instead of our own need to feel good, which
is what motivates other, more toxic addictions.

113
 Student’s Book pages 80 and 81

Post Reading
5. Students work in partners.
Teacher: What do your parents think
of all this new technology?
Are they as connected as you all
are? Why do you think that is?
Students write a dialogue focusing
on generational differences related
to technology. Have some groups
perform their dialogue for the class.

LANGUAGE IN USE
Functional language dealing with
obligation and prohibition
1SHEP:IVFW
Have students read the information
in the box. Tell them that they will
need it for the next activity.

Practice
6. Students match the rules in
a
the LANGUAGE IN USE box
b
to sentences that demonstrate a
c
WTIGM½GVYPIHIEPMRK[MXLSFPMKEXMSR
and prohibition. Have them discuss a

their reasoning in pairs. c

Extra Activity
Students write sentences that are
true for them, using one modal
verb from each rule. Put a modal
sentence on the board. Examples: I
don’t have to get up early on Sundays. Wile Listening Post Listening Writing
We mustn’t speak Spanish in class.
8. 31 Students 9. Students work in 10. Have students use
read the questions partners or in groups the LANGUAGE IN
Pre-Listening
½VWXERHXLIRPMWXIR and discuss the question. USE box to make a list
7. Put students in groups of 3 or to the audio. Encourage stronger of suggestions to avoid
4 and have them discuss their Answers: a she took students to argue that webaholism. Have
history with computers. Ask the a course; b chatting it is impossible for students post their lists
students who have more unique and meeting older people to learn around the room so
experiences to share them with people; c becoming new technologies, that everyone can read
XLIGPEWW1SRMXSVERHRSXI addicted. even though they may the suggestions.
language for praise and correction. disagree.

TEACHER’S BOOK
114
 Pre-Reading
11. Ask students if they have ever
bought anything online or if they
know someone else who has
bought things online. Ask: What
products or services did you/they buy?
Possible answers: tickets, food,
furniture.

ii
While Reading
iv
vii vi 12.Students read the text
iii
completely and circle / underline
vi any words or phrases they don’t
v
understand to refer back to later.
i Go over any vocabulary that
students aren’t sure about. Ask
concept-checking questions.
Teacher: Is a ‘’closed padlock’’ a
physical device? Where will you
¼RHEGPSWIHTEHPSGO#

Post Reading
13. Put students in pairs or
groups and have them make
a list of the advantages and
disadvantages of online shopping.
Have them share with the class.
If no one mentions identify theft,
Wrap Up write the phrase on the board
and ask the students if they are
Draw students’ attention to the vocabulary activity on page 78. Ask familiar with it.
them to consider why it is helpful to identify the key words and ideas of
a text. How does it help them read in the moment? How does it help
them remember the main ideas afterward? Give them a situation to
consider: Your friend keeps calling you for advice late at night when you are
sleeping. How would you tell him or her to stop? Write the phrases they say
on the board and drill the students on the intonation.
Highlight common mistakes and reinforce the main points of the class.

115
 Student’s Book pages 82 and 83

Lesson Summary
Suggested Time
90 minutes
Vocabulary
compound nouns
Communicative Aims
Use experience or evidence to
justify simple inferences
Materials
32

Warm Up
Write on board Life in 2050. Ask
students: What do you think will be
different in Chile in 2050? What
will be different about cars, phones,
schools, jobs? Elicit ideas from the
class and write on the board.

Pre-Listening
1. Have students read the
statements and circle their
predictions for the future. This
could be done individually or as
a class.

While Listening
2.a 32 Students listen for the
answers. Discuss them as a class.
Ask them how many they got
right. Who predicted 6 answers
correctly? Who predicted 5? etc.
b Read text then listen again to
GSQTPIXIKET¼PP
Answers: b air conditioning;
c contact lenses; d microchip;
e blood pressure; f sightseeing tours
3. 32 Give students a few mSQIRXWXSVIEHXLIUYIWXMSRW½VWX8IPP
them to take notes and that they will have time to copy the answers into
their books after they listen.
Answers: a a scanning device will let you in; b solar panels on the roof; c
special contact lenses will stream images from the Internet; d a personal
virtual representation of yourself called an avatar will attend work; e
sightseeing tours, shopping trips abroad, Siberia, Antarctica, outer space.

TEACHER’S BOOK
116
 Post Listening
4. Write the word tea cup on
the board. Teacher: What type of
word is tea? What type of word is
air conditioning
contact lenses
cup? Elicit noun. If they need more
microchip help, identify the words in this
blood pressure sentence. Write Santiago is a big
sightseeing
city. Help students identify every
word (proper noun, verb, article,
adjective, noun)
Explain that a noun phrase is
[LIRERSYRMWQSHM½IHF]
another attributive noun to form a
compound noun.
Focus on the example from the
task. Reinforce that both the
words XVEJ¼G and jam are nouns.
Students complete task.
5. Students use the compound
nouns from above and write their
own sentences. Encourage them
to be as creative as possible.

wind screen youth hostel lip stick pedestrian crossing

school bag burglar alarm pen knife
Common Mistakes
Students may confuse the
use of will regarding plans.
Emphasize that we usually
use present continuous or to
be going to for plans unless
we make a spontaneous
decision at the moment of
speaking.
sun glasses alarm clock
Speaking
7. a Focus on the pictures in
activity Students discuss how these
technologies will change our life style
in 2025.
b Place students in groups and have
them make a poster and share
their ideas with the class. Have a
discussion about whether these
changes are universally positive or
negative or if there is grey area.
Vocabulary
6. Students match the words to
create compound nouns. Give
them a short amount of time.
;LIRXLI]½RMWLQEXGLXLI
words sun and screen as ask them
if they know what it means. Use
this as an example of the many
different combinations possible to
make compound nouns.
Teacher: What is a wind screen
made of? What are some things you
GERYWIETIRORMJIJSV#%VIXVEJ¼G
lights on the side of big roads?

117
 Student’s Book pages 84 and 85

Pre-Reading
8. Write on the board: You are
thinking about.... Tell students: I bet
I can guess what you’re thinking!
Choose a couple students and try
to guess what they are thinking. You
are thinking about lunch (etc.)! Am I
right?
Ask students if they think it’s
possible to read people’s minds.

CHECK THIS OUT!

Ask students if they know the
GSQTER]-&1%WOXLIQ[LEX-&1
stands for.
Answer: International Business
1EGLMRIW%WOWXYHIRXW[L];EXWSR
could have made such a prediction?
What were computers like then?

While Reading
9. Students read the text and
answer the questions individually.
Afterward, put them in groups of
3 to share their answers.

Post Reading
10. a Tell your students to read
carefully and write their ideas in
their notebooks.
b Ask students to write an essay
and follow the given structure.
c Ask students to read their work
and then make any changes they
think are necessary.
d Tell students to exchange their
work with a partner and correct
their partner’s work.
e Invite students to share their
essays with the class when they
are done.
LIVING IN HARMONY
Focus on the text. Give students
a few moments to read it. Be sure
they understand the word wisely.
Ask them for examples of how we
can act conscientiously.
Wrap Up
Draw students’ attention back to
the text and ask them: How do
you know this text is talking about
the present? Have them make lists
individually and then share them
with the class.
Elicit strategies for remembering
vocabulary. What are the easiest
compound nouns to remember? Why?
Which are the most commonly used?

TEACHER’S BOOK
118
 Warm Up
These exercises can be done
in pairs or individually checking
answers in pairs before looking up
the answers.

1. Students read the sentences

and identify if the phrasal verbs
are used correctly. If they aren’t,
students must write their own
sentence using them correctly.
Answers: a incorrect; b correct;
c incorrect; d correct.
I want to buy the latest smarphone. 2. Students rearrange the words
to complete the dialogue.
6IEPP]#1]WMWXIVLEWMX
3. Students write sentences
How does it work? using may, might or could.
Encourage them to complete the
She told me the system is too slow. GSRZIVWEXMSRLS[IZIVXLI]WII½X
and to not rely on default, generic
1E]FI-WLSYPH[EMXYRXMPXLIRI\XQSHIP phrases that they have heard
comes out. before.
4. Students match the words to
XLIMVHI½RMXMSRW
5. Students choose a topic
and write a short essay (3-4
paragraphs). Have them structure
the essay as they did earlier in the
unit and have them include the
linking words in their outlines.

Wrap Up
Results will allow detecting weaknesses and strengths and plan which
exercises in the Worksheets on the following pages need to be
completed.
For more examples and explanations go to Grammar Reference at the
back of the book.

119
 Student’s Book pages 86 and 87

Warm Up
Decide if students need the extra
practice, if so, which they need.
These exercises can be done
in pairs or individually checking
answers in pairs before looking up
the answers.

1. Have students identify the mistakes

in the sentences and write their
own sentences explaining why the
compound noun is used wrong.
a alarm clock is different from
school bell, one is used in the
house and the other exclusively in
schools
b sightseeing tours show tourists
the most famous aspects of a city
cEXVEJ½GNEQMW[LIRXLIVIMWEPSX
SJXVEJ½GEGEVGVEWLMW[LIRX[S
cars hit each other.
d8VEJ½GPMKLXWKMZIHMVIGXMSRWXS
cars, street lights illuminate public
spaces.
e1MGVSGLMTWEVIMRGIPPTLSRIWERH
computers, chocolate chips are in
cookies.
2. Students complete the dialogue
with their own ideas.
3. Students rewrite the sentences
using may, might or could.
Extra Activity Extra Activity
4. Students rewrite the phrases in
Working in pairs ask students to Brainstorm obligations students
XLIRIKEXMZI1EOIWYVIXSGPEVMJ]
design a day in their lives in the have in their everyday lives on the
that may not has two meanings,
year 2025. They must consider board. Working in pairs students
one dealing with possibility and the
what their home and job will be. make a list of 5 things they have
other dealing with prohibition.
What their responsibilities will to do now then compare to
5. 7XYHIRXW½PPMRXLIFPEROW[MXL be and what they would like to when they were 5 years old. They
the words from the box. Remind do in their free time, as well as share their results in a small group.
them that there is one extra word what they won´t have to do. Ask Example: I must study at home
they do not need to use. students for examples using the for my lessons but when I was 5 I
modals from the unit. didn´t have to.

TEACHER’S BOOK
120
 5. Students circle the correct form
of have to to complete the sentence.
6. 1EXGLXLIZSGEFYPEV][SVHWXS
XLIMVHI½RMXMSRW'LIGOMRKVSYTW
and then as a class.
7. Students use all the words from
the previous exercise to write an
original dialogue about technology.
Give them freedom to write it
d however they choose. Encourage
e
students to share with the class and
a invite other students to perform
b
their dialogue with them.
c

Common Mistakes
The use of “could”
Could for POSSIBILITY
John could/couldn´t be the
person who came yesterday (can
be replaced with may, might)
Could for PAST ABILITY
Wrap Up I could/couldn´t run very fast
Could as CONDITIONAL OF CAN when I was 10 years old (can be
Highlight the
If I had more money, I could travel to another replaced with able to)
good results and
country. Could for SUGGESTIONS
write down the
“Could not” vs. “Might not” We could go to the mall
common mistakes
“Could not” suggests that it is impossible for tomorrow. (no negative form)
for recycling and
WSQIXLMRKXSLETTIR±1MKLXRSX²WYKKIWXW]SY Could for POLITE REQUESTS
extra practice
do not know if something happens. ex Jack Could I have water please ( can
during the next
QMKLXRSXLEZIXLIOI] 1E]FILILEWMX  .EGO be replaced by can, may, might)
units.
could not have the key. (It is impossible).

121
 Student’s Book pages 88 and 89

Lesson Summary
Aims: Use the vocabulary and themes
of the unit in a creative presentation
Suggested Time
45 minutes
Materials
Poster board, dictionary

Warm Up
Introduction: whole class share
ideas about the gadgets they use
ERH[LMGLXLI]½RHEVIXLIQSWX
useful.

1. a&VMI¾]WXYHIRXWMHIRXMJ]XLI
gadgets in the pictures and say what
they are for.
b Students read the statements and
decide which of the gadgets pictured
can be categorized in that way.
2. Separate students into groups of
3 or 4 to design a gadget. As a class,
look over the rubrics in the back of
the book and decide which will be
the best to assess the project.
3. Have students delegate roles
within the group so that each team
member contributes something.
4. Students design the gadget. Have
them select certain team members
to draw it, create a marketing slogan
and discuss the ideal customer.
Wrap Up
Other students can design its
features and discuss how it will be Ask students to share their assessment and come to a conclusion as to
used. the highest assessed gadget. Have students focus on a variety of criteria
5. a Have each group present their so that more than one winner can be chosen. Who has the most
gadget. The presentations should creative idea? The most innovative design? The most practical gadget?
be no more than 5 minutes and Which one would students want to buy?
everyone on the team should speak Close the class by highlighting the good language you have heard in the
about his or her role in the project. presentations as well as noting some recurring mistakes.
b(IGMHI[LMGLTVSNIGXJYP½PPWXLI
most criteria as a class.

TEACHER’S BOOK
122

Wrap Up
Correcting mistakes. This can be
done through self-correction,
peer correction or corrected by
the teacher. Exercise 3 requires
checking by the teacher to give
feedback. Any rubric can be
used as long as students know
which it will be before doing
their writing. Keep a note with
the common mistakes to review
them in future units.
Writing
3. Students write a short paragraph
using the vocabulary in the box.
Possible answer:
I use my touch-phone every day
to send messages by typing on
the keyboard. I also download
music and listen to it with my
headphones. I don’t have another
handheld electronic gadget. The only
problem is that the batteries are not
rechargeable.
Lesson Summary
Aims: Assess themes and concepts
from the unit.
Suggested Time
45 minutes
Materials
Dictionary
Warm Up
Review reading and listening
comprehension strategies with
the class before doing the test.
Quickly go through the test
exercises to make sure they
understand what is expected of
them and how to complete them.
6IQMRHWXYHIRXWXLEXXLI½REP
mark will be part of their monthly
markings or will be averaged with
others accordingly.
Reading
1. Students read the text and
answer the questions based on their
understanding. Answers will vary.
Listening
2. 33 Students listen and take
notes. Play the audio twice.
Possible answers:
a Domestic robots will do all the
boring jobs; b Robots will do the
dangerous jobs. c Jobs such as
doctors, pilots and scientists. d We
won’t be able to control them.
e Robots will destroy the human
race and possibly the entire planet.
123
 TRANSCRIPTS
Unit 4
Track 29 page: 74 Activities 16 and 17
I’m sure most of you have logged on to YouTube and
[EXGLIH SVIZIRYTPSEHIHEZMHIS 1MPPMSRWSJTISTPIHS
every day.
You might have chosen the most-viewed video of the week
or searched for something different. After all, you can watch
I\XVEGXWJVSQ8:WLS[W QYWMGZMHISW ERHIZIR½PQW RSX
to mention the thousands of homemade videos that users
upload onto the site. Teachers use it to show clips in class,
SJ½GI [SVOIVW XS LEZI E PEYKL MR XLIMV GSJJII FVIEOW ERH
there is a growing list of people who have become famous
after being spotted on the video-sharing website. I wonder if
the founders of the site had any idea what they had started!
Track 30 page: 75 Activities 3 and 4
These days, teenagers are called the thumb generation
because they spend all day using their thumbs: to send text
messages, to play hand-held games, to listen to music on
14WERH14WSVXSI\GLERKITLSXSKVETLWMRVIEPXMQI
You name it, they use their thumbs to do it!
Recently, Channel 4 TV commissioned research into the
relationship that young people, between the ages of twelve
and twenty-four, have with new technology. Youths own an
EZIVEKISJIMKLXHMKMXEPHIZMGIW8LIWIMRGPYHI14WQSFMPI
phones, game consoles, PCs, and digital cameras.
1SWX ]SYRK TISTPI EVI I\TIVX QYPXMXEWOIVW8LMW QIERW
XLI] GER GSRHYGX EW QER] EW ½ZI EGXMZMXMIW EX XLI WEQI
time as they are watching TV. And as an interesting fact,
X[IRX]½ZITIVGIRXSJXLIMRXIVZMI[IIWEHQMXXIHXLEXXLI]
sometimes send a text message to friends they are actually
with at the time.
TEACHER’S BOOK
124
Track 31 page: 80 Activity 8
Last year my mother said she was too old to start using
computers. Since she hated using them, she obviously wasn’t
used to sending emails. However, recently in a course for
pensioners she began to chat and she hasn’t stopped since!
She says she loves meeting new people on the Internet,
although, sometimes she would prefer to have a coffee with
them. Last week she asked me to help her create her own
web page. She said that after so long without Internet, now
she felt like learning as much as she could. I told her that
she’d better stop spending so much time online. Using the
Internet for longer than you had planned can be a symptom
of becoming a webaholic.
Track 32 page: 82 Activities 2 and 3
Have you ever wondered what your life will be like in the
year 2025? On a typical evening you will drive through a
XVEJ½G NEQ MR ]SYV L]HVSKIRTS[IVIH GEV=SYV LSQI [MPP
have the very latest technology, which means that you
won’t need a key to open the front door: putting your
½RKIVSREWGERRMRKHIZMGI[MPPPIX]SYMR%W]SY[EPOMR
your movement will activate a sensor and the lights and air
conditioning will come on. All the energy that your house
needs will come from solar panels on the roof. A robot will
offer you a drink and you will then watch TV using a pair of
special contact lenses which stream images directly from the
Internet. Your dinner will be a healthy pill. If you feel unwell,
you won’t have to leave the house to go to the doctor’s. A
microchip under your skin will allow your doctor to check
your blood pressure and other body functions. Holidays will
take you to unusual destinations. There will still be beach
holidays, sightseeing tours and shopping trips abroad, but
you will also want to try places like Siberia, Antarctica and
maybe outer space.
Track 33 page: 89 My Progress Unit 4 Activity 2
Are you tired of cleaning the house and taking out the
garbage? Don’t worry. Soon, domestic robots will do all the
boring jobs while you relax. But will this new technology be
a positive or negative change? Some scientists believe that
robots will make the world a better place because they
[MPPHSEPPXLIHERKIVSYWERHHMJ½GYPXNSFW 0MJI[MPPFIWEJIV
with fewer accidents. In addition, they think that inventors
will develop robots that are highly intelligent and that will
do the jobs of doctors, pilots, and scientists. However, other
scientists have serious worries about robot technology.They
FIPMIZIXLEXMRXIPPMKIRXVSFSXW[MPPFIHMJ½GYPXXSGSRXVSP8LI
most extreme predictions say that robots will destroy the
human race and possibly the entire planet.
Track 34 Extra Test Unit 4 Social Networks
A study, conducted by an Internet analytics company,
ComScore, suggests that Chileans spend up to a third of
their time online using social networks.
Analysts believe that the average Chilean web user spends
around 8.7 hours per day on social networking sites
compared to the worldwide average of 5.4 hours per day.
In fact, it is estimated that 9 out of 10 Chilean Internet users
are members of Facebook. The second most popular site in
'LMPI MW;MRHS[W 0MZI 1IWWIRKIV ERH8[MXXIV MW XLI XLMVH
with 1,000,116 visits, although it remains a long way behind
Facebook in terms of usage.
125
PHOTOCOPIABLE
tra Tes
x

t
E
4
UNIT

Listening
1 Listen to a media analyst speaking about Chileans and the usage of social networks. Answer the questions. You will
hear the recording twice.
a How does the text describe Chilean workers’ relationship with social networks?
b Does ComScore suggest that Chileans spend two thirds of their time using social networks?
c According to analysts, how many hours per day do Chileans spend on social networks?
d What is the worldwide average per day for people using social networks?
e Which is the most popular site in Chile?
points /5

Reading
2 Read this text about a research that a media analysis company carried out in Chile.Then answer the questions.

Businesses and companies in Chile, according to
ComScore media analysts, are worried because workers
are high users of social media sites. According to their
research, 7 out of 10 companies have blocked social
media sites such as Facebook, Youtube, and Twitter in
their offices due to security threats. The main concerns
of Chilean businesses include the increased risk of
malware through social networking sites, and security
threats to company information.
Com Score also speculates that these sites have played
a key role in the organization of student protests as it is
a better method of communication than the traditional
word of mouth. A university student explained that
communication via text message is expensive and
inefficient; however, Twitter messages can be sent to all
those involved instantaneously and cheaply, which is
very important in improving cohesion and exchanging
opinions.

a What is the name of the business that analyses the usage of social media?
b Why have businesses blocked social media sites?
c According to ComScore; how were social networks important in the organization of student protests?
d What did a student say about text messages?
e;L]MW8[MXXIVIJ½GMIRX#
points /5

Writing
3 Write a paragraph about the use of social networks in Chile. Use 100/120 words.
Do you believe what the analysts of ComScore say in activity 1 & 2? How many hours do you and your friends
spend on social networks? Give examples of how you use them. Do you use text messages or Twitter? What is your
conclusion?
points /10

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 12-16 17-20

TEACHER’S BOOK
126
 tra Tes
x

t
E
4
UNIT

Warm Up
Present students with the following situation:
You are the boss, and your employees need to use the Internet for work. Will you block access to social media sites?
Why or why not?
Discuss the advantages and disadvantages of having an Internet connection at work or school. What does it
make easier? What does it make harder?

Listening
1. 34 Students read an article about social networks in the workplace and answer the questions.
Answers:
a 'LMPILEWXLI½JXLLMKLIWXYWEKISJWSGMEPRIX[SVOMRKWMXIWMRXLI[SVPH
b No, it says they use one third of their time on social networking sites.
c 8.7 hours a day.
d 5.4 hours a day.
e Facebook

Reading
2. Students read about social media habits around the world and answer the questions.
Answers:
a ComScore.
b Companies have blocked social media sites because of security risks.
c Social networks help people communicate faster and to a wider audience, making it easier to organize mass
events.
d 8LIWXYHIRXWEMHXI\XQIWWEKMRK[EWI\TIRWMZIERHMRIJ½GMIRX
e Twitter sends a message to everyone who cares to look for it, which is much faster than sending individual
messages.

Writing
3. Students write paragraph describing their usage of social networks compared to the data about Chileans in
general. Encourage students to set up a comparisson in the structure of their sentences. e.g., The text says
that____________, but in my life _____________________.

Wrap Up
Have students swap their tests with the person in front of them. Go over the answers as a class and clear up
any doubts the students might have. Play the audio again if students have doubts about its contents. Poll the
GPEWWXSWII[LEXXLIQSWXHMJ½GYPXTEVXSJXLIXIWX[EW%WEKVSYTHIGMHISRWXVEXIKMIWXLEXWXYHIRXWGERYWI
to improve in that particular area. Collect the tests to correct the writing section.

127
PHOTOCOPIABLE

4
UNIT Reinforcement Activities

1 Internet Vocabulary. Complete the following basic 2 Technology Phrasal Verbs. Complete the crossword
Internet vocabulary quiz. with the correct word.
a ,810MWEREGVSR]QSJ
i,MKL8IGL1EVOYT0ERKYEKI put together- close down | pick out | set up |
ii,S[8S1EVOYT0ERKYEKI turn off | look up | switch on
iii,]TIV8I\X1EVOYT0ERKYEKI
iv,S81IE0 1 2

b URL is 3

i Unique Routing Link

ii Uniform Resource Locator
iii Universal Resource Locator 4
iv Unix Real Link
c HTTP is short for Across 5

i HyperText Transfer Protocol 2. Select,identify

ii HyperText Transfer Process 3. Start a machine
iii Homepage Text Talk Protocol 4. Stop a machine
6
5. Prepare for use
iv Homepage Text Transfer Protocol 6. Close by force
d WWW stands for Down
8V]XS½RH
i Wild Weird Web
2. Assemble
ii Wide & Wet Web
iii World Working Web
iv World Wide Web

3 Modern Life Technology. Complete the following text with one of the words given

catching | installed | computers | crime | cameras | equipment | technological | preventing

One of the latest (a) _____________ developments is the camera, which has been used for many years, especially
XS½KLXEKEMRWX(b) ____________. First, cameras have started to be (c)_____________ in public places such as car
parks and shopping centres where the number of the staff isn’t enough to prevent theft.
Recent surveys have shown that theft has decreased in the places where (d) ______________ are installed.
'EQIVEWLEZIEPWSFIIRYWIHMRWGLSSPWGSPPIKIWERHSJ½GIPMJXWXSTVIZIRXXLIXLIJXSJZEPYEFPI(e) ____________
such as (f) _____________. Secondly, cameras are helpful in (g) ______________ hooligans from spoiling the
TPIEWYVISJXLIQENSVMX]EXWSQIWSGMEPIZIRXWPMOIJSSXFEPPQEXGLIW8LI]½PQTISTPIEXPEVKIWTSVXMRKIZIRXWWSMX
is easy to distinguish the people who are hooligans. Finally, cameras are used outside our houses as it is a good way
of (h) ____________thieves. To conclude, it is possible to reduce crime and feel more secure by means of cameras.

TEACHER’S BOOK
128
 4
UNIT Reinforcement Activities

Warm Up
Ask students: How many of you are familiar with Internet language? Write www.gob.cl on the board. Ask students
about the different parts of the web address. What does www mean? What about .cl? Discuss other things students
might know about programming or making websites.

1. Students complete the quiz on Internet words. Encourage them to make educated guesses if they are not
familiar with the material. Do as a class to demonstrate the way students should be thinking through their
answers.
Answers:
a iii ; b ii ; c i ; d iv ; e i
2. Students complete the crossword puzzle. ,EZIXLIQXV]½VWXSRXLIMVS[RFIJSVILIPTMRKXLIQ[MXLXLI
ZSGEFYPEV])RGSYVEKIXLIQXSYWITVSGIWWSJIPMQMREXMSRXS½KYVISYXXLIHI½RMXMSRSJ[SVHWXLEXEVIRI[
to them.
Answers:
Down DownAcross 4. Turn off
1. Search 1. Look up out
2. Pick 5. Set up
2. Put together 2. Put together
3. Switch on 6. Close down
3. Students complete the paragraph using the technology words. As in the previous exercise, allow them to guess
FIJSVIKMZMRKXLIQXLIHI½RMXMSRWSJXLI[SVHW
Answers:
a technological ; b crime ; c installed ; d cameras ; e equipment ; f computers ; g preventing ; h catching

Wrap Up
;VMXIZSGEFYPEV][SVHWJVSQXLIEGXMZMX]SRXLIFSEVHERHIPMGMXWIRXIRGIWJVSQXLIWXYHIRXW 1EOIWYVIXLI
students understand the meaning of the words in both the digital and real world contexts. If a student uses
XLI[SVH[VSRK HIGMHIEWEGPEWWLS[XS½\LMWSVLIVQMWXEOI *SVLSQI[SVO LEZIWXYHIRXW[VMXIXLIMVS[R
paragraphs using words of their choice.

Common Mistakes Background Information

1ER][SVHW[IYWIXSHIWGVMFI-RXIVRIXFILEZMSVW
are words with other meanings.
Surf: the name of a sport and also a verb meaning
browse the Internet
Set up: A verb that means to build something
physically as well as digitally
Look up: A verb that means to look for information.
1SWXGSQQSRP]YWIH[MXLXLIHMGXMSREV]SV[MXL
search engines on the Internet.
HyperText Markup Language (HTML) is the main
markup language for creating web pages and other
information that can be displayed in a web browser.
,810 IPIQIRXW JSVQ XLI FYMPHMRK FPSGOW SJ EPP
[IFWMXIW ,810 EPPS[W MQEKIW ERH SFNIGXW XS FI
embedded and can be used to create interactive
forms. It provides a means to create structured
documents by denoting structural semantics for
text such as headings, paragraphs, lists, links, quotes
and other items.

129
 Student’s Book pages 90 and 91

UNIT 5
Part Time or Full Time?

Getting Started
Write the words job, work, full-time
job, part-time job, interview, recruit,
candidate on the board. Clarify
their meaning by asking some
concept checking questions.
Direct students’ attention to the
photo. Ask them:
Teacher: Where do you think the
girl is? What is she thinking? What
position do you think she holds?

Background Information
Job: the regular work that a person
does to earn money.
Work: an activity, such as a job, that
a person uses physical or mental
effort to do, usually for money.
Full-time job: done for the whole of
a working week
Part-time job: work for only some
of the day or the week:
Interview: a meeting in which
someone asks you questions to
see if you are suitable for a job or
course.
Recruit: to persuade someone to
Read the Living in Harmony section, keeping in mind that this is an OFT.
work for a company
Draw students’ attention to practising good work ethics and rigour while
Candidate: a person who is
being responsible and perseverant. Then ask them how they can relate
competing to get a job.
their own experiences to these concepts.

TEACHER’S BOOK
130

Post Listening
5. Students read the statements
with a partner and decide if they
agree or disagree.
partner. Listen again and check
their answers as a class.
4. Students listen again and answer
the questions.
Answers:
aQEOIQSRI] JVMIRHW ERH½PPJVII
time.
b½PPSYXETTPMGEXMSR MRXIVZMI[[IPP
work with colleagues and superiors.
c become stressed, overtired, and
distracted in other areas.
Lesson Summary
Aim: develop reading
comprehension skills.
Suggested Time
90 minutes
Vocabulary
Career prospects and jobs
Communicative Aims
Self-correct and reword questions
Materials
35
Dictionary
Warm Up
Students look at the 4 pictures
next to the title and answer the
question. Teacher: What do these
people do? Would you like one of
these jobs? Why or why not?
Pre-Listening
1. Students review the information
ERH½PPMRXLIGLEVX[MXLXLIEHZERXEKIW
and disadvantages of each job.
2.Tell students that the illustrations
are related to the listening. Have
them make some general predictions
about what they will hear.
Teacher: Looking at the pictures, what
do you think this listening will be about?
What types of words do you think they
will use?
While Listening
3. 35 Students listen and
write down 2 pros and 2 cons of
the jobs. Encourage students to
compare their answers with their
131
 Student’s Book pages 92 and 93

Pre-Reading
6. Promote participation by
HMWGYWWMRKXLI½VWXUYIWXMSR
Elicit possible careers based
on students’ favourite subjects.
Write some opinions on the
board. Students discuss in pairs.
Teacher: How can you translate
your favourite subjects to a career?
Do you think its better to study
based on what you love or to be b
practical?

While Reading e

7. Students read text once and then

½PP MR XLI FPEROW [MXL XLI TLVEWIW
Clarify the meaning of some key
c
words in the text before reading.
8. Ask students to answer the
questions with their partner and
f
then check their answers on the
board.
Answers: a Because they are well-
paid, and are high demanding for
maintenance. b Most companies
need a technician to provide
technical assistance. c (suggested
answer) There is a need for
getting new fuels that are as
IJ½GMIRXEWSMPFYXIRZMVSRQIRXEPP]
friendly. Many institutions Background Information
and companies are requiring Recently, with the help of LaGuardia Community College in New
QSVII\XIVREPWXEJJJSVGSR¾MGX =SVO 'LMPISTIRIHMXW½VWXGSQQYRMX]GSPPIKI 'SQQYRMX]'SPPIKISJ
management and problem solving. Santiago has become an attractive alternative to students who don’t
have the time or the money to study in a private university. With shorter
programmes and more focus on the technical areas, this college has
allowed for many Chileans to achieve upward mobility in an education
system that seems to be constantly stacked against them.

TEACHER’S BOOK
132
 Post Reading
9. Students match the words in the
columns with their corresponding
synonyms.
Teacher: Does compatible apply to
a
humans as well as technology? How?
What concerns in your life would you
describe as paramount?
10. a Encourage students to
d
rescan the text and write three
words they don’t understand.
Elicit the synonym if dictionaries
are not available. Another option
is to look up the synonyms online.
Answers will vary.
b Students choose 5 words from
this activity and the previous one
and write 5 sentences about their
dream jobs.

g
STEP IT UP!
Stimulate participation by eliciting
an example. One example of a
high demanding career in the
future may be: Systems software
developer: create everything from
word-processing programs to apps
for tablets and smart phones

Extra Activity
A newspaper in Boston recently published a list of the jobs that are
growing in demand. They include physical therapists, manicurists,
dental assistants, marriage and family therapists, social workers, forensic
technicians and theatrical make-up artists. Have students pick one of
these occupations and write a cover letter describing why they are
perfect for the job. They can feel free to invent a persona or speak
from personal experience.

133
 Student’s Book pages 94 and 95

Practice
11. Students work in pairs to
choose the correct options to
complete the reported statements.
Emphasise the subtle differences
between the options so students
are clear about how say and tell
are different. Have students explain
their reasoning.
12. Students complete original
sentences using say or tell. Have
them check in partners and then
take volunteers to share their
sentences. Ask students why they
chose to use say or tell in any given
situation.

CHECK THIS OUT!

Students read the information in the
box. Show students a newspaper
article which demonstrate the use
of reported speech. Invite students
to read online newspapers at home
to practice reported speech.

LANGUAGE IN USE
Rewording statements from others
(Reported Speech)
Start with this box. Write these
sentences on the board: She said
she wanted to become an engineer.
Students told the teacher about the Practice Wrap Up
accident.
Teacher: What do both sentences 13. Elicit the meaning of eligible. Highlight common mistakes
have in common? (both sentences Check students understand any such as verb tense change
are repeating what someone said). unknown vocabulary. Note language in reported sentences and
Check the Grammar Reference at points for praise and correction. reinforce the main points of
the back of the book for more detail. the class.

TEACHER’S BOOK
134

Answers: His interests: music,
bikes, football; He loves: working
with the latest technology; He
doesn’t like: extra hours; His
favourite video games: FPS,
Quake live, Call of Duty; Future
plans: Masters degree in USA;
He thinks technology is: part of
everyone’s life; His advice: do
something you enjoy.
pairs. Listen again and check their
answers.
Answers: a He is a graphic designer.
b He has made games for Hollywood
½PQW c Yes, he does. When he has
time.
d Yes, he does because he likes to
socialise with his colleagues.
4. 37 Listen to part 2 of Emilio’s
interview to complete the chart.
Lesson Summary
Aim: 8SKEMR¾YIRG][LIRXEPOMRK
about jobs.
Suggested Time
90 minutes
Vocabulary
Terms related to professions and
unusual jobs
Communicative Aims
Self-correct and reword questions
Materials
36-37
Dictionary
Warm Up
Write fun, work, media, technology
on the board and ask students:
How are these words related?
Pre-Listening
1. Students share their answers with
the class. You may draw a question
chart on the board to record some
of the students’ answers.
2. Clarify any unknown vocabulary.
After reading, write students’ ideas
for title on the board. Answers will
vary.
Teacher: Would you like to have
Emilio’s job? Why/ Why not? What
would be a good title for this article?
While Listening
3. 36 Students read the
questions and then listen to part
1 of Emilio’s interview. Encourage
students to answer the questions in
135
 Student’s Book pages 96 and 97

LANGUAGE IN USE
Rewording questions with the
intention of repeating them
to someone else (Reported
Questions) Write these sentences
on the board: The teacher asked
if we knew the answer. Students
asked where the teacher was. Ask
students: What do both sentences
have in common? (the word asked
and that they are statements
not questions) Elicit examples of
direct questions and ask students
to change them into reported
questions.
• What you are doing? Jenny asked.
• When is your birthday? The teacher
asked me.
Remind students that reported
questions are actually statements.
Make sure they are aware that
there are two types of reported
questions as shown in the
examples. Check the Grammar
Reference at the back of the book.

Post Listening
5. Students choose the best
answer to report the questions
and explain their reasoning to a
partner. Pronunciation Vocabulary
6. Students re-write the reporter’s
questions using reported speech. 7. Choose a strong student to 8. Check students understand the
Draw their attention to the model the conversation. Elicit occupations shown in the chart
example as a model. Answers: reasons why certain words are such as TVSJIWWSV GSRWYPXERX ¼IPH
a The reporter asked Emilio if stressed. Model the sentences engineer and development manager.
Behaviour was a Chilean company. with different word stress. How wordsXLEXKMZIWMKRM½GERGIXSXLI
b The reporter asked Emilio do they change? sentence and carry the content of
what his future plans were. c The the sentence.
reporter asked Emilio if he used
English outside work.

TEACHER’S BOOK
136
 Writing
9. Check students understand any
unknown vocabulary. Write Snake
Milker and Laugher Therapist on the
board. Ask students to brainstorm
ideas on what they think these
jobs are about. Students read the
descriptions and share their answers
with their partner.
10. Elicit a few unusual jobs. Ask
students to use the diagram and
complete it with the information
from the prompts. Answers will vary.

Speaking
11. Model the dialogue to the class
with a volunteer. Then, ask students
to practice the dialogue with a
partner.
12. Tell students to make their own
conversation using the model in
activity 11. This time they will use
the information from activity 10.
Give them some time to practice
with their partners. Then ask some
pairs to perform the conversation
to the class. Circulate and monitor.
Note language points for praise and
correction.

Wrap Up
Have students write a description of their perfect job. This can be a paragraph or a list of characteristics. It can be as
WTIGM½GEWWXYHIRXW[ERX
For the second question, have them describe the differences between technical colleges and universities. Again, it
can be a paragraph or a list or any other type of diagram that expresses the students’ opinions. Afterwards, have a
conversation about both questions.
Teacher: Is a perfect job more about the actual work or the work environment?
6IMRJSVGIXLIQEMRTSMRXWSJXLIGPEWWWYGLEW½RHMRKEGEVIIVXLEX]SYGERIRNS]ERHLMKLPMKLXGSQQSRQMWXEOIWWYGL
as the sentence order in reported questions.

137
 Student’s Book pages 98 and 99

Lesson Summary
Aims: develop reading
comprehension skills and strategies
JSV¾YIRXVIEHMRK
Suggested Time
90 minutes
Vocabulary
Language related to skills, f
personality, workplace and advice. e
a
Communicative Aims b
c
Use context and relevant ideas to g
GSQQYRMGEXIWTIGM½GMRJSVQEXMSR d
Materials
38

Dictionary

Warm Up
Write positive, successful, personality
on the board. Then, ask students:
What words come to your mind
when thinking of these words? For
example: positive: nice, smile, happy,
optimistic, etc. Write some of
their answers on the board. Draw
students’ attention to the question:
How are these three words related?
Write some of their ideas on the
board.

Pre-Reading Background Information

1. Encourage students to infer the =SYGER½RHWSQIGEVIIVTIVWSREPMX]XIWXWSRXLIJSPPS[MRKPMROW
meanings of the words they don’t http://www.careertest.net/cgi-bin/q.pl
know. Students match the words http://www.quizrocket.com/careerpersonality-test
[MXLXLIHI½RMXMSRW Then, ask students if any of them wants to share their results.
Check the answers with the
class and ask them to predict the
content of the text below. Write
some of their ideas on the board.

TEACHER’S BOOK
138
 While Reading
2. Students use the information
form the reading to match the
adjectives to the possible jobs. Check
students understand any unknown
vocabulary. There are many possible
answers, what’s important is the
explanation they give.

Post Reading
3. Have students read the LEARNING
TIP and do each of the strategy
exercises to practice reading in
different ways. Monitor to make sure
students are performing each task.
b
e
a
d
LANGUAGE IN USE
f Coming to conclusions based on
c
unreal situations
(Second Conditional)
Write these sentences on the
board: If I liked my job, I would be
more motivated. I would be happier
at work if my boss understood me.
Teacher: Does the person like their
job? Are these phrases based in real
or unreal situations? Ask students to
identify the form. Students read the
example in the box.

5. Students complete the
sentences. Ask for volunteers
to give possibilities for option
a. Have them share with
a partner and then ask for
answers for each option. As
a class, decide if the answer
is correct.
Practice
4. Have students match the
conditional clauses to create
WIRXIRGIW(SXLI½VWX
question as a class so that
the students have a model to
follow.
LEARNING TIP
For future readings, have students
practice these strategies.
These strategies, especially re-
reading texts, will help students to
grasp language visually and start to
see patterns that will help them
read faster without thinking about
each word individually.

139
 Student’s Book pages 100 and 101

Pre-Listening
6. Students discuss ways to keep a
job. Encourage them to think beyond
the obvious ways like arriving on
time and being focused. Share as a
class afterward.

While Listening
7. 38 Have students read over
the words and clarify any unknown
vocabulary. Listen to the audio and
have students mark the phrases or
words they hear.
8. 38 Have students take notes
on advice to keep a job. Have them
compare with a partner afterward
and then go over the activity as a
class. Play audio more than once
so that students can hear all the
different advice given and not just
the 5 ideas they wrote down.

Post Listening
9. Elicit the structure of a letter
from the class. Draw a model on
the board. Then, have students
work individually to write a letter
to a friend about their future plans.
Tell them to use the diagram to
brainstorm various ideas before
writing. Brainstorm ideas for a Pre-Reading
½GXMSREP GLEVEGXIV ½VWX EW E GPEWW 10. Students read the title and the
so that students understand that sub-sections of the text. Elicit ideas
they should be taking notes and about the content of the text.
not writing complete sentences. Teacher: What do you think hard
Their loose ideas will then be put and soft skills are? Can you give an
into letter format. After they have example of each? Why is it important
developed their ideas, monitor to XSMHIRXMJ]]SYVWTIGM¼GWOMPPW#
make sure each student is using the
letter structure.

TEACHER’S BOOK
140
 While Reading
11. Have students skim the text
using the reading strategies from
the previous text. Were their
predictions correct? Check students
understand application, problem
solving, advantages, challenges,
feedback, recruiters and wisely.
Read the text aloud as they follow.
Then ask them again if they understand
what soft and hard skills are.

Post Reading
12. Students write down one
example of each skill. Before the
EGXMZMX]EWO[L]IEGLWOMPPMWHI½RIH
as hard or soft.
Possible answers:
N° 1:You have a look at the
information given and take only
what is useful for the project.
N° 2:You need to make the
presentation because your
colleague is absent.
N° 3:You ask some of your
colleagues opinions and
participation to complete the
project proposal.
N° 4:You deliver the project
proposal on time to my supervisor.

Wrap Up
)RGSYVEKIWXYHIRXWXSERW[IVXLI½VWXUYIWXMSR[MXLSYXQYGLI\TPEREXMSR8LI]WLSYPHYWIXLIGSRHMXMSREPXIRWI
to describe an imaginary situation. Elicit answers from the students and write various examples on the board for
students to see the different possibilities.
The second question is more open ended. Tell students to think about how they can express their ideas using
)RKPMWL;LIRXLI]HSR´XORS[XLI[SVHW[LEXWXVEXIKMIWHSXLI]YWI#;LIRXLI]EVIXV]MRKXSQEOIEWTIGM½G
point, how do they make sure it is clear?
Reinforce the main points of the class such as hard and soft skills and personality traits as important factors to get the
right job and highlight common mistakes such as the tense and structure in Second conditional.

141
 Student’s Book pages 102 and 103

Lesson Summary
Aims: develop listening
comprehension skills
Suggested Time
90 minutes
Vocabulary
CV, application letter terms,
five (5)
attitudes.
Communicative Aims Mac OS X Linux
1EWXIVI\TVIWWMSRWERH½\IHTLVEWIW
skilled at HTML
VIPEXIH XS WTIGM½G GSQQYRMGEXMZI create
computer games
functions
Materials
39
Dictionary
Map of the World

Warm Up
Write attitude, motivation, excellence,
T
job interview on the board. Then, ask
students: How are these words related? F

Ask students to discuss the question F

with their partner. Write some of their F

responses on the board and tick the T

ones that students agree the most with. F

Pre-Listening
1. Check students understand
good attitude, good manners. Ask
students to discuss the questions in
pairs Write some of their answers
on the board and tick the best
ones. Circulate and monitor. Note
language points for praise and
correction.
2. Check students understand
JIEXYVIWWIPJGSR½HIRGI8SERW[IV
the question, they tick the features
in the box on the right. Share
answers with their partner.
While Listening
3. 39 Students listen and
decide if the statements are
true or false.
4. 39 Students listen to the
job interview again with more
detail and complete with the
missing information.
partner.
Post Listening
5. Using the previous exercise
as a reference, students read
the notice and complete the
sentences in the job interview.
Afterward, students role-play
the interview in groups, taking
turns playing the interviewer
and the interviewee.

TEACHER’S BOOK
142
 Vocabulary
6. Have students read over the
vocabulary and have a discussion
about applying for a job in a foreign
country. To start, write this phrase
on the board as a model: Where
in the world would you apply
for a job? Monitor to make sure
students are using the vocabulary
correctly.

7. Students look at the vocabulary

[SVHWMRXLIFS\IWERH½PPXLI
sentences in with the correct
words.

recruit
waiting tables 8. Draw students’ attention to the
overworked chart. Have students match the
free time expenses jobs to the qualities. Make sure
insertion paramount students recognise that they are
looking for traits that are NOT
necessarily ideal for each job. If
students have trouble coming up
with ideas, start a class discussion
about how some positive
characteristics are not necessary
for every job and some negative
characteristics are not detrimental
to every job. For instance, a
person who has bad attention
to detail will thrive in more
creative positions, while a neat and
Extra Activity SVKERMWIHTIVWSRQMKLX½RHWYGL
Have students play the role of an angry boss. Have them write a positions overwhelming.
letter reprimanding an employee who is not performing well. This can b Students role-play the dialogue
FI E FEF]WMXXIV SV E QSVI SJ½GMEP TSWMXMSR  )RGSYVEKI XLIQ XS YWI together. Choose volunteers to act
different tenses to describe how the employee was when they started out their dialogue in front of the class.
working and how his or her performance has become worse over
time. Tell them to use the words on the diagram as references, but
EPWSIRGSYVEKIXLIQXSYWIXLIHMGXMSREV]XS½RHQSVIWTIGM½G[SVHW
VIPEXIHXSXLIWTIGM½GTVSFPIQ

143
 Student’s Book pages 104 and 105

Writing
9. Ask students if they have ever
made a CV. What job were they
applying for? Have students discuss
the key components of a good CV
based on the example below.
10. a Ask students to brainstorm
their ideas.
b Ask students to complete the CV
following the structure of activity 9.
c Ask students to read their work
and then make any chages they
think are necessary.
d Tell students to exchange work
with a partner and correct their
partner’s work.
e Invite students to share their
work to the rest of the class.
11. Have students complete their
own CV based on their experience.
If they have no work experience,
have them make a CV for a famous
character or person (see Extra
Activity).

LIVING IN HARMONY
Draw students’ attention to the
importance of being responsible
in order to become independent.
Highlight the importance of being
accountable for our actions, take
care of our duties and answer
for our actions. Then ask them
how they can relate their own
experiences to these concepts.
Elicit some examples if possible. To
close this activity, you could have
students personalise the OFT
by forming groups and making a Wrap Up
poster on the topic ‘how to be
responsible at school’ with a list of Highlight common mistakes
tips for themselves to remember. and correct target language.

144 TEACHER’S BOOK


Wrap Up
Results will allow detecting
weaknesses and strengths
and plan which exercises
in the Worksheets on the
following pages need to be
completed.
For more examples and
explanations go to Grammar
Reference at the back of the
book.
Extra Activity
Have students write a story that is similar
to the one in activity 2. Tell them to pay
attention to the construction of the
story and the words that signify different
changes in tone. Once they are done,
they read their story to a partner, who
must repeat it back. The students who
are listening may take notes on their
TEVXRIVW´ WXSVMIW ERH KIX  GPEVM½GEXMSR
questions before speaking.
Warm Up
These exercises can be done in
pairs or individually, but checking
answers in pairs before whole class
feedback. Have students decide
which they prefer and have them
defend their positions in order
to get them thinking about their
PIEVRMRK TVSGIWW ERH XLI FIRI½XW
of working alone vs. with a partner.
1. Check students understand the
words in the table and have them
write original sentences.
2. Students read the story once.
Encourage them to take notes to
make sure that they do not repeat
the language of the story when the
rewrite it. Have students volunteer
to share their versions of the story
to the class.
3. Review the structure of reported
questions with the class by asking
them to change this sentence
into reported speech: I have class
tomorrow.
Students circle the correct sentence.
4. Students complete the conditional
sentences using words of their
GLSSWMRK ;LIR XLI] EVI ½RMWLIH
ask for volunteers to share their
answers. Make note of phrases for
praise and correction and the end
of the class.
145
 Student’s Book pages 106 and 107

Warm Up
Decide if students need the extra
practice, if so, which they need.
These exercises can be done in
pairs or individually, but always
checking answers in pairs before
whole class feedback.

1. Students complete the sentences

with the words from the table.
Check students understand the
meaning of words and context in
sentences.
2. a Students match the words and
phrases to complete the job word d
f
groups. Do this activity as a class a
so they understand that these are e
b
general phrases and not concrete c
vocabulary words.
b Students write six original
sentences using the phrases.
3. Students circle the correct
reported sentence based on the
prompt. Have them check in pairs
afterward.
4. Students complete the dialogue
using reported speech. Review
as a class afterward and ask
for volunteers to role-play the
dialogue as a class. Answers will
vary. Extra Activity
Using the dialogue in activity 4 as an example, have students create their
own dialogues using the vocabulary words from activity 2. Encourage
them to think outside the box and create a dialogue that is different from
the employer-employee dialogues that they have seen throughout the
unit. When possible, always encourage students to use the vocabulary
from the units in other contexts so that they avoid repeating things from
the unit.

TEACHER’S BOOK
146
 5. Students complete the
sentences with their own ideas.
Ask for a volunteer to complete
sentence a and tell students to be
as creative as they wish.
6. Students read the situations
and offer a piece of advice using
conditional phrases. Introduce
exercise by writing My neighbours
say my music is too loud, on the
board. Have students offer you a
suggestion using the conditional
tense. Write their suggestions on
the board so they can refer to
them while doing the exercises.
7. Students write a paragraph
explaining why they would be
the perfect candidate for a job
offer. Check students have the
vocabulary to write. Elicit one
or two sample sentences on the
board. Suggest using vocabulary
and expressions from the reading
on page 101. Remind them to
start by brainstorming ideas of
what they would like to include
in their paragraph. Reinforce the
use of connectors to join ideas.
Circulate and monitor students’
work.

Wrap Up Extra Activity

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

147
 Student’s Book pages 108 and 109

Lesson Summary
Aim: Revise and recycle contents
from the unit by personalising
context.
Suggested Time
45 minutes
Materials
Dictionary

Warm Up
Ask students: What is the most
important question to ask in a job
interview? As a class, debate which
WMRKPIUYIWXMSRMWXLIQSWXWMKRM½GERX
for choosing an employee.

1. Remind students about the

importance of a job interview and
what makes a candidate perfect for
a job. Refer to lesson 3 and 4.
Students have a look at the advert
and decide which job they prefer.
2. Once they have decided on the
job, they answer the questions
individually and then take turns to
ask and answer with their partner.
Remind them that they can make
up information if they don’t have Wrap Up
it. Read the questions aloud so
3. ,IVI WXYHIRXW GER ½PP Have volunteers role-play their
students can clarify any doubts and
in their questions before dialogues in front of the class. Using
elicit some sample answers. Assign
asking them. Encourage the rubrics, have students assess
practice time before presenting to
students to use follow-up their classmates and vote on various
the class. Go over the rubric on
questions based on what categories. Who had the funniest
page 187 in the Student’s book
their partner says instead interview? Who had the most creative
before presenting.
of sticking to a script they MRXIVZMI[#;LSLEHXLIQSWXHMJ¼GYPX
have pre-written. questions?

TEACHER’S BOOK
148

Wrap Up
Check students’ answers on
the board and elicit correct
answers when applicable.
Try to give positive feedback
to students based on what
they achieved, reinforcing the
importance of lesson and
practice time.
Reading
3. Students read a paragraph about
the most demanding careers
in the next 10 years and write
a sentence describing the skills
needed for each job. Remind
them about the soft and hard skills
text from earlier in the unit.
Lesson Summary
Aim: Assess performance of
students in themes and concepts
revised in the unit.
Suggested Time
45 minutes
Materials
40
Dictionary
Warm Up
You may ask students to complete
this section individually or in pairs.
Listening
1. 40 Students listen to a
conversation and circle the correct
answer. Play the audio twice.
Writing
2. Students write a summary
about what they want to do when
XLI] ½RMWL WGLSSP %WO XLIQ XS
write on a separate sheet of paper.
It’s suggested to assign time to
carry out these types of activities.
Check students have the vocabulary
to write. Elicit one or two sample
sentences on the board. Suggest
students to use vocabulary and
expressions from lessons along the
unit. Remind them as well, to start
with a brainstorming of ideas of
what they would like to include in
their summary. Reinforce the use
of connectors to join ideas.
Circulate and monitor to answer
students’ doubts.
149
 TRANSCRIPTS
Unit 5
Track 35 page: 91 Activities 3 and 4
These days, many high school or university students are getting
part-time jobs during the week.
The reasons why many of them are getting so enthusiastic to
get a job may be due to the following reasons:
• To get something else to do that is useful.
• To make their own money for free time expenses.
• 8SQEOIQSRI]XSLIPT½RERGIEHIKVII
Pros:
• Jobs are opportunities for teenagers to learn work skills
XLI] [MPP RIIH XLVSYKLSYX XLIMV PMZIW WYGL EW LS[ XS ½PP
out an application, how to do well in an interview, how to
work responsibly, and how to get along with co-workers
and superiors.
• .SFW GER FI XEOIR EW STTSVXYRMXMIW XS FYMPH GSR½HIRGI
and independence.
• .SFWEWWMWXWXYHIRXWMRQEREKMRKXLIMV½RERGIWVIWTSRWMFP]
• .SFWEVII\GIPPIRXGLERGIWJSVWXYHIRXWXS½RHXLIIWWIRGI
of their career paths.
Cons:
• Students who work more than 13 to 20 hours a week are
more likely to feel stressed.
• 7XYHIRXW[LS[SVOQE]LEZIQSVIHMJ½GYPX]QEMRXEMRMRK
friendships or doing other extracurricular activities.
• Overworked students may have less time to sleep, exercise,
and spend time with their families.
Track 36 page: 95 Activity 3
Part 1
Interviewer: What do you do?
Emilio: I’m a graphic designer. My job title is User Interface
Graphic Designer.
Interviewer: Where do you work?
Emilio: At a video game company called Behaviour
Interactive.
Interviewer: What do you do at Behaviour?
Emilio: I create game interfaces, like splash screens, menus,
HUD, the tally, etc.The users need to be able to
interact with all the screens.
Interviewer: What interesting projects have you worked on
there?
Emilio: We’ve done lots of work making games for
,SPP][SSH½PQWWYGLEWXLI-GI%KIQSZMIW
and at the moment we’re making a game for
a new Will Smith movie that’s just about to be
released.
Interviewer: That sounds like a lot of fun! Do you get to play
video games?
TEACHER’S BOOK
150
Emilio: Yes, when I want to, but I also have a lot of work
to do.
Interviewer: What language do you speak at work?
Emilio: I speak mostly Spanish, but also English. A lot
of people speak different languages, but we
need English as a common language, especially
concerning computer technology.
Interviewer: Do you use English outside of work?
Emilio: Yes, I like to socialize with my foreign colleagues at work.
Track 37 page: 95 Activity 4
Part 2
Interviewer: What are some of your other interests?
Emilio: Music, especially ska, punk, and hardcore. I also ride my
bike everywhere and play football when I have time.
Interviewer: What do you like most about your job?
Emilio: I like working with the latest technology.
Interviewer: And what do you like the least about it?
Emilio: Working extra hours. We have deadlines and we
RIIHXS[SVOWSXLEXXLIKEQIMW½RMWLIHSRXMQI
Interviewer: What are your favourite video games?
Emilio: II play online games like: Quake Live, Call Of Duty: Ghosts,
and now I play &EXXPI¼IPH
Interviewer: What are your future plans?
Emilio: I would like to do a master’s degree in the United
States. I think it will improve my chances of getting
a better job with a higher salary. It would also be
a great life experience to live in another country
and learn about the culture.
Interviewer: How important do you think it is to be familiar with
computer and Internet technology nowadays?
Emilio: I think today technology is part of everyone’s life and
that’s also why so many people play games just for fun,
too.
Interviewer: What advice would you give a student here in Chile
who is trying to decide what to study and where to
study?
Emilio: I would tell them to look for something they really
enjoy doing, because they will have to do it 8 hours a
HE]IZIV]HE]7SMX´WEHMJ½GYPXHIGMWMSR
Interviewer: Thanks Emilio, that was great!
Emilio: You’re welcome.
Track 38 page: 100 Activities 7 and 8
HOW TO KEEP YOUR JOB
• Try to be on time. This shows they consistently count on you
for work.
• Have a good attitude everyday and you will do a better job.
• Do your best work. Find new ways to challenge yourself through
WQEVXIVJEWXIVERHQSVIIJJIGXMZIERHIJ½GMIRX[SVO
• Cultivate a good relationship with others. Work in teams when
appropriate.
• Always be alert to training possibilities and new assignments.
• Take on new duties or assignments no one wanted if you have time.
• Try to participate in your company celebrations, reunions, seminars
and any other extracurricular activities you are invited to.
• Be neat and organised in all your tasks.
• Appreciate the job you have.
• Dare to innovate and create in the position you have at work.
• If necessary, do what is required even though it’s not on your
list of duties.
• Whenever you are not busy, see if you can help complete
someone else’s tasks in the spirit of team work.
• Do not waste your time gossiping or spreading rumours about
a colleague or your company.
• Show pride in yourself and respect toward others.
• Motivate yourself and learn the ability to work without
supervision.
• Work to have a good and professional relationship with your
supervisor.
Track 39 page: 102 Activities 3 and 4
Man: Okay, Mr. Pérez. First of all, tell me about your last job.
Mr. Pérez: ;IPP-[SVOIHJSV½ZI]IEVWEX7QEVX'SQTYXIVW
Man: Okay. Smart Computers. And what do you know
about computer networks and operating systems
including Windows, Mac OS X, Linux?
Mr. Pérez: ;IPPPIXQIWII-HSR´XORS[XLSWI½PQWFYX-GER
tell you for sure that I did use computers to watch
free movies every night at my last job.
Man: Right. And how about tools and skills for building
web pages? We are looking for someone who is
skilled at HTML and CSS validators, link checkers,
and an understanding of content on the web to
create and manage our site.
Mr. Pérez: Umm . . . uh, web page, web page. Huh . . . I don’t
XLMRO-´ZI[EXGLIHXLEX½PQSVMWMXEFSSO©ERH-´Q
afraid I’ve never used thowse HTML things.
Man: Huh?! And what about Adobe?
Mr. Pérez: Well . . . I think I’ve tried Adobe at a foreign friend’s
home or one time but I didn’t like it very much! It
tasted weird, if that’s what you mean.
Man: Okay, Mr. Pérez, I believe I don’t have any more
questions for you.Your information has been very clear!
Mr. Pérez: 3L ERH-HSR´XSRP][EXGL½PQW-EPWSTPE]GSQTYXIV
games.
Man: Right, right.Thanks Mr. Pérez. Please don’t call us, we will
call you.
Track 40 page: 109 My Progress Unit 5 Activity 1
Sally: Hello Paul, are you here to see the career counsellor too?
Paul: I am. I’m surprised to see you, though. Your mother told
my mother that you were going to study Aeronautic
Engineering at university next year.
Sally: That’s my mother’s plan! I want to take a gap year and
travel to Italy and Spain.
Paul: Goodness! I’m planning to become an apprentice. It’s the
best of both worlds. You get paid and learn at the same
time. I’ve already spoken to a local electrician. He works
with a team of apprentices. I start in July.
Sally: Sounds good! You can learn a lot, and you’ll always have work!
Paul: How are you planning to convince your mother about
your gap year idea? She’ll go mad.
Sally: Well, my next argument is that twenty per cent of the
TISTPI[LS½RMWLEHIKVIIGSYVWIRIZIV[SVOMRXLEX½IPH
in their life. I think many young people and their parents
are too structured.They think you have to go automatically
from primary education, to secondary education to
university, and then to work. Other cultures don’t think the
same way. I can go to university at any point in my life – not
that I will ever want to be an engineer!
Paul: 9Q-´QGSRZMRGIHFYXORS[MRK]SYVQSXLIV©
Sally: Then I’ll remind her of my cousin Alfred. He studied for
nine years and after he left university he opened an
Internet café!
Track 41 Extra Test Unit 5 An English Course
Ian: Blarney Language Centre, Cork. Ian speaking.
Yvonne: Good morning. My name is Yvonne and I’m from Chile
and I want to take an English course this summer.
Ian: Good! Now, how can I help you?
Yvonne: Well, I need some advice about what course to take.
Ian: All our courses are for small groups of adult students.
We offer good-quality classes, great teachers and a
social programme with interesting cultural activities.
Yvonne: I’d like to have some classes and some fun, too.
Ian: Then I’d recommend our three-week General
English course.
Yvonne: OK.
Ian: Classes are held in the mornings from Monday to
Friday and run from 8.30 until 2.15. Usually you
have two teachers.
Yvonne: What are the teachers like?
Ian: Most of our teachers have been with us for a
JI[]IEVW8LI]EVIEPPJYPP]UYEPM½IHERHZIV]
experienced.
Yvonne: What activities can students do?
Ian: The activity programme starts with a tour of the city
so you can meet the other students and see around.
Yvonne: That’s good! How much is it?
Ian: For the three-week course I’ve described, including
classes, activities and accommodation, the price is €1,000.
Yvonne: And where do I go when I arrive at the airport?
Ian: You don’t need to worry about that because we
collect all our students at the airport.
Yvonne: 8LEX´W[SRHIVJYP-´PP½PPMRXLIVIKMWXVEXMSRJSVQXSHE]
Thanks for your help.
Ian: No, thank you!
151
PHOTOCOPIABLE
tra Tes
x

t
E
5
UNIT

Listening
1 Listen to Yvonne, who is from Chile speaking to Ian in Ireland. Yvonne wants to study English in Cork, a city in
Ireland. You will hear the conversation twice.
Take notes on what Ian says about the following things:
a the classes
b the teachers
c the activities
d price
e arriving in Cork

points /7.5
Reading
2 Read this article about a very lazy man and hard-working wife. Then answer the questions below.

A recent United Nations report states that South African men work on average just four-and-a-half hours a
day. However, they are workaholics in comparison to Jon Ecclestone from England.
The man, who has been married for twenty-two years, makes his wife and two children do everything around
the home. He hardly ever does anything to help.
His wife, Margaret, takes a cooked breakfast to him in bed every morning before he leaves for his job as a
mechanic. “Then, it’s a rush to get all his washing and ironing done before starting on the chores around the
home. I do all the DIY jobs, like painting the garden fence and fixing the taps in the kitchen and bathroom.
And that’s as well as all the vacuuming and dusting. I also work outside the home of course” she says.
Jon hopes his dinner will be on a tray waiting for him when he gets home so that he can take it upstairs to
eat on the bed while watching TV. He never buys his family birthday or Christmas presents. Instead he gives
them a ten-pound note each from his wallet, if he remembers! ‘I haven’t bought myself any clothes since we’ve
been married,’ he says. ‘My wife buys me everything. I don’t even know my size.’ Jon is so lazy that instead of
walking the dog, he holds the leash out of the car window as his son drives the car slowly round the block.

a Have Jon and his wife been together for over two decades?
b What does Jon do for a living?
c What does Margaret do at home?
d Who does Jon have his meals with?
e How does Jon walk the dog? points /5

Writing
3 Would you study English in a place like the language centre described above? Write approximately 120 words on
XLIEHZERXEKIWERHHMWEHZERXEKIW1IRXMSRXLIFIRI½XWJSV]SYV':
points /7.5

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 11-15 16-20

TEACHER’S BOOK
152
 tra Tes
x

t
E
5
UNIT
Warm Up
Ask students: Would you ever take a private English class? Would you like to travel to an English speaking country?
Which one? Why? Have a discussion about how travel can help people improve their English skills.

Listening
1. 41,EZIWXYHIRXWPMWXIRXSXLIGSRZIVWEXMSRERHXEOIRSXIWSRWTIGM½GTSMRXW[LMPIXLI]PMWXIR)RGSYVEKI
XLIQXSPMWXIRQSVIGEWYEPP]XLI½VWXXMQIXLIEYHMSMWTPE]IHXSWIIMJXLI]GERJSPPS[XLI¾S[SJXLI
conversation.

Reading
2. Students read the article about a couple. Set a time limit for them to read (10 minutes)
Answer: False Solutions

Writing
3. Students write about the pros and cons of studying in a language centre like the one described in the listening.

Wrap Up
Have students swap their tests with the person in front of them. Go over the answers as a class
and clear up any doubts the students might have. Play the audio again if students have doubts about its
GSRXIRXW4SPPXLIGPEWWXSWII[LEXXLIQSWXHMJ½GYPXTEVXSJXLIXIWX[EW%WEKVSYTHIGMHISRWXVEXIKMIWXLEX
students can use to improve in that particular area. Collect the tests to correct the writing section.

Background Information Common Mistakes

In Chile, more and more women are entering the
workforce and helping to provide for their families.
In the article, the woman states that she “also works
outside the home, of course.” This is an increasingly
relevant problem to discuss in a classroom, as a many
Chilean women are faced with both a job and an
entire house to run. Many men have risen to the
occasion and divide the work equally, but it is still very
common for men to assume that they do not have to
help out in the house merely because of their gender.
If there is extra time, talk with students about a way
to change this pattern.
Some common note taking mistakes are
Poor labelling: Students tend to write everything
they hear without thinking about how they will
½RHMRJSVQEXMSRPEXIV
No numbering or emphasis: A key element of
note taking is putting emphasis on the main ideas.
When students write every word and do not
organize their notes in a clear way, they are not
as helpful and can end up confusing the student
more.

153
PHOTOCOPIABLE

5
UNIT Reinforcement Activities
1 a Add 3 adjectives to the box. 2 should be negative.

'EVIJYPMRXIVIWXMRKGPIZIVGSSPGSR½HIRXTIWWMQMWXMGTSPMXIUYMIX

b Think of a person you admire and use three of these words to describe the person
c Choose 5 words to describe yourself. Use a dictionary if necessary.

2 Choose a word from each circle. In three minutes write as many phrases as possible. eg., earn a salary

½PPSYX¯VIGVYMX a CV - a photo
earn - do - take a salary - your father
VERBS NOUNS
get – ask for a reference - an exam
look like - write a form – a job employees

3 a Look at the table. Which adjectives apply to the people who are good at the job? Share with your partner

Jobs Adjectives
Actors 'SR¼HIRX
Artists Decisive
Doctors Motivated
Nurses Creative
Waiters Organized
Farmers Strong
Pilots Honest
Miners Flexible
Lawyers Hard-working
Carpenters Responsible
Bricklayers Capable
4SPMGISJ¼GIVW Inspirational
Journalists Patient
Undertakers
Receptionists

b'LSSWI½ZIERH[VMXIEFSYXXLIWOMPPWXLITISTPIRIIHXSHSEKSSHNSF
e.g., Pilots need to be very responsible and well organized to follow all the safety procedures.

TEACHER’S BOOK
154
 5
UNIT Reinforcement Activities
Warm Up
Draw students attention to the list of jobs in activity 3 and place them into groups. Have them pick jobs for
the other people in their group and describe why they chose them.

1. a Students add 3 words to the box, 2 of which must be negative. Answers will vary.
b Students use three of the words to describe a person that they admire. Remind them that the negative
words can also apply to someone admirable; no one is perfect.
c Students use either the words from the activity or other words from the dictionary to describe themselves.
This can be in paragraph form or in 5 separate sentences.

2. Time students for three minutes while they match 2 phrases from each circle and write as many different
sentences as possible. Ask students to share their best sentences.
Answers:½PPSYXEJSVQ¯VIGVYMXIQTPS]IIW¯IEVREWEPEV]HSERI\EQ¯XEOITLSXSWKIXENSF¯EWO
for a reference - look like my father – write a CV

Wrap Up
Have students share some of their answers to activity 3 and start a discussion about skills and jobs. Ask
students: These are all positive qualities, but what about the negative qualities people have? Is there a way to adapt
]SYV½E[WXS]SYVNSF#;LEXEVIWSQII\EQTPIW#)PMGMXMHIEWEFSYXLS[XSQEOI]SYV¾E[W[SVOJSV]SYMR
every aspect of life. What strategies can the students offer you?

Background Information Common Mistakes

Learning, for visual-spatial learners,
takes place all at once, with large chunks of
information grasped in intuitive leaps, rather
than in the gradual collection of isolated facts,
habits gained through practice.
In these exercises, the information is presented
MREZMWYEP[E]XSFIRI½XRSXSRP]XLIWXYHIRXW
who can memorize facts, but also those who
need to see the content as a whole before
breaking it down into sections. Pay attention
to the students who gravitate more to this
material so you can be aware of the different
learning patterns of each student.
Language students tend to literally translate phrases
they do not know how to say in their foreign
language. In Spanish, this happens all the time with
phrases such as, practice sport and make a party.
Make sure students are using the correct word
groups to talk about jobs.
Pay attention to:
Earn, make – in Spanish, people win their salary or
living.
Take – in Spanish, people give an academic test.
Look like- in Spanish, people appear like their parents.

155
Student’s Book pages 110 and 111

UNIT 6
Spending Time Together

Getting Started
Students work in small groups.
Give them a topic connected to
each lesson in this unit, e.g. Going
Out with Friends, Free Time, Travel,
Sports. Start by giving one topic,
e.g. Make a list of the 10 most
popular sports in Chile. Each group
QEOIWEPMWXERHXLI½VWXXS½RMWL
gets a point. Give additional points
to any group with creative and
original ideas. Continue with other
topics, for example:
• 10 things to do when you go
out with friends.
• 10 things you shouldn’t do on a
date.
• 10 things to do in (name of city/
town)
• 10 things to do on a rainy day.
• 10 most popular tourist
destinations in Chile.
• 10 extreme sports.
• 10 places to eat in the city
where you live in.

Background Information
Find things to do in Chile the easy way, by booking Chile tours and
Read the Living in Harmony section,
activities through Expedia. Whether you’re traveling with friends,
keeping in mind that this is an OFT. Draw
family or that special someone, Chile has something for you.You can
students’ attention to understanding
count on Expedia to have great rates on trips to tourist attractions
relationships with friends and family
MR'LMPI¯[LIVI]SYGERI\TIVMIRGIXLIGYPXYVISV½RHXLIFIWX
while respecting other cultures. Then,
local things to do.
ask them how they can relate their own
http://thingstodo.expedia.ca/chile-activities/
experiences to these concepts.

TEACHER’S BOOK
156

4. Have students discuss possible
answers to the questions in groups
and then share ideas with the class.
Answers will vary.
4SWX6IEHMRK
3. After reading, students make
a list of recommendations. Pre-
teach the use of “should” by
eliciting from students and get
them to work in pairs or small
groups. Answers will vary.
Lesson Summary
Aim: Give advice and
recommendations in English.
Suggested Time
90 minutes
Vocabulary
Dating, relationships, love
Communicative Aims
Integrate oral and written
expressions when giving advice
Materials
42-43
Dictionary
Warm Up
Pre-teach the following words:
• ask someone out: ask someone
to go and do something together.
• a blind date: a romantic meeting
between two people who have
never met before.
• go on a date: to go somewhere
with someone you are
romantically interested in.
• PSZIEX½VWXWMKLXwhen you feel
romantic attraction to someone
]SYWIIJSVXLI½VWXXMQI
Pre-Reading
1. Students get together in pairs,
read and discuss the questions and
write down their ideas. Circulate
and monitor.
;LMPI6IEHMRK
2. Students read the subheading
and then discuss the questions
with a partner. Clarify any
important vocabulary they might
not know.
157
 Student’s Book pages 112 and 113

Writing
5. Read and explain the topic of
the article to students and have
them brainstorm their ideas on
paper before writing.

Pronunciation
6. Elicit examples of contractions
in English, e.g., it’s, he’ll, isn’t, etc.
Students rewrite the sentences
using contractions.
Answers: a I don’t like people who
are egocentric. b I wouldn’t go
out on a blind date. c I have a few
friends and they’re like family to
me. d I can’t see the point in speed
dating. e It doesn’t bother me if my
friends call me all the time. marks

7. Wait for students to work

together and correct each other. friendship

Then have whole class feedback shy

JSVGPEVM½GEXMSR
headaches

Pre-Listening any help

8. Students work in pairs ask relax

them to read the question and
order the problems according
their opinion, ask them to share
their preferences with the rest of
the class.

;LMPI0MWXIRMRK
STEP IT UP
9. 42 Students listen to the
track and write down the answers. Use this section for extra practice
Answers: a She’s too shy to ask her or for fast learners. Students think of
friend out. b He’s stressed because examples of cognate words, as well as
he started going to a new school. false cognates.
c She wants to help her brother Post Listening False cognates:
but he always gets angry. actual: real, fact
10. 42 Have students read the 11. Have students get la asistencia: attendance
WIRXIRGIW½VWXERHGSQTPIXI4PE] together in pairs and discuss la red: network, net
the track again so that students can the advice they would give. sensible: sensitive
check.
TEACHER’S BOOK
158

4SWX6IEHMRK
16. Students match the
HI½RMXMSRW[MXLXLI[SVHWERH
phrases. Then they check with
their partner to see if they have
the same answers.
d Answers will vary.
c
a
b
;LMPI6IEHMRK
14. Students read the poem and
decide on a title in pairs. Ask for
volunteers to share their titles and
to write them on the board. Decide
as a class which is the best title.
15. Have students discuss the
questions in pairs. Answers will vary.
SPEAK OUT!
Draw students’ attention to these
alternatives for giving advice. As a
class, discuss one of the problems
from the listening activity on
page 112 and offer advice. Elicit
examples using the prompts.
8IEGLIVWhich expression sounds
more familiar to you? In which cases
would you use it?
SPEAKING
12. Students work in pairs
and think of problems they or
someone else may have and ask
their partner what advice they
would give. Monitor to check
they use “should” and other
structures to give advice from the
SPEAK OUT box. Make notes of
utterances for delayed correction.
CHECK THIS OUT!
Students read the information in
the box. Discuss with the class
what is acceptable in Chile.
4VI6IEHMRK
13. Write the expression ‘fall head
over heels’ on the board, then ask
students to look at the picture
of the couple and relate it to the
expression.
159
Student’s Book pages 114 and 115

Background Information
The Cure is an English rock band
XLEX½VWXVIPIEWIHQYWMGMRXLIPEXI
1970s. The band plays gothic pop-
rock music. The Cure played at the
National Stadium in Santiago on the
14th of April 2013.

Pre Listening
17. Have students read the questions
and elicit what they know about the
mind
Cure. Before listening, students can
try to predict which words go in the unkind
gaps.

hiding

;LMPI0MWXIRMRK
stay
18. 43 Students listen to the plead
track and check their answers.

granted

Post Listening
19. 43 Students listen again and
discuss the message of the song.
Clarify any unknown vocabulary.

Extra Activity
Have students get together in
groups of three and write a new
verse for the song using the
words from the box. Students Wrap Up
present their verses to the class Students write down one question related to the topic of the lesson or about
and together with their classmates a point which was not clear. Students ask and answer in pairs. Give them
XLI]HIGMHI[LMGLSRI½XWFIWX three minutes to discuss the questions and then have them change partners.
for the song.

TEACHER’S BOOK
160
 Lesson Summary
Aim: Develop the ability to speak
¾YIRXP]EFSYXJVIIXMQIEGXMZMXMIW
Suggested Time
90 minutes
Vocabulary
Free time activities
Communicative Aims
Apply cohesion and coherence
in production according to its
communicational purpose.
Materials
44

Dictionary

Warm Up
Tell students to work in small
groups. Give them 2 minutes to
make a list of free time activities. The
team with the most items on their
list wins.

4VI6IEHMRK
1. Have students get together in
groups of three and discuss the
questions. Monitor students around
the class and encourage weaker
4SWX6IEHMRK students to speak within the groups.
3. 7XYHIRXWPSSOFEGOMRXLIXI\XWXS½RHXLI[SVHW
Answers:
a actor, director, and extra;
b trilogy; cGSQIHMIWERHEGXMSR½PQWd takes place; e well-known; f crowd; ;LMPI6IEHMRK
g best-seller
4. Students complete the puzzle and then check in pairs. 2. Clarify any unknown vocabulary.
Answers: Students read the extracts and
a director b trilogy c actor d best-seller decide which one they agree with.

161
Student’s Book pages 116 and 117

Pre-Listening
5. Students look at the photos
and predict the topics of the two
dialogues.

;LMPI0MWXIRMRK
6. 44 Have students listen to

the dialogues and take notes in

the chart.
Answers:
Annie: listening to music often, on
the bus, at home, doing exercise;
Mario: WOEXIFSEVHMRKERHWYV½RK
in the evenings, once a week,
park, beach; 6YXLphotography,
whenever but mainly weekends.
7. 44 Students should try to

answer the questions in their own

words before listening again.
Possible Answers:
a They worry about her safety at
concerts and going to concerts.
b The Great Band concert.
c It depends on the weather.
d Buildings in city centres,
especially in winter.
e Yes

Post Listening
8. a Students get together in
groups of four and complete the
chart with the classmates’ answers.
b Have them create their own bar
chart and then share the results
with the rest of the class.
8IEGLIVWhy do you think this
hobby is the most popular? Did you
get useful information from your
partners?
Speaking
9. Students present their results to
the class. Find out with students what
is the most popular free time activity
among the class and ask.
8IEGLIVWhy do you think this activity
is so popular among the class? Would
you say that this activity is carried out
by the majority of teens at your age?
Why? Discuss with the class.
Extra Activity
Pictionary: Students can play
in small groups. One person
in the group thinks of a free
time activity and draws it as the
others in the group try to guess
the activity.

TEACHER’S BOOK
162
 Writing
10. Students look at the pictures
and predict what they think the
blog is about. Elicit answers. Then,
have them read the text and check
their answers. Clarify any unknown
vocabulary.

STEP IT UP!
Elicit ideas from students about how
to create a blog. Refer them to the
box and have them create a sketch
of what they would like a blog to
look like. Remind students that these
sketches are called wireframes, and
that they are an essential step in
web design.You could bring some
pictures of wireframes so students
can get inspiration.

11. Have a class discussion about

using blogs. Ask them if they
regularly read any blogs or if they
have their own blog. Have students
suggest topics you could include
in the class blog and later create it
online on http://www.blogger.com/
or http://edublogs.org/ following the
Wrap Up
steps presented. This can become
Remind students that they should be careful with the difference in meaning a regular feature of your lessons if
of words that sound similar in English and in Spanish (false cognates). Ask you create a class blog and you can
for examples. have students post interesting pieces
Ask students to create a ‘cheat sheet’ summarizing the main points of the every week. Make sure you check
lesson. Encourage them to use diagrams and word maps to organize the the content and language of their
information. posts before uploading them.

163
Student’s Book pages 118 and 119

Lesson Summary
Aims: Develop reading
comprehension skills
Suggested Time
90 minutes
Vocabulary
Travel and culture
Communicative Aims
Sequence sentences in a logical way
Materials
45

Dictionary

Warm Up
Form groups of 10 students to sit
in circles with 9 chairs. The person
without a chair says a sentence
using ‘If you have…’. For example, If
you have been to the beach, change
chairs. The person without a chair
EPWS½RHWEGLEMVERHWMXWHS[R
The person left without a chair
continues with a new sentence.

Background Information
Cultural differences around the
world:
• Shaking the head in a horizontal 4VI6IEHMRK ;LMPI6IEHMRK
direction in most countries
means ‘no’, while in India it 1. Students answer 3. Elicit what students know about how some
means ‘yes’. the questions cultures may do things differently from Chileans.
• Laughing is connoted in most individually. Students read the text and check their answers
countries with happiness - 2. Students calculate for activity 3. Clarify any unknown vocabulary.
in Japan it is often a sign of their score and share Answers:
confusion, insecureness and with their partner. a before 10pm.
embarrassment. Encourage them b can pressure guests to eat and drink.
Source: http://www.cicb.net/en/home/ to ask follow up c bad manners in Dutch and Russian homes.
examples questions. d the unlucky number.
e blood and anger connotations.
TEACHER’S BOOK
164
 4. Remind students how to scan
for details in a text. When you
discuss the answers ask them to
provide evidence for their answers.

Answers:
a Because cross cultural mistakes
can lead to misunderstandings;
b an odd number; c OK in the
USA, zero in France, money in
Japan; d Arabic cultures; e when in
Rome, do as the Romans do.

4SWX6IEHMRK
in fact however 5. Students get together in pairs
likewise although
and but and discuss the differences. Monitor
also around the class and encourage
weaker students to express their
opinions orally.

Writing
6. Ask students to scan the text
quickly and identify all the linking
words. Then students place the
connectors in the chart under the
appropriate category.
7. Have students brainstorm ideas
in groups of 3 and then write their
paragraphs. This could be set as
Background Information
homework.
Cultural differences between Americans and Europeans:
• Europeans are more likely to be found eating as a family around the
dinner table than many Americans who prefer the convenience of Extra Activity
eating in front of the television.
• Grocery delivery is very common in England, while it is still only Students get in groups of 5 and
seen occasionally in the US. think of a situation that involves
• In the U.S. the four major sports are Baseball, American Football, a cultural misunderstanding. Ask
Basketball, and Hockey, whereas in England they are Football, them to prepare a role-play and
Cricket, Rugby, and Tennis. then present it to the class.

165
Student’s Book pages 120 and 121

Vocabulary
8. Have students read all the words
from the box and ask the class to
explain the concepts using their
own words. Then students must
complete the exercise. Check the
answers with the class.

Speaking
9. As a class, elicit ideas to develop
the role-play activity using basic
questions, e.g., Why are you going
to Peru?, What are you going to
do there?, etc. Have them write
XLIHMEPSKYIW½VWXWSXLEX]SY
can monitor and help them
with vocabulary or structures.
One way to role-play telephone
conversations is to have students
sit back to back, which helps
develop communication without
gestures, lip reading, or visual aids.

Practice
10. Ask students to indicate the
function of each connector without
looking at the previous page. Then
have students read and choose
the most adequate connector. Ask
Extra Activity
them to justify their answer and
check the results on the board. Based on the vocabulary from exercise 8, ask students to write a
8IEGLIVWhy should we use letter to a friend who has never travelled by plane before. They should
‘however’ and not ‘so’ in this case? indicate step by step what the person has to do from the moment they
Which one sound better to you? arrive to the airport until they get into the plane.

TEACHER’S BOOK
166

Wrap Up
Students write down a short TV
spot including the main points
of the lesson in groups. Ask for
volunteers to present their spot
to the rest of the class.
Extra Activity
Refer students back to the
problems discussed at the
beginning of the lesson.
Elicit different problems that
happen on holidays. Students
choose which problems to
write about. Monitor and help
students as they write their
recommendations.
Pre-Listening
11. Have students look at the
pictures and discuss them. Ask
students if they ever had any
problems when they were on
holiday. You can also tell a story
about an experience you have
had. Ask students to describe
the problem and if they found a
solution to it.
;LMPI0MWXIRMRK
12. 45 Have students scan
the paragraphs and put them in
the correct order. Then listen and
check the answers.
Answers: 1 d; 2 c; 3 e; 4 a; 5 b
Post Listening
13. Have students go back to the
text and use evidence to explain
their answers.
Answers: a It was a mix of good
and bad things. b They began to
worry about the weather forecast.
c Go home before the storm
arrived. d8LI]¾I[LSQIHE]W
early. e The storm had avoided the
island and the people they had met
were unharmed.
14. Students get together in pairs
ERHGVIEXIEXSYVMWXPIE¾IX=SY
can encourage them to write
about the city where they live in
or a touristic destination that they
would like to visit in the future.
Ask for volunteers to present their
brochures to the rest of the class.
167
Student’s Book pages 122 and 123

Lesson Summary
Aims: Develop listening
comprehension skills
Suggested Time
90 minutes
Vocabulary
Sport
Communicative Aims
Locate evidence that allows to ask for swimming
cycling
more information skateboarding

Materials
WYV½RK jogging
volleyball basketball
46-47

Dictionary
football hockey
gymnastics yoga

Warm Up
Give groups one minute to make
a list of sports. Then ask them to
make sub-lists of sports that are
popular, boring, dangerous, etc.

Pre-Listening play
go

1. Students work in pairs answering do

the questions about their personal
experience.

;LMPI0MWXIRMRK
2. 46 Before listening, have
students skim the options. Clarify
any unknown vocabulary. As you
play the CD, pause it occasionally
and ask students to predict what
the speaker will say next.
Vocabulary
4. Ask students to name different sports and write them on the board
Post Listening in three columns (go, play, do). Do not tell the students why there are
3. Ask students to write down the different columns. Ask students if they can see any pattern with the sports
key elements of Alex’s story and in each column. Then, draw their attention to the diagram.
elaborate a short summary. Then 5. a Students complete the rules for using do, go and play.
have students get together in pairs b Students write a paragraph considering their own experiences and
and tell the story to each other. giving their opinion.

TEACHER’S BOOK
168

eight
ghost cough
laugh thought
weigh
a b
f e
c d
Background Information
Serena Williams is a tennis
superstar, from the United States
who has been ranked World
No.1 in singles six times in her
career. She has won 17 Grand
Slam titles. Her older sister Venus
is also a highly ranked professional
tennis player. They have competed
together in doubles as well as
against each other in singles.
Speaking
8. Draw students’ attention to
the pictures. Ask if they know
who the people on the pictures
are and to tell what they know
about them.
Students interview each other in
pairs or groups. This activity can
be extended into a presentation
or a written assignment.
Pronunciation
6. 47 Before students listen; say
the example words to demonstrate
the sound. Draw students’ attention
to how the target sound is made,
especially the /f/. Then, drill the
words so that students can hear
and notice the differences. After
listening, elicit the words and write
them on the board so that students
can correct their spelling and notice
the various sounds of words with
-gh, e.g. ghetto, tough, tight.
LANGUAGE IN USE
0SGEXIIZMHIRGIXLEXEPPS[WXS
ask for more information
(Question tags)
Write the following sentences on
the board: You did your homework,
didn’t you? You didn’t do your
homework, did you? Use one of these
question tags in a conversation with
one of the students. For further
explanation check the Grammar
6IJIVIRGI at the back of the book.
8IEGLIVDid I ask the question
because I didn’t know the answer? Or
was I checking information that I was
quite certain about? Highlight the
form on the board.
Practice
7. Students match the statement
with the appropriate question tag.
&6-8-7,%1)6-'%2
Draw students’ attention to the
different words and spelling.
169
Student’s Book pages 124 and 125

4VI6IEHMRK
9. Students read the questions
from the survey and then interview
5 classmates. After they have the
results, they compare them with
their partner.

;LMPI6IEHMRK
10. Students read the two texts
and guess the sports. Elicit the
evidence from the class.
Answers: a rugby; b bowling
11. Students skim the text and
highlight the key words or phrases
in each paragraph. Write down
the main ideas on the board.

4SWX6IEHMRK
12. Students work in pairs
describing the sports. Compare
the different descriptions from
the whole class.
Answers:
a sand boarding; b zorbing; c
bungee jumping; d coasteeering

Writing
13. In pairs students decide which
sport to describe. As students
write, check the accuracy of their
work. This activity can be extended
by posting the descriptions on the
walls around the room and having
students guess the sports.
It is also important to highlight the
writing steps:
a Tell your students to read carefully
and write their ideas in their
notebooks.
b Ask students to write the
description following the structure
given.
c Ask students to read their work and then Wrap Up
make any changes they think are necessary. Prepare questions
d Tell students to exchange work with a related to the lesson
partner and correct their partner’s work. and divide the class in
e Invite students to share their works with two groups. Read the
the class. questions and wait for
answers. The group
STEP IT UP! that answers more
Students can look YTSRXLI-RXIVRIXXS½RH questions correctly
what extreme sports are popular in Chile wins.
and prepare an oral presentation in groups.

TEACHER’S BOOK
170
 Warm Up
Organise students into teams.
&VMI¾]VIQMRHXLIQLS[XS
complete question tags. Have a
prepared set of sentences with
missing tags. Say the sentence and
give students 30 seconds to write
a question tag on the board. The
team with the most points at the
end of the game is the winner.
go
do
play
go
do
1. Students write a list of three
was it
have done items for each point. Have them
wouldn’t you
didn’t they
compare with a partner. Extend
isn’t he? the activity by comparing answers
have they as a class and clarifying any doubts.
a fall in love, broken heart, go out
with; b check in, get your boarding
pass, wait in the departure
passport lounge; c skateboarding, canoeing,
swimming; d but, however,
arrive
although.
check in counter 2. 7XYHIRXW½PPMRXLIFPEROW[MXL
the correct form of the verb.
departure lounge
3. Students scrumble the words
in the box and then complete the
sentences with the correct word.
4. Students respond to the
negative questions with an answer
Wrap Up according to the symbol. Extend
Use the review to assess 6.-³ZIWIIRXLEX¼PQWe use present perfect the activity by having students
the students’ strengths to talk about life experiences. I saw that practice the mini dialogues in
and weaknesses and ¼PQPEWX[IIOWe use past simple to talk pairs, noting the importance of
plan which exercises about events that happened in the past at intonation.
to emphasize in the HI½RMXIXMQIWb They’ve been going out for 5. 7XYHIRXW½RMWLXLIWIRXIRGIW
;SVOWLIIXW. For two years. This action started in the past and with a question tag. Mention to
more examples and will perhaps continue into the future. They students that question tags are
explanations go to the went out for two years. They are not together more common in British English
+VEQQEV6IJIVIRGIon anymore. c He’s been to the stadium. He went and not very much used in
page 180 in the Student’s to the stadium and has already returned. He’s American English.
Book. gone to the stadium. He’s still at the stadium.

171
Student’s Book pages 126 and 127

Warm Up
Decide if students need the extra
practice, and if so, which exercises
they should do. These exercises
can be done in pairs or individually.
Students can check their answers
in pairs before looking them up in ask out
blind datez
the answer key.
PSZIEX½VWXWMKLX

go out with

17XYHIRXW½PPMRXLIKETW[MXLXLI
relationship expressions. Have them
refer back to Lesson 1 if they
need help.
2. 7XYHIRXW½PPMRXLIFPEROW[MXLE
form of should, and then have them
check their answers in pairs. Extend
the activity by asking them to role-
play the problems and to continue
the dialogue in their own way.
3. Students complete the questions
and then respond according to the
prompt. Responses to the questions
may vary.
a Didn’t you hear what she said? (+)
Yes I did. b Haven’t we met before?
(-) No we haven’t. c Wasn’t that a
beautiful goal? (+) Yes, it was.
d Don’t we have football practice
tomorrow? (-) No, we don’t.
e Aren’t you going to Valparaiso this Extra Activity Extra Activity
weekend? (+) Yes, I am. Students work in pairs creating Group work. Each group writes
4. This activity could be done in a dialogue between two 5 sentences related to the
groups. Take 5 slips of paper for each teenagers using at least three unit. Monitor and correct. Then
group. Write the different problems negative questions. They can students transform them into
on the papers. Put them face down choose the topic from any ‘jumbled sentences’, which they
in the centre of the group. Ask of the lessons of this unit. hand over to another group that
them to take turns reading out Go around monitoring and will have to write the original
their problem while the rest of correcting. The winners will be sentences out. Winners are the
the students offer suggestions or XLI½VWXXS½RMWLERHVSPITPE] ½VWXXSGSQTPIXIXLIXEWOERH
recommendations. their dialogue. Set time limit. whose sentences are correct.

TEACHER’S BOOK
172

check in
carry-on bag
boarding pass
gate
departure lounge
board
Wrap Up
Have students get in
pairs and check their
answers. Discuss as a
class and write down
the common mistakes
for recycling and
extra practice during
the next units.
passport
luggage
Extra Activity
Make a worksheet for the song ‘I still haven’t
found what I’m looking for’ by U2.
Ask for and write the past participle for the
JSPPS[MRKZIVFWGPMQFWGEPIJIIPVYR½RH
speak, crawl, kiss, hold.
Then, students listen and complete the lyrics.
Afterwards, talk about the meaning
considering the verb tenses involved.
5. Students complete the sentences
with the past simple or present
perfect simple. If students have
HMJ½GYPX]HVE[XLIMVEXXIRXMSRXSXMQI
indicators and the tenses they usually
go with.
6. Students complete the text with
words from the box.
7. Students complete the sentence
with the correct connector.
8. Students create an interrogative
sentence using question tags.
Answers
a Fred looks sick, doesn’t he?
b It is very hot, isn’t it?
c Mario is from Concepción, isn’t he?
d You don’t want to go shopping,
do you?
e Pablo is on holiday, isn’t he?
Common Mistakes
Past Simple vs. Present perfect
I visited Paris in 2004.I went to
Paris a few years ago.
Note that the moment in time is
WTIGM½G°MREJI[]IEVWEKS
I’ve been to Paris.I’ve visited Paris.
In this case, the moment of my
ZMWMXMWRSXWTIGM½G-EQWTIEOMRK
about an experience that I have
had in my life up to this moment
in time.
173
Student’s Book pages 128 and 129

Lesson Summary
Aims: Revise and recycle contents
from the unit by personalising
context.
Suggested Time
45 minutes
Materials
Pictures of charity activities
Dictionary

Warm Up
Introduce the subject by
brainstorming different kinds of
holiday plans that students know
about. Mention examples of Un
Techo para Chile, reconstruction
after the earthquake, etc. Share
ideas with the whole class.

1. In pairs students read the ads

and match them with the pictures.
Share results and ask them to
imagine a full day in each of the
projects. Write ideas on the board.
2. Divide students in groups of 4
to work on their project. Ask them
to choose from the following
possibilities: Wrap Up
3. %WOIEGLKVSYTXSHI½RIXLI
4. To do their plan, they Students present their projects to the
PSGEXMSRERHXLIR½RHSYXEFSYX
must add what they’ll do rest of the class in not more than 5
geographical characteristics, the
in their free time as well minutes. The most interesting can be
climate, the people who live there,
as preparations for the voted according criteria you need to
their culture, etc. This can be set
trip. They can add a few HI½RI[MXLXLIWXYHIRXWTVIZMSYWP]-J
as homework. Each member of
basic rules for their stay: you have a small group of students who
XLIKVSYTWLSYPH½RHWTIGM½G
responsibilities of each enjoy working on the computer, they
information.
member, how to respect could edit a magazine including all the
each other, etc. projects on a blog.

TEACHER’S BOOK
174
 Lesson Summary
Aims: Assess performance of
students in themes and concepts
revised in the unit.
Suggested Time
45 minutes
Materials
48
4
2 Dictionary
5

1
Warm Up
3
Review reading and listening
comprehension strategies with the
class before doing the test. Quickly
go through the test exercises to
make sure students understand
what is expected of them and
how to complete the activities.

Answers:
1 a Students read and answer
questions. Answers: a It’s on the
Welsh coast between Great Orme,
Little Orme and the sea. b The local
people speak two languages: English
and Welsh, which is nothing like
English. c Lewis Carroll spent some
time there and it’s where he met his
wife, Alice. d Visitors can spend time
on the beach sunbathing, swimming
SVWYV½RK,MOMRKYTERHWOMMRK
down the Great Orme (on the dry
ski slope) is another possibility.
e Because Llandudno has something
for everyone.
Wrap Up
2. 48 Read the sentences

Correcting mistakes. This can be done through self-correction, peer together with the students and then
correction or corrected by the teacher. Exercise 3 needs to be checked play the track twice.
by the teacher to give feedback. For +IRIVEP;VMXMRK6YFVMGW, go to 3. Ask students to brainstorm ideas
page 187 of the Student’s Book. Any other rubric can be used as long related to their favourite free time
as students know which it will be before doing their writing. Keep a activity. Encourage the use of linking
note with the common mistakes for review in future units. words and the vocabulary of the unit.

175
 TRANSCRIPTS
Unit 6
Track 42 page: 112 Activities 9 and 10 Track 44 page: 116 Activities 6 and 7
Caller 1: I really like the boy next door. We’ve known each other Conversation 1
JSV½ZI]IEVWERH[IEVIJVMIRHW ,I´WUYMXITSTYPEV LI Ben: Hi, Annie. I’m doing a survey on hobbies and I’d like to ask
gets good marks at school and he’s very athletic. The you a few questions.
problem is I’d like to go out with him. But I’m not sure if Annie: OK.
he likes me in that way. I’d love to ask him out, but I don’t
want to ruin our friendship. Ben: What do you like doing in your free time?
Annie: I’m really keen on listening to music.
Caller 2: I started a new school last week and as I’m quite shy, I
½RHMXHMJ½GYPXXSQEOIJVMIRHW -GER´XWPIITEXRMKLX ERH Ben: I see. Where do you listen to music?
-´ZI FIIR KIXXMRK ZIV] FEH LIEHEGLIW - ½RH MX LEVH XS Annie: Everywhere I can: on the bus, at home, doing exercise...
concentrate when I’m in class. What can I do to feel less
stressed? Ben: Do you ever listen to music with your friends?
Caller 3: My brother is doing his exams and every time I talk to Annie: Oh yes, we go to each other’s houses and listen to music
him he gets angry and shouts at me. He doesn’t want to together there. My friends also go to concerts, but I can’t go
accept any help or advice from me. I can’t understand with them because my parents worry a lot about safety, the
him! I think he needs to relax more. What should I do to people there and transport to and from the concert.
help him? Ben: -XWSYRHWHMJ½GYPX
Annie: It is, and I’d really like to go to the Great Band concert at
Track 43 page: 114 Activities 18 and 19 the end of the month and I don’t know what to do so my
parents will let me go!
I would say I’m sorry Ben: Oh, Good luck with your parents! Thanks for answering my
If I thought that it would change your mind questions Annie.
But I know that this time Annie: Bye Ben
I’ve said too much
Conversation 2
Been too unkind
I try to laugh about it Ben: Hello to both of you. I’m doing a survey on teen hobbies.
Cover it all up with lies Can you answer a few questions?
I try and Mario: OK, but we haven’t got much time.
Laugh about it Ben: -X[MPPSRP]XEOIEJI[QMRYXIW1EVMS8LI½VWXUYIWXMSRMWJSV
Hiding the tears in my eyes you then: How do you spend your free time?
‘cause boys don’t cry Mario: -´QQEHEFSYXWOEXIFSEVHMRKERHWYV½RK
Boys don’t cry Ben: Do you skate and surf often?
I would break down at your feet
Mario: Not very often. My friends and I meet up in the evenings
And beg forgiveness ERHKSWOEXMRKMRXLITEVO-XMWR´XIEW]XSKSWYV½RK]SY
Plead with you have to go to the beach and it depends on the weather. I
But I know that normally go about once a week.
It’s too late Ben: %RH[LEXEFSYX]SY6YXL#(S]SYPMOIWYV½RK#
And now there’s nothing I can do
6YXL Not really, no. I’m not mad about sports. My favourite hobby
So I try to laugh about it
is photography.
Cover it all up with lies
Ben: Great! and what types of photos do you like taking?
I try to laugh about it
Hiding the tears in my eyes 6YXL I love taking photos of buildings in city centres. And, of
‘cause boys don’t cry course, I take lots of photos of my friends.
I would tell you Ben: When do you take your photos?
That I loved you 6YXL Mainly at weekends.
If I thought that you would stay Ben: What a great hobby! Is it expensive?
But I know that it’s no use
6YXL I spent a lot of money on my camera, but other than that,
That you’ve already you just need time and patience.
Gone away Ben: OK.Thanks for answering my questions.
Misjudged your limits
Pushed you too far 6YXL No problem. Bye.
took you for granted Mario: Bye Ben, see you around.
I thought that you needed me more

TEACHER’S BOOK
176
Track 45 page: 121 Activity 12 Mandy: So that was three goals for AC Milan, but only two for
Liverpool.
I´ll never forget my holiday in Cuba. It was a time of contrasts: Alastair: Yeah, but Liverpool scored again! Both sides had scored three
fun and fright, relaxation and panic, sun and rain. I had gone there goals. It was so exciting - The atmosphere was incredible, even
with my friends. We spent our time on amazing beaches, going on TV!
to discos, and eating delicious local cuisine. We had been having a Mandy: But why? Liverpool hadn’t won.
JERXEWXMGXMQIYRXMPXLIIRHSJXLI½VWX[IIO Alastair: No, but the game went to penalties and that’s when Liverpool
The weather forecast predicted powerful hurricanes for the last won.
HE]SRXLIMWPERH 1]JVMIRHWERH-[IVIXIVVM½IH8LI½VWXXLMRK Mandy: It sounds like an exciting match!
we did was speak to our hotel manager about the situation on the Alastair:-X[EW0MZIVTSSP[SRXLIGYTJSVXLI½JXLXMQI
island. He advised us to return home before the storm arrived. Mandy: Five times.That’s a lot of cups.
Then we called our travel agent to see if we could change our Alastair: Well, AC Milan weren’t too unhappy – they’ve won the
¾MKLXWERHKSLSQIIEVP] -X[EWEZIV]HMJ½GYPXXMQI;IWTIRX competition six times!
most of our time making lots of phone calls and not doing the
things we had arranged to do.
Finally, we got a phone call from our national airline who offered to Track 49 Extra Test Yoga
¾]YWLSQIXLVIIHE]WIEVP]8LI[IEXLIVLEHFIIRKIXXMRK[SVWI
Presenter: Hello! Today we’re talking to Tom, who teaches yoga to
all week, but on our last day it was very bad. Before getting on the teenagers. Welcome to the show.
plane, it had been raining heavily all morning and the wind was Tom: Good morning. It’s good to be here.
blowing strongly. When I was walking to the taxi, I was nearly lifted
off the ground by a powerful gust. I was unbelievably lucky: I was Presenter: Yoga seems to be increasingly popular in gyms and now
carrying my suitcase and the weight of it kept me on the ground. even in schools. Why is that?
Tom: Well, yoga is an ancient activity. Images of yoga postures
;I EVVMZIH LSQI WEJIP] EJXIV E RMRILSYV ¾MKLX;I HMHRŽX JIIP have been found in regions of present-day Pakistan and
completely calm until we heard that the hurricane had avoided India from over 5,000 years ago.
the island and all the lovely people we had met were unharmed.
Presenter: And what’s the point of yoga?
Tom: Well, for most people, yoga is a form of exercise, but there
Track 46 page: 122 Activity 2 is a bit more to it.Yoga is really about balancing body and
mind; in fact, yoga means ‘union’.
8LI½VWXXMQI-[IRXW[MQQMRK-[EWIMKLX]IEVWSPHERH-[IRX
with the school. We all walked to the local public pool. Presenter: I see. And Tom, if I decided to take up yoga, where should
I start?
When we arrived, my best friend was very relaxed, but I was Tom: The most common form of yoga in the west is hatha
VIEPP]RIVZSYW8LMW[EWQ]½VWXXMQI8LIMRWXVYGXSV[EW[EMXMRK yoga. It focuses on movements, postures, and breathing
for us. ‘Jump in!’ he shouted. There were thirty of us. I looked techniques, known as pranayama.
nervously at the water and jumped. My feet didn’t touch the
Presenter: And what’s a yoga class like?
bottom and I realised I was sinking in the water. I panicked and I
started splashing my arms frantically but I was still sinking, when Tom: A typical class might start off with breathing techniques
suddenly someone pulled me up. It was my best friend. ‘What and then move on to exercises that stretch and work your
entire body.
are you doing?’ he asked me. I was exhausted, but coughed back,
‘Swimming...I think!’ We both laughed. Presenter: It sounds like hard work.
Tom: -XMW&YX]SKEOIITW]SY½XERHTVIZIRXWQER]XLMRKWPMOI
heart attacks and depression.
Track 47 page: 123 Pronunciation Activity 6
Presenter: &YX[LEXEVIXLIFIRI½XWJSVXIIREKIVWXLIREWXLI]HSR´X
tend to suffer from heart disease?
eight ghost cough laugh thought weigh ghetto Tom: ;IPPXLIQEMRFIRI½XSJ]SKEJSVXIIREKIVWMWXLEXMX´W
an anti stress exercise. So learning about breathing and
relaxation helps teenagers deal with it.
Track 48 page: 129 My Progress Unit 6 Activity 2
Presenter: And what advice would you give to our teenage listeners?
Mandy: Did you see the game last night?
Tom: I’d say that if you want to be healthier, yoga will help you!
Alastair: No, the matches are boring these days. Give it a try!
Mandy: What was your favourite game then? Presenter: Thanks for your advice and for being with us,Tom.
Alastair: I think Liverpool and AC Milan in the 2005 UEFA Championship. Tom: No problem!
Mandy: Was it good?
Alastair:=IW%'1MPERWGSVIHXLVIIKSEPWMRXLI½VWXLEPJSJXLIQEXGL
Mandy: -RXLI½VWXLEPJ#;LEXEFEHWXEVXJSV0MZIVTSSP
Alastair: That’s what everybody thought. I mean, Liverpool needed to
score four goals to win, but well, the second half was brilliant.
0MZIVTSSPWGSVIHXLIMV½VWXKSEPRMRIQMRYXIWMRXSXLIWIGSRH
half and then they scored another.

177
PHOTOCOPIABLE
tra Tes
x

t
E
6
UNIT

Listening
1 Listen to a person speaking to Tom.Tom is a yoga teacher. Choose the correct option. Only ONE answer is possible.
1 Yoga is…
a more popular now. b less popular now. c not popular in schools.
2 Early images of yoga postures…
a are 500 years old. b are 5,000 years old. c were found in China.
3 The word yoga means…
a exercise. b separation. c union.
4 Hatha yoga focuses on…
a movements and postures. b breathing techniques known as pranayama. c both a and b.
5 A yoga class begins with…
a a run around the gym. b breathing techniques. c singing and dancing.
6 Yoga can help teenagers with…
a heart disease and back pain. b depression and chronic conditions. c stress and body control.
points /6
6IEHMRK
2 Read Vanessa’s letter and then answer the questions below
;LMGLTEVEKVETL©
a introduces the letter?
b tells us about the writer’s problem?
c answers the questions from a previous letter? points /3

21 Harewood Road even tried surfing! It was great. As Mexico is so near, we

Waterford
Ireland
30 September 2012
Dear Katie,
How are you? Sorry for taking so long to write back to you,
but I’ve been really busy since I got back from America.
You asked me about my job in Arizona in your letter. It
was great! Looking after so many kids was a lot of hard
work, but I really enjoyed it. I also made a lot of new
friends there. We spent a week in San Diego before
coming home. San Diego is a great city to visit and the
beaches are beautiful. The ocean waves are enormous. I
crossed the border and spent a day in Tijuana. Tijuana is
really touristy, but it was good to see a different culture.
You should go there some day. How was your summer?
Did you enjoy your summer job in the café?
Since I’ve come home, Dani and I have broken up. He met
somebody else while I was away. I am very upset. I really
liked him and we always had a good time together. I’ve
stopped going out as much because I don’t want to see
him. I don’t know what to do to get my life back to normal.
Can you help me? What do you think I should do?
Write back soon.
Lots of love, Vanessa

points / 11
Writing
3 You are also Vanessa’s friend and she has written a similar letter to you. Answer Vanessa’s letter telling her what you
have been doing and suggest what she may do to feel better. Write approximately 120 words.

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 11-15 16-20

TEACHER’S BOOK
178
 tra Tes
x

t
E
6
UNIT

Warm Up
Before the test, clarify any doubts that students have related to the contents of the lessons. You could ask
them the previous class to write their questions down on a piece of paper and hand it to you. Review
contents related to grammar and vocabulary from the lessons and focus on the activities the test is based on
(listening and reading comprehension, writing).

Listening
1. Give students one minute to scan through the questions. Play the recording two times and tell them in
advance they will have two opportunities to listen.
Answers: 1 a; 2 b; 3 c; 4 c; 5 b; 6 c

Reading
2. Ask students to read the questions and thenWOMQUYMGOP]XLVSYKLXLIXI\XMRSVHIVXS½RHXLIERW[IVW
Answers:
aXLI½VWXb the third c the second

Writing
3. Students read the text carefully and write a response to Vanessa’s letter.You could review the features of an
informal letter by doing a quick oral brainstorming with the students. Highlight that they should develop one
idea per paragraph and the use of linking words. Go to page 188 for a General Writing Rubric

Wrap Up
Have students switch the letters they have written with their partners. Give them a couple of minutes to check
the work of their classmate and then encourage a discussion based on the changes that they would make. Ask
students to justify their corrections to their peers.

Background Information Common Mistakes

Did you know that yoga can help you
develop your physical strength and
¾I\MFMPMX]EW[IPPEW]SYVQIRXEPGSRXVSP#
,IVIEVIWSQISJXLIFIRI½XWXLEX]SYGER
get if you do it!
• Improve your sleep quality, posture and
coordination
• Energize your body
• Normalize your weight
ˆ-RGVIEWI]SYVGEVHMSZEWGYPEVIJ½GMIRG]
Remind students that when writing informal letters they
should keep in mind the following:
• It’s always convenient to write the date
• You can use colloquial language
• Address the letter to somebody
• Use a paragraph to describe why you are writing
or to answer what you’ve been asked in a previous
letter and another one to describe your message in
detail and to ask what you want to know.
• ;LIR]SY½RMWLXLIPIXXIVYWI³0SXWSJPSZI´
‘Cheers!’, ‘Take Care’ or other informal sentences to
say goodbye.

179
PHOTOCOPIABLE

6
UNIT Reinforcement Activities

1 Imagine you won the lottery and went on a holiday to Brazil. You chose the company Platinum Tours to organize a
package-tour including air tickets and your stay in a three star hotel. You went there with your best friend. Look at the
brochure of the trip they offered you. In the brochure are some notes you wrote on what really happened during your trip.

My room had a view

PLATINUM TOURS TAKE YOU TO A BEAUTIFUL HOTEL
The receptionists didn’t
to the back of a
• By the beach – rooms Superb Location have any information
factory.
with a view to the sea • Historical buildings to see about tours or timetables
The show at the to visit historical buildings
• Excellent restaurant • Big sandy beaches
restaurant was terrible
• Friendly atmosphere • Plenty of nightlife
and drinks very expensive

You are going to write a formal letter of complaint to Platinum Tours and mention the problems you had during your stay.
Make notes to organize your letter and put your ideas into paragraphs.

2 a Look at the following words. Are they adjectives or nouns? Put them in the table under the correct category.

weekend | sunscreen | 17-year-old | departures board | LERHQEHI | ice cream | VIHLIEHIH | easy-going

Nouns Adjectives

b6IEHXLIHI½RMXMSRWFIPS[ERHGSQTPIXIXLIQ[MXLERETTVSTVMEXIGSQTSYRHRSYRYWMRKXLI[SVHWMRXLIFS\

eyed | time | looking | luggage | control | open | GLIGO | left

i hand___________: the bags you take on the plane.

ii blue-___________: used to describe a person with blue eyes.
iii ___________-in: a desk at an airport where you go to hand in your bags and suitcases.
iv good-___________: a physically attractive person.
v ___________-handed: a person who uses the left hand to write.
vi TEWWTSVXCCCCCCCCCCCXLITPEGIEXEREMVTSVXTSVXSVFSVHIVSJEGSYRXV][LIVIERSJ½GMEPGLIGOW]SYV
passport.
vii ___________-minded: willing to consider ideas and opinions that are new or different to your own.
viii part-___________: used to describe a job where you are required to work only for a couple of hours a day or a
couple of days a week.

TEACHER’S BOOK
180
 6
UNIT Reinforcement Activities

Warm Up
Ask students the following questions about holidays:
When was your last holiday?
Where did you go?
Did you have any problems while you were there?
Write students’ ideas on the board and discuss their holiday experiences as a class.

1. Ask students to read the brochure of the trip and explain the instruction for the letter of complaint.You could
do a small review of the characteristics of a formal letter.

2. Have students get together with a partner and decide which words are nouns and which ones are adjectives
and then complete the compound nouns. Give them a couple of minutes to complete exercises and then pick
students to come to the board and write the answers.
Answers:
a nouns: weekend, sunscreen, departure board, ice cream; adjectives: 17-year-old, handmade, red-headed, easy-
going
b i hand luggage; ii blue-eyed; iii check-in; iv good-looking; v left-handed; vi passport-control; vii open-minded;
viii part-time

Wrap Up
Role-play. Ask students to get together in groups and choose a holiday problem that they have experienced.
Give them a couple of minutes to prepare their role-play and then present it to the class. You could do this as
an assessed oral activity. For futher guidance on assessment, check the Speaking rubric at the end of the book.

Background Information Common Mistakes

Travelling to different cities and getting to know
different cultures is something that many people
around the world enjoy doing. Here are some
fun facts about travelling:
• One third of all the airports in the world are
located in the United States.
• France is the most visited country in the world.
• Saudi Arabia is the only country in the world
where there are no rivers.
• Australia has more beaches than any other
nation in the world.
Remind students that when writing formal letters
they should keep in mind the following:
• Do not use slang language
• Avoid the use of contractions
• Always address the letter to somebody (Dear
Sir/Madam if you don’t know the name and
Dear Mr./Ms. and the surname of the person)
• ;LIR]SY½RMWLXLIPIXXIVYWI³=SYVWWMRGIVIP]´
if you know the name of the person and
‘Yours faithfully’ if the name is unknown to you.

181
Student’s Book Pages 130 and 131

UNIT 7
Moving Forward

Getting Started
Write ‘Moving Forward’ on the
board and check that students
understand what this expression
means. Elicit the meaning by
asking concept questions. Teacher:
‘If I move forward, am I making
progress? Am I doing something
better? Am I moving from one place
to another?’.
Ask students in which aspects
of their lives should they move
forward as teenagers and make
a list on the board. Some aspects
may be:
• Family
• Friends
• Relationships
• School
• Lifestyle (Health/Fitness)
Get students to work in groups
of four and discuss how they can
move forward in some of the
aspects mentioned before.

Background Information
9 Ways to Keep Moving Forward:
• Forget regret.
Read the LIVING IN HARMONY section, keeping in mind that this is
• Learn from failure.
an OFT. Draw students’ attention to understanding the importance of a
• Ask for help.
healthy diet and good habits to preserve our health.Then, ask them how
• Believe you are worthy.
they can move forward in this aspect of life.
• Take 100% responsibility.
• Know what you want.
• Trust.
• Want it more.
• Keep the faith.
• See the bright side of life.

TEACHER’S BOOK
182
 Lesson Summary
Aim: Analyse and discuss about
health in terms of food and
activities.
Suggested Time
90 minutes
Vocabulary
Nutrition, Healthy/Unhealthy Food
and Activities
Communicative aims
Use expressions to talk about past
habits
Materials
50

Dictionary

Warm Up
Ask students what they eat on a
regular day and see what eating
habits they have in common. Discuss
with the class if these eating habits
are good or bad and why.

1. Students mark the statements

that are true for them and then
compare with a partner.

Speaking
3. Get students to complete the table and then to discuss with their 2. Ask different pairs of students
partner what food and activities they both consider healthy. Each pair to share the habits they have in
should be asked to share their answers with the class by coming to the common with the class. As pairs
board and making a list of healthy food and activities. expose their habits, a list can be
This list could be also done on a big piece of poster board, which can made on the board and the rest
be put up on the walls of the classroom, as many habits may be similar of the class can say if they have
among the students. that habit or not, to see which are
the most popular.

183
Student’s Book Pages 132 and 133

Pre-Reading
4. Students ask each other the
questions and see how similar
their answers are. Each student
is asked to tell the class about
the information they’ve learnt
from their partner. Vocabulary
GPEVM½GEXMSR QE] FI RIIHIH JSV
words such as meal and sugary
food. Elicit the meaning from the
class and help them with examples
(sweets and chocolate are sugary
food).

While Reading
5. a Remind students that looking
for words in context will help
them to understand their meaning.
If students can’t get the meaning,
XLI]WLSYPHEWOTEVXRIVWSV½RH
the meaning in a monolingual
dictionary. If students struggle
XS½RHXLIQIERMRKWIPMGMXF]
directing students to the text and
with examples of similar contexts
for the word.
b Students read the title of the
text and tell what they think it is
about. They should then discuss in
pairs which words are essential for
understanding the text. Ask each
pair to choose one of the essential
words for them and to come and Possible Answers:
write it on the board. a Chileans have a poor / bad nutrition. b Today, they spend more time
c Students read the text and then [EXGLMRK8: WYV½RK XLI RIX ERH TPE]MRK ZMHIS KEQIW c Diabetes may
check together. become a major problem as children and teenagers consume excessive
6. Students answer the questions amounts of sugary food. d They should directly reach parents, teachers
and compare their answers in pairs. and teenagers themselves to work out the problem. e Suggested answers:
Exercise more and have a balanced diet.

TEACHER’S BOOK
184
 Post Reading
7. Students answer with a
partner and then compare their
reasons with another pair.
Possible Answers
a Shouldn’t, they are high in fat,
sugar and salt.
b Should, they are full of vitamins
and minerals.
c Shouldn’t, we can eat more
food than we need or the wrong
food.

8. Students work individually

and check a dictionary if they
LEZITVSFPIQWXS½RHXLIVMKLX
synonyms. Remind them that they
can only change the adjectives,
WSXLI]LEZIXS½RHERI[[SVH
which is also an adjective.
Possible Answers:
a good/active lifestyle; b lazy/
f
d inert activities; c fast food; d
a sweet food; e good time
g
b
h
c
e STEP IT UP!
i
Students can take the activities
they wrote in exercise 3 as
reference and complete with
other unhealthy activities. Then,
9. Students match the word groups students compare their answers
individually and then check in pairs. and in pairs they give advice to
10. This can be set for homework, each other about how to change
as it requires Internet access. Ask their unhealthy habits.
Common Mistakes students to work in pairs and
investigate about proper nutrition.
Students may find a variety of Students should bring the chart
synonyms in dictionaries and the following class. Give students
thesauruses, but they must some useful websites such as
see which fit the context the http://www.nutrition.gov/ and
word is in. http://www.nutrition.org.uk/

185
Student’s Book Pages 134 and 135

11. Students may bring a PPT

presentation with the chart or a
drawing on a piece of poster board
to present to the class.

LANGUAGE IN USE
Use expressions to talk about
past habits (Used to)
Draw a timeline on the board with
two moments. Moment 1 should be in
the past and moment 2 in the present.
Write ‘play with toys’ under moment
1 and ‘don’t play with toys’ under
moment 2. Ask concept questions
such as
Teacher: Did I play with toys in
the past? Do I play with toys now? Then
ask How can I say both things in one
sentence?’ Wait for students to say
‘with used to’ or give them clues until
they get the answer.
Direct students to the LANGUAGE IN
USE box and check the rules together.
For further explanation check the
Grammar Reference at the back of
the book.

Practice
12. Students work individually and
then check in pairs. Answers may vary.

Pronunciation
13. 50 Students listen once and
discuss in pairs. Ask students how
they knew which one was positive
and which one was negative (tone
of voice). Check with the class by
getting students to think of and
say out loud some positive and
negative sentences.
Wrap Up
Ask students if they remember the recommendations made in the text
on page 132. Refer them to the text and ask them to think of an answer
XS XLI ½VWX UYIWXMSR MR KVSYTW SJ 8LIR WXYHIRXW ERW[IV XLI WIGSRH
question individually and compare in pairs.
Get students in groups of 4 or 5 and ask them to think about ways to
encourage the rest of the students in school to have a healthier lifestyle.
Students produce a list of 5 to 10 ideas, decorate it and put it up around
the school.

TEACHER’S BOOK
186

3. 51 Students listen to the
recording again and check in
pairs. Answers: a Bad nutrition
and mental illness. b Bad quality
lifestyle becoming an epidemic.
c Always in a hurry and in a bad
mood. d Because we have neglected
our eating habits and physical activity.
e By exercising the body, the mind
produces good energy. The body is
closely tied to the mind.
While Listening
2. 51 a Students listen to the
recording and take notes
individually. When the recording
½RMWLIWXLI]GLIGOMRTEMVW
b Students listen again to check
what they previously compared
with their partner and a whole
class feedback is carried out.
Lesson Summary
Aim: Analyse and give opinion about
frequent physical and mental illnesses
in teenagers.
Suggested Time
90 minutes
Vocabulary
Illnesses, Medicine
Communicative Aims
Integrate expressions of hypothetical
situations in a past time frame
Materials
51
Dictionary
Warm Up
Ask students to tell the class about
moments when they have felt ill.
Put them in pairs and get them to
discuss and decide the best thing to
do when each situation takes place.
Pre-Listening
1. a Tell students to work in pairs
and decide which words from the
list are problems and which are
potential solutions. Clarify unknown
vocabulary by eliciting meaning
from the class. Students then work
individually and choose which ideas
are familiar to them or which they
have experienced.They compare
answers in pairs and tell each other
about their experiences.
b students work together and talk
about how some ideas from activity
a are related. For example: bad
nutrition and wrong eating habits may
lead to obesity. Conduct a whole class
feedback session to get students to
share the ideas they discussed in pairs.
187
Student’s Book Pages 136 and 137

Post Listening
4. Start by asking students how
nutrition is related to commitment
(for example balanced diet, will to
lose some weight). Students continue
brainstorming ideas in pairs to relate
nutrition to the other concepts.
5. Ask students to remember the
recording and elicit the type of
‘balance’ people need to have in
order to be healthy (body-mind).
Elicit some ideas of a sequence of
actions that may be done to achieve
this balance and write some of the
ideas on the board. Students work
in pairs and complete the sequence
map together.
6. 7XYHIRXW½RHEVKYQIRXWXSNYWXMJ]
their sequence map according to
the analysis carried out in exercise 4.

LANGUAGE IN USE
Integrate expressions of hypothetical
situations in a past time frame
(Third conditional)
Lead students to the box and ask
some concept questions Integrate
expressions of hypothetical
situations in a past time frame.
Teacher: Was the person careful?
Could they prevent something from
happening? Why? JSV XLI ½VWX
sentence) and Did she answer?
Was she relaxing? (for the second
sentence). Draw students’ attention
to the board and ask for help to
write the form, getting them to
identify each part of the sentences
and the order they follow.
For further explanation check the
Grammar Reference at the back of
the book.
TEACHER’S BOOK
188
7. Students work individually
in the activity and then check
in pairs. Conduct a whole
class feedback to check
problems with sentence
order and verb forms.
Answers may vary.
Extra Activity
Get students in groups of 6, and
have them create 6 sentences,
separating them in halves with
if clauses, and halves with main
clauses. Groups exchange
sentence halves with other groups
and match the ones they receive.
 Pre-Reading
8. Ask students how often they
go to the doctor and if they go
only when they have accidents
or also when they feel ill. Have
students make a list of reasons
for going to the doctor and then
compare with a partner.

While Reading
9. For this activity, remind
students that skimming is a
strategy that allows them to
get the main idea of a text and
speed up their reading. Set a
time limit of 30 to 45 seconds
for students to read and answer
the question.
Possible Answer:
Illnesses and accidents that make
teenagers need a doctor.
10. Students discuss the question
and then share their ideas with
the class.

Post Reading
Wrap Up 11. Students choose three of the
problems from the text to write
Elicit names of eating disorders from students. Get them to talk about short paragraphs giving advice.
what can teenagers do about them and direct them to both questions. Encourage them to write at least
Ask students to anonymously write a medical problem they have had on four sentences for each problem
a piece of paper. Collect the pieces of paper and read some out loud. and to use the vocabulary and
Have a whole class discussion on what they would do if this happened grammatical structures from the
to them. unit.

189
Student’s Book Pages 138 and 139

Lesson Summary
Aims: understand the advantages
and disadvantages of science and
technology in daily life.
Suggested Time
90 minutes
Vocabulary
Science, Technology
Communicative Aims
Distinguish between wishes and
regrets by identifying relevant
information
Materials
52

Pictures of machines and other

science-related content.

Warm Up
Bring pictures of different things
related to science and technology
(inventions, robots, human cells,
chemistry laboratories) and show them
to students. Ask what the pictures
have in common and elicit the words
science and technology from students.

Pre-Reading
1. Hide the pictures and get students
to remember some words they
mentioned in the previous activity.
Write the word science on the board
and have students create their own
spider map from it. It may be needed
to clarify the term spider map, so try
to elicit the meaning from students
or explain it by drawing on the board.
Clarify meaning by asking some
questions such as:
Teacher: Does science involve
medicine? Is it a subject you study at
school?
While Reading
2. Set a time limit of 1 minute for Common Mistakes
students to read. After that, get
Students tend to read word
them to close their books and ask
by word and they usually need
if they can remember any main
long time to understand what
ideas. How are they connected?
they’re reading. Gist reading
Answer
will require repetitive practice
8LIXI\XMRGPYHIWHMJJIVIRXVI¾IGXMSRW
to become effective.
on how technology and science has
made an impact on our lives and
their wishes.

TEACHER’S BOOK
190

Extra Activity
Give students a piece of paper
where they can write a problem
they have. Collect them and give
them to a different student, who
will read the sentence out loud
and complete with a wish.
Check student’s utterances by
asking the class.
Teacher: Is that a wish or a regret?
How do you know?
Practice
5. Students complete individually
and then check in pairs. Have
whole class feedback to check
grammatical accuracy.
Answers will vary.
6. Students work in pairs and make
sentences. Have a whole class
feedback to see what different
ideas arise from each picture.
Post Reading
3. Students answer the questions
individually and then work in pairs
asking each other some questions
to see how similar their answers
are. Answers may vary. Have a
whole class feedback to share
answers and generate discussion.
Speaking
4. Students discuss the questions
in pairs. Monitor closely and write
down some relevant mistakes
students make.Then, write the
sentences with mistakes on the
board and have students correct
them. Remind students that it is not
important who made the mistake,
but the fact that they can correct
themselves, as this means they know
how to do it, but they just need to
practice spoken production.
LANGUAGE IN USE
Distinguish between wishes and
regrets by identifying relevant
information (Wish/If Only)
Get students to close their books.
Write four headings on the board
(wishes/situations we want to change/
regrets/complaints) and ask for a
sentence to complete each topic.
Ask concept questions to check
students have understood the
different uses of wish/if only and
then have them open their books
and check the Language in Use box.
For further explanation check the
Grammar Reference at the back of
the book.
191
Student’s Book Pages 140 and 141

Pre-Listening
7. Students choose one object from
the classroom in pairs and then
they describe it to the class. There
could be a whole class discussion
on what the development process
was like.

While Listening
8. StuStudents
52 listen to the
recording and check the words
they can hear. Get them to check
in pairs and have a whole class
feedback to see how many words
they managed to identify.
9. 52 Students listen again,
complete the list and then
compare their answers in pairs.
Answers will vary.

Post Listening
10. a Students discuss the question
in pairs and they tell the class their
reasons. Remind them to think of
an invention.
b After students have made their
lists, get some students to go to
the board and write one of the
questions they have to make a
whole class list.

Pre-Reading While Reading

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

TEACHER’S BOOK
192
 Post Reading
14. Ask the whole class for the
answer to the question out loud
and ask how they know it is
an article (it has a title, it gives a
description of something, it could be
found in a magazine or newspaper)
15. a Tell your students to read
carefully and write their ideas in
their notebooks.
b Ask students to write a letter
to their parents telling them how
important is to get enough sleep.
c Ask students to read their work
and then make any changes they
think are necessary.
d Tell students to exchange work
with a partner and correct their
partner’s work.
e Suggest students to email their
letters to their parents.

Common Mistakes
7XYHIRXWQE]½RHMXHMJ½GYPXXS
identify the different types of
text and why they can’t use the
same structure for all of them.
Present to students some
Wrap Up sample writings, using authentic
Ask students how much television they watch and make a list on material so they can better
the board of the advantages and disadvantages of watching TV. understand and compare the
Direct students to the statement and get them to answer both different structures used for
UYIWXMSRW3RGIXLI]LEZI½RMWLIHXLI]GERGSQTEVIXLIMVERW[IVW different purposes. You could
in groups of four to generate discussion. also have them work in pairs
and have each of them write a
different type of text, so they
can later compare them and
correct each other.

193
Student’s Book Pages 142 and 143

Lesson Summary
Aim: Analyse and relate personal
life to different lifestyles and habits
to stay healthy.
Suggested Time
90 minutes
Vocabulary
Healthy habits, Physical and Mental
health
Communicative Aims
Integrate expressions to demonstrate
understanding of different meanings
Materials
53-54

Warm Up
v
iii
Direct students to the pictures and i
the title of the lesson and ask how iv
ii
they are related.
Possible Answer stairs walk
The pictures represent different
homemade cook
activities to get a healthier lifestyle.
best less
stress mental
heavy good

Pre-Listening
1. Have students form groups of
3 or 4 and discuss the questions.
Have a whole class conversation
for feedback.
2. Students complete the sentences
and then compare in pairs to see
what they have in common.
TEACHER’S BOOK
194
While Listening
3. a 53 Ask students what
they know about the immune
system and give some feedback.
Students then listen to the
recording, match the sentence
halves and check in pairs.
b 53 Students listen again
to complete the sentences and
check in pairs.
Background Information
The immune system, which is
made of a network of special cells,
proteins, tissues and organs, is the
body’s defence against infectious
organisms and other invaders.
Through a series of steps called
the immune response, it attacks
organisms and substances that
cause disease.
Source: http://kidshealth.org/teen/
¾YCGIRXIVEFSYXC¾YMQQYRILXQP
 Post-Listening
4. Tell students to make a list of the
words that come to their mind and
then compare with a partner.

LANGUAGE IN USE
Integrate expressions to demonstrate
understanding of different meanings
4VI½\IW
Write the word healthy on the board
and ask students what is the opposite
of that word. Elicit the word unhealthy
and ask students how do they know it
MWXLISTTSWMXIFIGEYWISJXLITVI½\
un-) Ask some concept questions to
check that students understand the
YWISJTVI½\IWWYGLEW
Teacher: 'ER[ISRP]YWIETVI¼\XS
form opposites? Or can we use them to
change the meaning of words?. Direct
students to the LANGUAGE IN USE
box and have them complete the rule
of form. For further explanation check
the Grammar Reference at the back
of the book.

Practice
5. Students work individually and
then check in pairs. Carry whole
Pronunciation CHECK THIS OUT class feedback to check doubts
in meaning and elicit some other
7. 54 a You can use This section may be used only
examples of words with each
strong students to model the [MXLJEWX½RMWLIVW %WOWXYHIRXWXS
words. Elicit the difference in
pronunciation have students
complete the activity.
b After students have
practised enough, elicit some
words that many groups had
in common to check their
pronunciation with the class.
read the three facts and ask them
to think of others that may seem
unreal, but are true. Let them
½RHMRXIVIWXMRKJEGXWEFSYXLYQER
beings and nature and share them
with the class. You can suggest
some websites such as http://www.
interestingfacts.net/ and http://
www.todayifoundout.com/
TVI½\WYTIVTS[IVWERXMFMSXMG
unreal, underwear, ex-boyfriend,
microbus, oversleep, pro-life)
6. ,EZIWXYHIRXW½RHQSVI
[SVHW[MXLXLITVI½\IWWXYHMIH
monitoring in case new meanings
may arise.
195
Student’s Book Pages 144 and 145

Pre-Reading
8. Elicit the meaning of the
expression from students and ask
them to think of local sayings and
share with the class.

While Reading
9. Direct students to the heading
of the article and ask them what
they think the text is about. Give
them enough time to read in detail
so they can choose the key words/
phrases and then ask them if their
predictions about the text were
correct.

Post Reading
10. a Tell your students to read
carefully and write their ideas in their
notebooks.
b Ask students to write a 100 words
paragraph expressing their opinion
on the article they have just read.
c Ask students to read their work
and then make any changes they
think are necessary.
d Tell students to exchange work
with a partner and correct their
partner’s work.
e Suggest students to share their
work in class. Wrap Up
Ask students what healthy habits
they see every day and how are
Background Information • You can put things in order so habits changing in Chile. Direct
Planning your writing is useful for they make sense before writing them to the questions and have
the following reasons: XLI½REPZIVWMSR a whole class feedback session.
• It helps you save time when • It’s a chance to correct mistakes Encourage students to consider
writing. before you do the writing. the second question in terms of
• You are more likely to remember Source: http://www.bbc.co.uk/ their own habits, not what they
everything you want to include. skillswise/topic/planning-your-writing should be doing.

196 TEACHER’S BOOK


b
d
a possible confusion caused by the
e order of clauses.
c
f
Wrap Up Extra Activity
Direct students to the Worksheets Put students in groups of 4 or
5 and tell them to note down
for extra practice and encourage
[SVHWXLI]½RHMRXIVIWXMRKJVSQ
them to work individually before
unit 7 (they can go through the
checking in pairs or asking you.
unit in the book). Make groups
compete with each other by
describing a word from the ones
they have. They should keep a
score to see which group in the
class guessed more words.
Warm Up
These activities may be answered
in teams, and points may be given
for each correct answer as they are
checked.
1. Students work individually.
Collect different answers on the
board so students can see how
different options can be correct.
Answers will vary.
2. Students complete individually
and they compare answers in pairs.
Answers
a Although; b used to be; c used
to make; d however; e didn’t use
to show; f used to wear; g used to
speak; h used to take; i didn’t use
to eat; j used to punish
3. Students match the columns
to form sentences with the 3rd
conditional. Pay attention to
Common Mistakes
As to form a conditional sentence
students need to use more than
one complex structure to give
meaning to both clauses, mistakes
like these may arise:
• If I would have asked him, he would
have helped me. (If I had asked him,
he would have helped me)
• If you had spoken to my mother,
she would tell you where I was. (If
you had spoken to my mother, she
would have told you where I was)
197
Student’s Book Pages 146 and 147

Warm Up
As students may need extra
TVEGXMGIMRWTIGM½GEVIEW]SYGER
decide which activities to do in
class or let them choose a set of
activities to work on.

1. Students match the words to

revise vocabulary they have studied
through the unit.
2. Students complete individually
and then check in pairs.
Answers
a have done; b have helped; c have
had; d passes; e used to; f are having;
g contains.
3. If students have done extra
activities previously, they can start
this activity based on them or
based on closing tasks. They can
work individually or in pairs and
XEOI XLI PIE¾IXW XS XLI VIGITXMSR
desk of the school.
4. Students write sentences that
are true for them using used to.
They can later tell a partner how
much they have changed and share
with the class. Answers will vary.
5. Students complete with personal
wishes/regrets. Monitor to see if
they are using the grammatical
structures properly for the meaning Common Mistakes
conveyed. Answers will vary.
It is possible that students think they can say ‘I use to...’ to express
habits in the present. It might be necessary to clarify that we only
say ‘used to’ when we want to refer to actions that we did in the
past and that we don’t do anymore. This can be done by asking
some concept checking questions about how to talk about present
habits, which would be using the present simple.

TEACHER’S BOOK
198

Wrap Up
Take a poll of the class to
decide which activities were
the most challenging. Based
on students’ answers, review
the material as a class.
6. Students rewrite the
information given to complete the
sentences individually. Encourage
to compare answers with a
partner if doubts arise before
asking you.
Answers
a They wish he talked slower.
b He wishes he found a better job.
c The children wish school didn’t
start too early.
d She wishes she hadn’t begun
that project.
7. Students decide the meaning
SJIEGLTVI½\ERHXLIRGLIGOMR
pairs. Whole class feedback may
be needed to clarify any doubts
and expand the possibilities where
XLI]GERYWIIEGLTVI½\
Answers
a against; b former; c miniature; d
too much; e in favour of; f again; g
very large; h too little; i not.
8. Refer students to the sequence
map on page 136, exercise 5 and
have then plan their writing using
that information. Help them to
structure the information into
letter format.
Extra Activity
Divide the class in 4 or 5 groups and have them share the letters they have
written in the previous exercise. Considering the information from the letters, get
students to create a Health magazine, in which they will write articles, design the
front and back cover and some ads. Each student should have a role, which you
GERHIGMHIERHTYXXLIQSRXLIFSEVHEPSRK[MXLWTIGM½GMRWXVYGXMSRWSV[LMGL
GERFIHI½RIHF]IEGLKVSYTEGGSVHMRKXSXLIMVRIIHW4SWWMFPIVSPIWEVIEVXMGPI
writer, cover designer, advertiser. More than one student will take the same role
as it is required.
199
Student’s Book Pages 148 and 149

Lesson Summary
Aims: Revise and recycle contents
from the unit by personalising
context.
Suggested Time
45 minutes
Materials
Pictures of healthy/unhealthy
food and activities, computers
and projector.

Warm Up
Direct students to the pictures
and ask them what they have in
common and how can they be
related to immortality.

1. Students discuss the questions

in pairs and then share their ideas
with the class. Answers will vary.
2. If students did the Extra Activity
from the Worksheets they will
know what a magazine should
include. Refer students to the topics
their magazine should include and
get them to start working as a
team (establishing roles). Monitor
around the classroom as students
work to clarify any doubts they
may have about instructions,
organisation of tasks and language Wrap Up
and to make sure each member of
the group is working. If possible, arrange seats so students can look at everybody (a semi-circle
3. Organise the order of is convenient). Have a whole class conversation on the performance of
presentation randomly, but let the groups in the presentations and encourage students to give advice
every group know when they to other groups. Monitor the conversation, making sure it takes place in
present. Remind students of the a comfortable atmosphere.
criteria that will be used to assess
the project. And encourage them
to assess their classmates as they
present by writing notes on their
performance.
TEACHER’S BOOK
200

Extra Activity
As a whole class, have students
give you ideas of wishes they
have. Collect on the board
the ones students have in
common and have them make
a poster to put up on the wall.
Wrap Up
This stage can be focused on
mistake correction and language
GPEVM½GEXMSR*SVHIXEMPIHKYMHIPMRIW
on correcting writing you can check
the Writing rubric at the back of
the book. To clarify language from
the unit, you can elicit form rules
and use of tenses from students
and write them on the board.
Lesson Summary
Aim: Assess performance of
students in themes and concepts
revised in the unit.
Suggested Time
45 minutes
Materials
55
Dictionary
Warm Up
Ask students what strategies they
remember for reading and listening
and write them on the board,
so they can use them during the
lesson.
1. 55 Students listen to the
recording and answer individually.
Before they listen again, have them
check their answers in pairs. After
the second time they listen, have a
whole class feedback session.
2. Students read and answer
individually. Then, get them to
compare answers with a partner.
Possible Answers:
a His diet is not very healthy and
he walks to school.
b He should eat more fruit,
vegetables and do more exercise.
3. Encourage students to plan
their writing by deciding and
noting down the situation and
some sentences that describe it
FIJSVIHSMRKXLI½REPZIVWMSR
201
 TRANSCRIPTS
Unit 7
Track 50 page: 134 Pronunciation Activity 13
a. But not all is lost and you can still live a life on the move,
looking and feeling better by adopting an improved lifestyle.
b. What makes the situation worse is that most of these
sedentary activities include food. Junk food.
Track 51 page: 135 Activities 2 and 3
Not careful enough with our own health?
Rumour has it that we, Chilean people, are becoming “famous”
for bad nutrition and mental illnesses such as depression, stress
and eating disorders.
We know we are not the only country in a situation like this,
but this is our country and we need to do something about it.
If you take the Metro, get on any public transportation or even
drive your own car, you will see, hear and feel people of all ages
acting stressed out. They seem to be angry all the time, making
everyone around feel useless because they are the only ones
who have problems, have a lot of things to do or are always
in a hurry to be successful. It’s alarming that many 9 year-old
children in Chile have already been diagnosed with stress.
We should not only blame the system, which is helping us
collapse, but consider we have neglected our eating habits and
physical activity too. Unhappily, we seem to have developed
ineffective lifestyles.
Mind and body need to be balanced. Physical Education and
Sport should be considered as core subjects in schools like
Maths and Language are.
Mind and body need to be fed and exercised regularly.
Remember that by exercising our body we help our mind
produce “good” energy.
How many people do you see running or riding their bikes in
the early morning? You will probably see some, but not enough.
A recommendation: be as polite as you can, try to smile.
Notice how many smile back in return. Another healthy habit
to consider.
TEACHER’S BOOK
202
Track 52 page: 140 Activities 8 and 9
If you think science doesn’t matter much to you, think again.
Science affects us all, all through our life.The modern world would
not be modern at all without the advancements of science.
Science affects us all, every day of the year. Just try imagining a
HE] [MXLSYX WGMIRXM½G TVSKVIWW )PIGXVMGMX] JSV I\EQTPI;MXLSYX
science, there would be no way to use electricity.There would be
no plastic, modern agriculture or modern medicine.
In fact, without science, many people alive today would have died
SJHMWIEWIWXLEXEVIRS[IEWMP]XVIEXIH 7GMIRXM½GORS[PIHKIGER
improve the quality of life at many different levels: from the routine
work of our everyday lives to global issues.
8LMROWGMIRGI&IGEYWIQER]EWTIGXWSJWGMIRXM½GXLMROMRKEVINYWX
extensions of the way you probably think everyday. Have you ever
WIIRWSQIXLMRKWYVTVMWMRKERHXVMIHXS½KYVISYXLS[MXLETTIRIH
or looked for more evidence to come up with a new explanation
for a mystery? These might seem like trivial examples, but in fact,
XLI]VITVIWIRXWGMIRXM½GLEFMXWSJXLIQMRHETTPMIHXSERIZIV]HE]
situation. Scientists use these ways of thinking to revise their topics
of study and you can use the same tools in your own life.
Track 53 page: 142 Activity 3
Did you know that you have many opportunities to do
something good for yourself, from the time you wake up to
the time you go to bed?
Here we show you 5 ways to improve your health.
1. Move your body to make your heart healthier.
• Avoid shortcuts, take the stairs, walk to school if possible, and
try to walk your dog more.
2. Watch what you eat.
• Get in the kitchen. Try to eat homemade food or if you have
the chance, cook your own food!
3. Eat less.
The best way to keep your body healthy is eating less. As
simple as that.
• Use portion control. Limit your serving size to the size of
]SYV½WXVIEPP]
ˆ+IXVIEP-X´WFIXXIVXS½RHEPIZIPSJHMIXMRKERHI\IVGMWIXLEX
you can maintain all along than eating soup the rest of your life
or going through awful diets.
4. De-stress
• Related with everything from headaches to heart disease,
stress can affect a person’s physical and mental health. To keep
the harmful effects of stress away. Yoga, meditation and deep
breathing techniques help diffuse stress.
5. Sleep. Yes, true. Not sleeping enough hours causes irritability, Track 56 Extra Test Unit 7 Junk Food
depression and
high blood pressure. Junk food is food that is calorie-dense and poor in nutrients. In
• Put nicotine and caffeine away, as they are stimulants and recent decades, fast food in the United States have increased
shouldn’t be consumed before sleeping. Alcohol consumption dramatically, with 25 percent of people now consuming
and heavy meals can also interfere with a good night’s sleep. predominantly junk food diets.
Junk food plays a major role in the obesity epidemic. Children
who eat fast food as a regular part of their diets consume more
Track 54 page: 143 Pronunciation Activity 7 JEX GEVFSL]HVEXIW ERH TVSGIWWIH WYKEV ERH PIWW ½FVI XLER
i. agree disagree those who do not eat fast food regularly. Obesity increases
your risk for cardiovascular disease, diabetes and many other
ii. regular irregular chronic health conditions.
iii. virus antivirus Another issue is that junk food may lead to depression in
iv. smoking non-smoking teenagers, according to Andrew F. Smith, author of the book
Fast Food and Junk Food: An Encyclopedia of What We Love
to Eat. Hormonal changes at puberty make teens more
Track 55 page: 149 My Progress Unit 7 Activity 1 susceptible to mood and behavioural changes. A healthy diet
Simon: Today we are very happy to welcome Martha plays a part in keeping hormone levels on an even level, while
Connolly. Martha is an editor of the science magazine a diet high in junk food doesn’t.
What’s new? and she’s come along today to tell us
about the world’s smallest transistor radio. Hello
Martha. Welcome to the programme.
Martha: Thank you, Simon. It’s a pleasure to be here.
Simon: So how small is “small”, Martha? I’m sure our listeners
will be interested in the dimensions of this transistor.
Martha: Well, we are talking about nanotechnology so
IZIV]XLMRK MW EPVIEH] TVIXX] WQEPP 8LMW MW E ½JX]
nanometre transistor, which means more or less one
two-thousandth (1/2,000) the width of a human hair.
Simon: That’s small!
Martha: Yes! The transistor is special not only because of
its size, but also because all of its components are
built on top of a silicon sheet. It’s called a “vertical”
transistor because of this. Up until now transistors
have been horizontal. The fact that this is vertical
means it occupies much less space.
Simon: So, this kind of creation has never been seen before,
has it?
Martha: That’s right. In fact, it has several novelties. One
important difference is that with a conventional
transistor you only have one “gate” which switches
the current on and off. The new transistor has a gate
on each side. In real terms, having two gates makes
the processing faster. So everything is twice as fast.
Simon: So, tell us Martha, is this new transistor going to
replace the traditional transistors?
Martha: I think so, yes. But it might take some time. I can’t see
companies replacing expensive existing transistors
immediately. But when they need a new transistor, it
makes sense to develop a vertical one.
Simon: So Martha, what about the...

203
PHOTOCOPIABLE
tra Tes
x

t
E
7
UNIT
Reading
1 Match each subheading with a paragraph in the text.

a ;LEXEVIXLILIEPXLFIRI½XWSJI\IVGMWI# d Why do we need exercise?

b What type of exercise can I do? e How much exercise do I need to do?
c ;LEXEVIXLIWSGMEPFIRI½XWSJI\IVGMWI#

What is exercise?
Exercise is basically the use of energetic movement to keep our bodies fit and healthy.
i The human body was not designed to be sedentary, but to move. In the past, mankind had to do physical tasks
on a daily basis. However, technology has made our lives easier in many ways and, as a result, we move considerably
less today. We drive to the shops instead of walking or we take the lift rather than going up two flights of stairs. Many
of us prefer indoor pastimes, like watching TV or playing video games, to outdoor activities.
ii There are numerous benefits to doing exercise. Exercise:
• strengthens hearts, lungs and blood vessels.
• facilitates good sleeping patterns.
• gives us more energy.
iii If we choose to go for a walk with a friend, we can have a chat. If we join a sports club or a gym, we can
meet people with similar interests and possibly develop new friendships. Being with others makes exercise more
interesting and motivating.
iv It is important to choose the right exercise type for our bodies, and one that will encourage us to continue.
If you want to improve muscular strength, you could do anaerobic exercise, like weightlifting. To improve physical
endurance, aerobic exercise is important. Activities such as jogging, dancing or swimming are aerobic and also help
augment overall fitness. Flexibility can be improved by regular stretching.
v Current guidelines recommend that we spend at least thirty minutes a day being physically active. It doesn’t
need to be expensive. You can take exercise at home by tidying the sitting room or dancing to your favourite music.
Not having enough time is no longer a valid excuse. Everyone has thirty minutes. Come on, let’s get fit!

points /5
Listening
2 Listen to this report about fast food and junk food in the USA. Decide if the statements are true (T) or false
(F). You will hear the report twice.
a Junk food is high in calories and low in nutrients. d Obesity doesn´t increase your risk for
b Fast food consumption in USA has not risen in cardiovascular disease, diabetes or any other
about 25% lately. chronic health conditions.
c Children who consume fast food usually consume e Teenagers may suffer depression if they consume
PIWW½FVI plenty of fast food.
points /5

Writing
3 ;VMXIMR]SYVS[R[SVHWETTVS\MQEXIP] EFSYXXLIFIRI½XWSJHSMRKI\IVGMWIERHIEXMRKLIEPXL]JSSH+MZI
reasons for your choices. points /10

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 11-15 16-20

TEACHER’S BOOK
204
 tra Tes
x

t
E
7
UNIT

Warm Up
Ask students what do they remember having worked on unit 7 and write the topics on the board. Have students
say out loud what they remember having read or listened about these topics and make some notes on the board
too.

Reading
1. Go through the instructions and check students have understood by asking some questions such as ‘Do you need
to write anything?’ and ‘Do you need to match?’. You can also help them by explaining how to work in this type of
EGXMZMXMIWMR[LMGLXLI]WLSYPH½VWXVIEHUYMGOP]JSVEKIRIVEPMHIESJ[LEXXLIXI\XXEPOWEFSYXERHXLIRWGERJSV
WTIGM½GMRJSVQEXMSRXLEXPMROWIEGLTEVEKVETLXSELIEHMRK7XYHIRXWVIEHERHQEXGLMRHMZMHYEPP]WSXLI]GERPEXIV
check with a partner. Answers: a ii; b iv; c iii; d i; e v

Listening
2. 56 7XYHIRXWPMWXIRXSXLIVIGSVHMRKJSVXLI½VWXXMQIERHERW[IVMRHMZMHYEPP]&IJSVILEZMRKXLIQPMWXIREKEMR
get them to check in pairs. After the second time they listen, have whole class feedback to check the correct
answers. Answers: a T; b F; c T; d F; e T

Writing
3. Encourage students to plan their writing in order to save time and organise their ideas better. After writing, direct
students to the General Writing Rubric with Descriptors on page 188 of the Student’s book so they can assess
their own written piece before handing it in and to follow the three stages of writing (planning-producing-revising).

Wrap Up
This stage can be used for correction. Have students switch their tests with partners sitting close to them. Go
through the answers with the whole class and clarify any doubts.

Background Information Common Mistakes

Obesity is one of the most common illnesses
When students write in English, they tend to
nowadays, and it is mainly caused by overeating
produce based on what they usually hear, which
habits and lack of exercise. If you’re overeating often,
may lead to mistakes. Before they go to the stage
there are some things that might help you avoid
of writing revision, remind them to focus on:
doing so. For example, instead of eating when you’re
RSXLYRKV]½RHSXLIV[E]WXSOIIT]SYVWIPJFYW] • Punctuation and Spelling
and don’t eat meals or snack while doing something • Gammar accuracy and vocabulary in context
else, like watching TV or doing homework. • Target audience and register
7SYVGILXXTOMHWLIEPXLSVKXIIRJSSHC½XRIWWJSSHC • Organisation of ideas
½XCUEI\TIVXCSZIVIEXMRKLXQP

205
PHOTOCOPIABLE

7
UNIT Reinforcement Activities

1 'SQTPIXIXLIHMEKVEQ[MXLQSVI[SVHWXLEXEGGSVHMRKXS]SYVSTMRMSR½XMRIEGLGEXIKSV]
healthy

lettuce

nasty nice

cheese

unhealthy

2 Interview a partner. Use the answers to make the questions and then complete each answer with your partner’s
information.

a. ?

When I was 5 years old I used to

b. ?

I wish

c. ?

If I hadn’t entered this school

3 Work in pairs. Think about the healthiest person you both know and write a paragraph about her/him describing
their lifestyle and why she/he is inspiring to you.

TEACHER’S BOOK
206
 7
UNIT Reinforcement Activities

Warm Up
Write the words healthy and unhealthy on the board and elicit words that students think are related to these
concepts.

1.7XYHIRXWGSQTPIXIXLIHMEKVEQ[MXL[SVHWXLEX½XIEGLGEXIKSV]REWX]LIEPXL] LIEPXL]RMGI RMGIYRLIEPXL]

and unhealthy-nasty). They should then compare in pairs and see what words from their partner are interesting
for them to note down. Answers will vary.

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

3. Ask students what jobs healthy people do (usually sports). Get them to work in pairs and choose one person
who is inspiring to write about. They can tell the class later who they chose and why.

Wrap Up
Ask students which people they wrote about. Make a list on the board and choose the top three or four by having
students vote. Then, divide the class in as many groups as top people you have (three or four) and get students to
make a poster that represents how healthy this person is.

Background Information Common Mistakes

Play a few games and get fame and fortune in return;
As students will be working in more than one
who wouldn’t love that? Athletes and sportsmen, and
grammatical form in activity 2, they may get
women, have always been a great sour of inspiration
confused with formation. Monitor closely in case
for everyone. A few examples that would come
weak students struggle to make the questions and
to mind would be people like Michael Jordan, who
help them by eliciting from them and their partner
was actually denied the opportunity to play on the
the correct form.
varsity basketball team because he was too short.
Great athletes, whether they be cricketers, basketball
or baseball players, formula 1 drivers, footballers or
rugby players put in a substantial amount of their
time and energy in perfecting their skills.
Source: http://www.thefamouspeople.com/sports-
persons.php

207
Student’s Book pages 150 and 151

UNIT 8
The Price of Progress

Getting Started
Refer students to the picture and
ask them what they think it shows.
Direct them to the box with
topics from the unit and ask them
how they think they are related to
the picture. Then, have them read
the title of the unit and ask them:
Teacher: So, What is the Price of
Progress?, Does progress imply a
better world? Why?
Get students to discuss in groups
MRSVHIVXSHI½RIXLIEHZERXEKIW
and disadvantages of a world
in progress. Encourage them to
talk about global and local issues
related. Clarify any vocabulary
doubts that appear by drawing
students’ attention to the board
and elicit meaning, pronunciation
and form.

Background Information
%GGMzR67)MWERSRTVS½X
organization that works with
member companies towards
Corporate Social Responsibility and
sustainable development in Chile. Read the Living in Harmony section, keeping in mind that this is an
Accion RSE helps companies to OFT. Draw students’ attention to understanding the importance of
improve their competiveness and consciousness towards the environment. Then, ask them how they and
sustainability through projects, others can cooperate to make the world a better place.
services, networking activities,
capacity building, studies and
publicity of their business case and
CSR activities.
http://www.accionrse.cl/

TEACHER’S BOOK
208
 Lesson Summary
Aim: Develop receptive and
productive skills in the context of
natural features of Chile and its
industry.
Suggested Time
90 minutes
Vocabulary
Chile, nature, industrial production
Communicative Aims
Integrate expressions to
demonstrate understanding of
different meanings
Materials
57

Dictionary

Warm Up
Refer students to the title of the
lesson and get them to work in
small groups, by noting down three
situations of contrast in Chile such
as The north is very hot and the south
is very cold.

Pre - Reading
1. a Students discuss in pairs if the
pictures show the same as the
opinions they have about Chile.
Answer: Different regions of Chile.
Post Reading b4EMVWRS[XV]XS½RHXLIQIERMRKW
3. Allow students to choose one or two industries after they discuss using their own words. Have them
about them all, so they can present what they investigated about. check with other pairs before whole
7YKKIWXWSQI[IFWMXIW[LIVIXLI]GER½RHYWIJYPMRJSVQEXMSRWYGLEW class feedback. Answers will vary.
https://www.cia.gov/library/publications/the-world-factbook/geos/ci.html,
http://www.sofofa.cl/sofofa/index.aspx?channel=3593 and http://www. While Reading
nationsencyclopedia.com/Americas/Chile-INDUSTRY.html 2. Students work individually and
then tell a partner the reasons for
STEP IT UP! their answers.
Use this section as extra TVEGXMGIJSVJEWX½RMWLIVW,EZIWXYHIRXW Answer: a The second poem. b and
investigate by consulting books from the school library or the Internet. c will vary.

209
 Student’s Book pages 152 and 153

Vocabulary
4. Students match the columns
and then check in pairs. Clarify
vocabulary as needed.

Pre-Reading
5. Direct students to the picture
and the headings of the text. Ask c
them what they think the text will d
b
be about and write some ideas f
e
on the board. Get students to a

discuss the questions in pairs and

then check with the whole class.
Answers will vary.

While Reading
6. Set a time limit of 1 minute for
students to read the text to get
the main idea.
Answer: a a report
7. Encourage students to read
the text in detail this time and
have them answer the questions
individually. Get them to check in
TEMVW[LIRXLI]½RMWLERHLEZI
whole class feedback.
Answers: a food production and
textile industry; b environmental
factors, low birth rate; c more
women are joining the workforce; CHECK THIS OUT! Common Mistakes
d talented farmers and excellent
Put students in small groups Give the opportunity to students
technology used.
and have them discuss to give their answers of skills
whether they knew these development activities with
facts or not. Then get GSR½HIRGIERHVIQMRHXLIQXLEX
each group to investigate even if their answers are not exactly
something interesting the same as the answer key, they
about Chile and make a may have expressed the same idea
question for the class. Collect with different words. Encourage
questions and have a class them to see variety of language as
quiz with score. an asset and not as a mistake.

TEACHER’S BOOK
210
 Post Reading
8. a Ask students to remember
what they always have to do
before writing (planning) and
elicit useful ways of doing it such
as lists, mind maps, diagrams and
¾S[GLEVXW,EZIXLIQQEOI
their own spider map individually.
Answers will vary.
b Students compare their spider
maps and give ideas to each other
on how to improve them.
9. Have students write the
sentences in pairs and clarify the
use of make and do to the whole
class afterwards. Answers will vary.

SPEAK OUT
Direct students to the expressions
in the box and ask:
Teacher: What would you say to
GSQTPIXIXLI¼VWXWIRXIRGI#,S[HS
you know it’s a fact? Write some
examples on the board so they can
follow them as guide and decide
in pairs what ideas they could use
to complete the sentences. Have a
whole class discussion to see what
ideas they have in common and to
get them to use the expressions in
spoken English.

Extra Activity Common Mistakes

Have students revise their spider
When student produce spoken language they may have problems to
map from activity 8 and get
express their ideas using the correct grammatical structures. A good way
them to form pairs with the
of helping them is to carry on-the-spot correction, by interrupting students
same partner they worked with
gently when they make relevant mistakes and eliciting correction from
in that exercise. Each pair makes
XLIQWIPZIWERHXLIVIWXSJXLIGPEWW8LMWWLSYPHFIHSRI½VWX[MXLQSWX
a brochure which they can later
GSR½HIRXWXYHIRXWEWXLI]GERPIEHXLIVIWXXSWIIGSVVIGXMSREWE[E]SJ
leave at the reception desk of
improving. Help yourself with useful phrases such as ‘Remember the only
the school for people to see.
way of getting better is by making mistakes’.

211
Student’s Book pages 154 and 155

LANGUAGE IN USE
Integrate expressions to
demonstrate understanding of
different meanings
6XIÀ[HV
ending
)PMGMXXLIGSRGITXSJ³TVI½\´F]
asking students to remember a
grammar point from unit 7. Ask
students what the opposite of a
TVI½\MWWYJ½\ ERHIPMGMXXLI[E] The natural The natural The climate
barriers, barriers and has a cooling
to use it by asking some concept including the effect
The Andes Mediterranean
questions such as: Mountains, climate
Atacama
Teacher: (SIWEWYJ¼\GLERKIXLI desert,
QIERMRKSJE[SVHPMOIETVI¼\ Patagonian
MGI½IPHW
does?-J]SYTYXETVI½\FIJSVIE
[SVH[LIVIHS]SYTYXXLIWYJ½\#
For further explanation check the
Grammar Reference at the back of
the book.
10. Encourage students to use the
XI\XXS½RHXLI[SVHWWSXLI]
practise their reading skills and
can paraphrase when writing the
new sentences if they don’t have
new ideas. Answers: a agricultural;
b forestry; c cleaner; d effective; e
VI½RMRK'SQTPIXIERW[IVW[MPPZEV]

Pre-Listening
11. Ask students what distinctive
natural features Chile has in
contrast with other countries.
Students discuss the questions and
tell the class. Answers will vary.
While Listening
12. 57 Students listen to the
monologue and complete the table.
Post Listening
13. Students discuss in pairs and
then share with the class.
Wrap Up
Students form groups of 3 and
choose their favourite place in Chile.
Encourage them to do some research
on the location chosen so they can
QEOIEPIE¾IX[MXLYWIJYPMRJSVQEXMSR
for tourists.

TEACHER’S BOOK
212

shipping agents
customs
freight
waybills
customs
shipping agent
ship
container
packing slip
Common Mistakes
When students are told they
are to listen more than once,
they tend to avoid answering
EPPXLIUYIWXMSRWHYVMRKXLI½VWX
listening as they prefer to focus
on some questions during each
time they listen. Encourage them
to answer as much as they can
HYVMRKXLI½VWXXMQIXLI]PMWXIR
and then to check.
waybills freight
ship packing slip container
While Listening
3. 58 Tell students they’re going
to listen twice. They should work
MRHMZMHYEPP]HYVMRKXLI½VWXPMWXIRMRK
After this, ask who managed to
answer both questions and get
students to check in pairs. Play the
recording again and have whole
class feedback.
Possible Answers: a No, he isn’t.
b Custom procedures for the
containers and freight.
Lesson Summary
Aim: Practise and produce language
in the context of global trading.
Suggested Time
90 minutes
Vocabulary
International relations
Communicative Aims
Use context to determine what
register to use
Materials
58
Dictionary
Warm Up
Ask students what differences can
they think of between Chile and the
rest of the world. Write the concept
of ‘Global Trade’ on the board and ask
students to help you make a mind
map by saying words that come to
their minds that are related to that
concept. Make sure you get the
words ‘importations’ and ²I\TSVXEXMSRW³
as they will be useful to link content
to the next activity.
Pre-Listening
1. a Have students make the list on
their own before consulting lesson
1. Go through the questions with
the whole class.
b Students work individually before
checking in pairs and with the rest
SJXLIGPEWW:SGEFYPEV]GPEVM½GEXMSR
might be needed when you give
feedback.
2. Students complete individually.
Have them check in pairs before
whole class feedback.
213
Student’s Book pages 156 and 1567

4. Students guess the meanings of

the expressions. Answers will vary.
Take notes of students’ relevant
mistakes when speaking to use
them in the LEARNING TIP section.

LEARNING TIP
Refer students to the box and tell
them that now they are going to
have the possibility of checking
their own mistakes. Do not tell the
name of the person who made the
mistake and go through each of
them with the class.

Post Listening
5. Encourage students to practice
the script and personalise it if they
want. Groups can present to the
rest of the class.
6. Students form new groups and
create a new script for the role
play, practise and then present to
the class.

SPEAK OUT
Have them think of questions they
have about the lesson so far, so
they can ask partners and use the
expressions to check they have
understood. They could also come
XS]SYJSVGPEVM½GEXMSR
Teacher: Do you use these
I\TVIWWMSRWMJ]SYGSQTPIXIP]FIPMIZI
what people tell you? What are you
EWOMRKJSV[MXLXLIWII\TVIWWMSRW#
LANGUAGE IN USE
Use context to determine what
register to use
(Direct and indirect questions)
Write on the board some
questions that students used in
the SPEAK OUT activity and
elicit whether they are direct or
indirect. For further explanation
check the Grammar Reference at
the back of the book.
Practice
7. Students work individually and
then compare answers with a
partner. Carry whole class feedback
to correct grammatical mistakes.
Answers:
a Do you know at what time
Supermarket opens?; b Can you tell
me where the toilets are?; c Do you
know if Miguel is at work today?;
d Can you remember where we
parked the car?

TEACHER’S BOOK
214
 Pre-Reading
8. Ask for students’s main ideas
and write them on the blackboard.
Their answers are helpful for the
following question.
9. Tell students to remember the
mind map the whole class did
about ‘Global Trade’ so they can
use the related concepts in their
HI½RMXMSRW,EZIXLIQGSQTEVI
answers with a partner before
whole class feedback.

While Reading
10. Allow students enough time
to read in detail and answer the
question. Get them to compare
with a partner and ask the class for
different ideas. Answers may vary.

Post Reading
11. a Students discuss the questions
and share their ideas with the class.
b Students complete the diagram
individually. Answers will vary.
c Students compare with their
partners and tell the class their
conclusions.

Wrap Up
Elicit what is the mineral that
Chile produces and direct
students to discuss the statement
in their groups before answering
Background Information the questions individually. Have
them compare their answers
An export strategy is an essential component of a business plan. Keep and tell the class how similar or
it simple, but make sure everyone involved in achieving export results different they were.
is aware of the plan and has a sense of engagement with it. Developing Students form groups of 4 or 5 and
ERI\TSVXWXVEXIK]LIPTW]SYHI½RI]SYVI\TSVXEMQWERHQEXGL]SYV think about a Chilean product they
resources to those aims. all like. Then, they make a poster
Sources: http://www.austrade.gov.au/Export/About-Exporting/Export- that tells what strategies would they
strategy and http://export.gov/basicguide/eg_main_043072.asp use to export it to the world.

215
Student’s Book pages 158 and 159

Lesson Summary
Aims: Analyse and produce
language in the context of climate
Suggested Time
90 minutes
Vocabulary
Climate, environment
Communicative Aims
Integrate expressions to describe
actions
Materials
59-60

Dictionary

Warm Up
Ask students about the weather
in Chile throughout the year.
Ask how much they think it has
changed in time and why this is
happening.

Pre-Reading
1. Direct students to the articles
and predict all together what the
text may be about. Students decide
which words the text will contain
and check in pairs before whole
class feddback. Extra Activity
2. Set a time limit of 45 seconds for
students to read for gist. Have them Ask each student to write one to three words related to the topic of the
compare answers in pairs and then lesson. Collect the pieces of paper and put students in groups. Go group
check with them. by group and give them a minute for one of them to describe as many
words as they can and the others to guess. If they do not guess, they
will have to put the word back into the pile so the next group has the
change to guess it. Carry a count of the score on the board to see which
group wins after all the words have been guessed.

TEACHER’S BOOK
216
 While Reading
3. Allow students enough time to
go through the text in detail and
answer the questions by scanning it.
Answers: a Researchers from the
British Antarctic Survey (BAS).
b That the ice sheet was stable.
c Becket thinks it will be almost
impossible to prevent major
damage caused by global warming.
d The existence of the penguin
species are threatened. e 250 cubic
kilometers a year. f A disaster: some
Common Mistakes
Students may think that any noun
or adjective can be used to form
and adverb by adding –ly. Clarify
that even when this is the most
common formation pattern, there
are some irregular adverbs too
and give common examples such
as good-well; fast-fast; daily-daily;
wrong-wrong/wrongly.
Practice
7. Have students check in pairs
if they have formed the adverb
correctly before writing their
sentences. Ask questions to check
they have understand such as:
Teacher: Are we describing an
object or person? Are we describing
EREGXMSR#,S[HS]SYORS[#
What are the clues?
EVIEW[SYPHFI¾SSHIHYRHIV
water).
4. Students work individually and
then check in pairs.
Post Reading
5. Students look for the words
or phrases individually and then
compare with a partner.
Answers: a revealed; b threat;
c eventually; d disintegrate; e
concern; f prevent; g remote; h rate;
i is raising
6. Encourage students to plan their
writing with a diagram and remind
them that concepts from the test
may be useful to note down.
LANGUAGE IN USE
Integrate expressions to describe
actions (Adverbs)
Write a model sentence on the
board that includes the four parts
of speech (noun, verb, adjective and
adverb) such as ‘The big ball bounces
repeatedly’ and ask students to help
you identify them. Clarify what is
the use of each word and how they
are related. For further explanation
check the Grammar Reference at
the back of the book.
217
Student’s Book pages 160 and 161

Pre-Listening
8. Ask students how the pictures
are related and clarify unknown
vocabulary.

While Listening
9. 59 Students work individually

and check answers in pairs.

Answers: showers, snow and fog.
e b
10. 59 Students listen once for

this exercise. Have them compare

with a partner and go through
whole class feedback. a f
Answers: showers, snow and fog.

CHECK THIS OUT! d c

Direct student to the box and ask
if they knew about the fact. Have
students do some research on the
subject and share some other facts
with the class.
Suggest some useful websites such
as http://www.climate-zone.com/
climate/chile/, http://www.chile.
travel/en/about-chile/weather-and-
geography.html, http://traveltips.
usatoday.com/weather-climate-
chile-14796.html

Post Listening Pronunciation Pre-Reading

11. Encourage students to choose
13. Elicit two words that have 15. Have students discuss in small
someone they know that would
the same vowel sounds to set an groups and then collect information
½RHXLIPIXXIVMRXIVIWXMRKERH
example for the task. During whole from the whole class.
write to them.
class feedback have students model
12. Have students create their
the sounds and correct them with
forecast based on the investigation
gestures.
they did.
14. 60 Students now listen and
check their answers.

TEACHER’S BOOK
218
 While Reading
16. Encourage students to scan
XLIXI\XMRSVHIVXS½RHXLI
information they need.
Answer: Greenhouse gases may
GEYWI¾SSHWWXSVQWHVSYKLXWERH
heat waves, and some species are
in danger of becoming extinct.
17. Have students read individually
and then get them to discuss with
a partner. Collect suggestions in
whole class feedback.

Post Reading
18. Tell students that they can
read the text again if they need
XS½RHQSVIWTIGM½GMRJSVQEXMSR
Have them go through the
UYIWXMSRW½VWXWSXLI]ORS[[LEX
information to look for.
1
5
2

6
7
4

Common Mistakes
It is paramount to clarify that the
Wrap Up best option to identify what a text
Explain students that global warming is a big chain reaction. The sea rises, is about, or its main idea is gist
water covers lowlands and drowns plants. When they die, animals lose reading, which does not involve
a source of food and habitat. The animals who don’t adapt also die. As a scanning or reading in detail, as
result, the ecosystem is completely changed. this techniques will lead students
XSFIXXIVYRHIVWXERHSRP]WTIGM½G
*MREPP]WXYHIRXWJSVQKVSYTWSJSVERHQEOIE¾S[GLEVXSVHMEKVEQ
pieces of information in a text. You
in a big piece of card in which they should include some solutions for
can contrast the uses of skimming
global warming. The diagrams should go in a poster to be decorated and
and scanning on the board.
put up on the wall.

219
Student’s Book pages 162 and 163

Lesson Summary
Aims: Develop productive skills
from input in the context of
environmental issues.
Suggested Time
90 minutes
Vocabulary
Environment, recycling
Communicative Aims
Signal intention to receive
GPEVM½GEXMSRSJMRJSVQEXMSR
Materials
61

Dictionary

Warm Up
Write the word eco-friendly on the
board and elicit its meaning. Ask
students to help you build a list of
things people have to do in order
to be considered friendly to the
environment.

Speaking
1. Students complete the quiz by
asking their partner for answers.
Have them compare their results to
see who is more environmentally
friendly. 2. Students compare
answers in pairs. Clarify any
unknown vocabulary.
Answers: a 2; b 7; c 5; d 1; e 4; f 3; g 6

SPEAK OUT! Common Mistakes

Ask students if there is something from the previous activities
they haven’t understood so far. Direct them to the box and have
them think of questions using the expression presented. Ask
questions to encourage them such as:
Teacher: (S]SYLEZIER]HSYFX[MXLZSGEFYPEV]JVSQXLIXI\X#
Can you form sentences to give your opinion?
3. ,EZIWXYHIRXWGLIGOXLIUYM^JVSQEGXMZMX]XS½RHMHIEWJSV
their opinions. Students work in pairs exchanging roles.
Students may tend to speak with
intonation from their mother tongue. This
happens particularly in questions, in which
the intonation usually falls. A good idea
is to go through some statements and
questions and use arrows to show their
intonation pattern on the board.

TEACHER’S BOOK
220
 Pre-Reading
4. Ask the class who recycles at
home and why they do it. Ask
the whole class for examples of
environmentally friendly actions.

While Reading
5. Students read the text
MRHMZMHYEPP]XS½RHWTIGM½G
information.
Answers: a throw away, recycle; b
produce greenhouse gases, using
large amounts of energy, and
burying rubbish produces pollution
and reduces quality of life;
d recycle, reduce consumption,
reuse packaging.

Post Reading
6. Have students underline the
connectors and ask the whole
class what they can use these
expressions for (giving structure and
GSLIWMSRXSEXI\X 
7. Students work individually and
follow each step in order to plan
before writing. Monitor for doubts
and help students with ideas. As
students get to the writing part,
lead their attention to the board
and teach the structure of a report.

Extra Activity Background Information

Have each student think of 1 to 3 words related to the lesson. Students To have students write reports
will form groups of 4 or 5 and they will play a game against the other properly, there are some tips they
groups in three rounds. Round 1: a student from each group (in turns should follow:
of one minute) takes words from the pile and describe as many as •Use rather formal language.
they can to their group. Different groups take turns until all the words •Divide text into sections
are guessed. Round 2: All the words are put back in the pile, and now (introduction, description, conclusion
another student from each group will mime the words. Round 3: with recommendations) by having
Instead of miming, students now can say only one word as a clue for each section in a paragraph with its
the concept that the group needs to guess. Keep score on board to see heading.
what group is the winner. •Do not write a title for your report.

221
Student’s Book pages 164 and 165

Pre-Listening
8. Students work in pairs to answer
the question together. Answers
will vary.

While Reading
9. 61 Play the recording once
and ask the whole class for
answers.
Answer: The granddaughter is
against the ring road and the
grandfather is in favour.
10. 61 Students answer
individually and then check in
pairs.
Answers: a Girl; b Grandfather;
c Grandfather; d Grandfather;
e Girl; f Grandfather; g Girl; h Girl

Post Listening
11. Ask students what they can
remember from both speakers
from previous exercise. Have
students decide in pairs.
Answer: c
12. Students work individually as
the preparation of the last activity
will be useful this time to write
about the grandfather. Students
can discuss in pairs before each
one writes the summary. Answers Wrap Up
will vary.
Taking the concept of the 3 Rs, ask students what people do to be
friendlier to the environment in their neighbourhoods. Direct students to
STEP IT UP! the questions and have them work in pairs.
Have students discuss in pairs and Explain students that in some communities in Santiago, people leave their
then put them in groups so each I\XVE SV YR[ERXIH MXIQW MR XLI WXVIIX SR E WTIGM½G HE] WS XLI] GER FI
pair can share their opinions. collected or re-used.
Students form groups of 5 and create a similar plan for their school. Each
13. Students work in groups and group should then create a detailed plan and make a PPT presentation to
put their posters on the wal. present to other classes.

TEACHER’S BOOK
222
 Warm Up
These activities may be answered
in teams, and points may be given
for each correct answer as they
are checked.

freight waybills shipping agents container

1. Refer students to activities from
XLIYRMXMR[LMGLXLI]GER½RHXLI
information they need. Have them
declare packing slip customs ship
work individually and then check
in pairs.
2. Have students work in pairs,
as they may need to use will
for predictions, and this was not
studied in the unit.
3. Encourage students to look
XLVSYKLXLIYRMXXS½RHXLI
answers they need. This may be an
effective way of revising contents.
Answers will vary.
4. Have students work individually
before checking in pairs. Draw
students’ attention to the board
and elicit meaning, pronunciation
and form to clarify unknown
expressions.
Answers: a iii; b ii; c i; d iv
5. Students work individually and
then check in pairs. Answers will
vary.

Wrap Up Extra Activity

Direct students to the Worksheets for extra practice and encourage them Ask students to close their
to work individually before checking in pairs or asking you. books. In small groups, have them
remember as much as they can
of what they have learnt. Then
go around the classroom and
make each group choose one
content and get them to prepare
EGPEVM½GEXMSRWIWWMSRXSTVIWIRX
to the class.

223
Student’s Book pages 166 and 167

Warm Up
As students may need extra
TVEGXMGIMRWTIGM½GEVIEW]SYGER
decide which activities to do in
class or let them choose a set of
activities to work on.

1.Students work individually and

carefully
then exchange their writing with kindness
headache
a partner to correct each other. politeness
It will be useful for them to check relationship
knowledge
the General Writing Rubric with
Descriptors on page 188 of the
Student’s book.
2. Students work individually and
then check in pairs. Carry whole
class feedback to clarify unknown
[SVHW%RW[IVWHMWGYWWMSRGSR½VQ
arrived, shipped, information,
managed
3. Students work individually
and then form groups of 4 and
GSQTEVIXLIMVHI½RMXMSRW=SYGER
LEZIXLIQXLMROSJHI½RMXMSRWEW
a group based on their individual
work.
4. Have students work in pairs, so
they can discuss the correct way
of changing direct questions into
indirect. Clarify with the whole
class afterwards.
Answers: a Could you tell me
what it says?; b Do you know when Common Mistakes
the party is?; c Do you know if
Students may still have problems with parts of speech, as they usually
the bank is open yet?; d Can you
½RHMXLEVHXSHMWGVMQMREXIFIX[IIREHNIGXMZIWERHEHZIVFW1EOI
remember if Isidora has the book?
sure that when going through activities that include language analysis
5. Have students discuss some
ERHXVERWJSVQEXMSRQIERMRKTVSRYRGMEXMSRERHJSVQEVIGPEVM½IHMR
ideas in pairs and then complete
that order.
individually. Have whole class
feedback to share ideas.

TEACHER’S BOOK
224
 6. Set a time limit of 1 minute and
have students read the text for
the main idea and discuss with the
class. Then, students should read
XLIXI\XMRHIXEMPXS½RHSYXEFSYX
the ideas from each paragraph
and how they can be linked to
the topic sentences.
Answers: a d; b a; c b; d c
7. Students now scan the text for
WTIGM½GMRJSVQEXMSRERHERW[IV
the questions individually. Have
them check in pairs and then
carry whole class feedback.+
Answers: a The destruction of the
Amazon rainforest has harmful
effects on the environment. It
contains millions of insects, plant
species, birds and mammals that
live there. The rainforest contains
20% of the world’s water and
many of our food and medicines
originally come from the forest.
b Every second, almost one
hectare of forest disappears and
this affects all forest life.
c Burning trees increases
levels of carbon dioxide and
other greenhouse gases in the
atmosphere.
d Farmers use it to provide food
for their animals or to grow crops
Wrap Up and mining causes even more
deforestation across large areas.
Take a poll of the class to decide which activities were the most challenging. e To introduce protected areas
Based on students’ answers, review the material as a class. and controlled logging schemes
to ensure that only legal
companies can sell wood. They
also promote the use of recycled
paper and discourage people
from buying furniture made from
rare, tropical wood.

225
Student’s Book pages 168 and 169

Lesson Summary
Aims: Revise and recycle contents
from the unit by personalising
context.
Suggested Time
45 minutes
Materials
Dictionary

Warm Up
Ask students if they remember any
debate they watched on television
or on the Internet. Ask them to
give you some details on what
debates are about, how people
interact and what the purpose of
these activities is.

1. Refer students to the notice

board and have them read it and
discuss the question in pairs. Get
them to share with the class their
answers and get them to think
about how it would be to take
part in a debating society.
2. Form groups of 4 to 6 students
and have them establish their
point of view and decide who will
be the chairperson.
3. Have students prepare their
Wrap Up
arguments and make notes for the Remind students that the best way of improving is by correcting
debate. themselves and carry a delayed correction session where they can
4.,EZIWXYHIRXWHI½RIXLIMV notice and correct their own mistakes.
causes and effects on the issue to
debate and listen as they say them
for some on-the-spot correction.
5. Monitor as students work and
make notes of relevant mistakes
for delayed correction.

TEACHER’S BOOK
226

Wrap Up
This stage can be focused on
mistake correction and language
GPEVM½GEXMSR*SVHIXEMPIHKYMHIPMRIW
on correcting writing you can
check the Writing General Rubrics
at the back of the book. To clarify
language from the unit, you can
elicit form rules and use of tenses
from students and write them on
the board.
3. Before students star writing
ask them if they remember how
to write a report. You can check
the Background Information
section on page 235 for more
information.
Lesson Summary
Aims: Assess performance of
students in themes and concepts
revised in the unit.
Suggested Time
45 minutes
Materials
62
Dictionary
Warm Up
Ask students to remember what
were the easiest and the most
HMJ½GYPXGSRXIRXWJVSQXLIYRMX
They could check their books if
they don’t remember well. For the
most repeated contents, ask them
[L]XLI]JSYRHXLIQHMJ½GYPXERH
what they think they could do to
improve. Write a list of tips for
self-study sessions on the board
so they can take that information
home.
1. Students listen once, then
check in pairs and have a second
listening if they need so.
Answers:
Speaker 1: plastics and packaging;
Speaker 2: recycling;
Speaker 3: XVEJ½G
Speaker 4: water shortages
2. Before students complete the
activity, refer them to the title and
discuss together what the text
might be about.
Answers: a people will live longer
b not enough natural resources,
food scarcity, climate change and
possibly global warming, 9 billion
people on earth c worse
227
 TRANSCRIPTS
Unit 8
Track 57 page: 154 Activity 12 Track 59 page: 160 Activities 9 and 10
Chile’s geographic barriers—the Atacama Desert to the north, This is the weather forecast for the U.K. for the next 24 hours.
XLI%RHIW1SYRXEMRWXSXLIIEWX XLI4EXEKSRMERMGI½IPHWXS Most of the country will start the day overcast with a few
XLIWSYXL ERHXLI4EGM½G3GIERXSXLI[IWXQEOI'LMPIER moderate showers. Over the mountain range, you can expect
authentic agricultural island.Together they help maintain healthy heavy snow above 2,000 meters. Near the western coasts
conditions and protect vineyards against pests and disease. there will be isolated patches of fog.
And with geography as diverse as Chile’s, the combination During the afternoon sunnier weather will extend gradually
SJ FIRI½GMEP REXYVEP FEVVMIVW ERH E KIRIVSYW QIHMXIVVERIER eastwards but these clear conditions aren’t expected to reach
climate make sustainability and organics a true choice in southeast England before midnight. However, in the evening,
Chilean winegrowing. In wine production, Chile’s climate is the weather will become windy and cloudy and temperatures
LMKLP]MR¾YIRGIHF]XLIGSSPMRKIJJIGXSJXLI4EGM½G3GIERERH will drop to 15 degrees.
the Humboldt Current.
Track 60 page: 160 Pronunciation Activities 13 and 14
Track 58 page: 155 Activity 3
a blow snow showers below
Receptionist: Good morning, Global Trade.
Maria José: Good morning. May I talk to Jason, please? b weather heat heavy eventually
It’s Maria José calling from Mining Exports in c¾SSHGSSPPSSWIX]TLSSR
Copiapó, Chile. d ice wind sky lightening
Receptionist: Sure, I’ll put you through. e sunny humid up thunder
Jason: Hello Maria José! What can I help you with?
Maria José: Well, the reason for my call is that I want to
Track 61 page: 164 Activities 9 and 10
touch base about the new regulations coming
into effect next month. Could you tell me if you
Grandfather: What are you looking at?
have had a chance to look them over yet? Granddaughter: -X´W E PIE¾IX EFSYX XLI HIQSRWXVEXMSR SR
Jason: I have only taken a quick look, but I believe most Saturday. I’m going with some friends.
of the new regulations won’t be applicable toGrandfather: Ah, so you’re against the ring road?
us when we ship. There should be no need to Granddaughter: Yes, I am. If we keep destroying the woods,
worry as long as our shipping agents are well we won’t have any trees left!
MRJSVQIHSJXLIGLERKIWERHXLIGIVXM½GEXIWSJ
Grandfather: But people need to move around the town
origin are in order. and get to work faster. If they build the new
Maria José: That’s great. However, do you know what the road, it will be a lot easier.
different procedures for customs will be? As I
Granddaughter: It isn’t just about getting to work. And anyway,
understand it, the regulation changes could I have to travel to college everyday and I
affect how we use particular containers and the don’t have any problems.
way we transport our freight. Grandfather: Building new roads creates employment too.
Jason: No, luckily for us, all we need to do is put some Have you anti-road protesters thought about
additional information on our waybills and that?
QEOI WYVI SYV TEGOMRK PMWXW VI¾IGX XLI WEQI
Granddaughter: Protecting the environment can mean jobs
information. as well. If we had a natural park or nature
Maria José: What a relief! That really puts my mind at ease. reserve, we would have space for outdoor
Jason: Good, I’m glad you called then. activities like trekking, cycling and horse
riding, which are all really popular in town.
Grandfather: But the ring road is progress for the town,
you can’t stop progress!
Granddaughter: Come on Grandpa! That’s what people said
about closing the mines. And you protested
then!
Grandfather: That was different...anyway, they closed the
mines.
TEACHER’S BOOK
228
Track 62 page: 169 My Progress Unit 8 Activity 1
Speaker 1: Nowadays, plastic bags and bottles are everywhere.
Laura: For centuries, people have moved from the
I try not to buy things in plastic containers and I tell
shop assistants not to put my fruit and vegetables
into plastic bags and I pop them straight into the
trolley!
Speaker 2: I recycle all my paper, glass, and containers like
milk cartons or yoghurt pots. There are recycling
containers near the house, so it’s easy for me.
Speaker 3: My family uses public transpor t! We travel by
bus and metro as much as possible. It’s annoying
when the bus arrives late or the metro is busy,
but there’s no way to avoid that.
Speaker 4: Water is a big problem in my country. I always
have a shower and not a bath. I make sure the
washing machine is full before I use it, and I
never brush my teeth with the tap running!
Track 63 Extra Test Unit 8 The City or The Country
GSYRXV]WMHIXSGMXMIWXS½RH[SVOERHERI[PMJI
Cities have got something for everyone. However,
GMXMIWEVIR´XTIVJIGXERHXLI]GERFIHMJ½GYPXTPEGIWXS
live.
On the one hand, more jobs are available in cities
than in the countryside. People living in cities
sometimes spend less time travelling to and from
work. Cities also offer lots of amenities, like shopping
centres, restaurants, museums, theatres, etc. These
things aren’t available in the countryside.
On the other hand, there are also disadvantages to
living in cities. As there are so many people living
there, cities can be very noisy. Despite having large
TSTYPEXMSRWMXGERFIHMJ½GYPXXSKIXXSORS[TISTPI
With so many cars, buildings and people, pollution is
another problem. However, this isn’t a problem in the
countryside where there is fresh air.
Although cities are not for everyone, I love them
and I don’t want to live anywhere else. People will
continue moving to the cities in the future because of
all of the possibilities they offer. I would be very lonely
living in the countryside.
229
PHOTOCOPIABLE
tra Tes
x

t
E
8
UNIT

Listening
1 Listen to Laura talking about the differences of living in the city and living in the country. Name three advantages and
three disadvantages she mentions.You will hear the recording twice.
Advantages Disadvantages
a _____________ d ___________
b _____________ e ___________
c _____________ f ___________
points /6

Reading
2 Read this text on eco-homes and put the sentences/paragraphs in order from 1 to 5.

Protecting the environment is becoming more and more important in our daily lives.
__________ (a) Eco-home is the term used to describe these environmentally friendly houses. The concept behind
these homes is that they leave the smallest carbon footprint possible. They are built with materials from sustainable
sources and they are designed to use very little energy.
__________ (b) This zero carbon house has a concrete base and the rest of it is made of wood. The house itself is
prefabricated, which means that it costs very little, environmentally, to make or transport. To keep the house warm,
various systems are used. Power is generated using wind turbines and solar panels. Modern technology has also
allowed them to construct a greenhouse which produces its own energy and they grow their fruit and vegetables.The
Reas believe that their home is an ordinary house. Will we all be living in eco-homes in the future?
__________ (c) In fact, architects have taken on the challenge of designing house plans that are environmentally
friendly and built with sustainable materials.
CCCCCCCCCCH 3RISJXLI[SVPH´W½VWX^IVSGEVFSRLSQIWIGSLSQI GERFIWIIRSR9RWX-WPERHMRXLIRSVXLSJ
7GSXPERH9RWX-WPERHMWSRISJXLIQSWXHMJ½GYPXTPEGIWXSPMZIMRXLI9/MX´WERMWPERH[LIVIXLIVIEVIJVIUYIRXWXSVQW
with strong winds in winter and the sun doesn’t set there in the summer. Despite these problems, it is here that the
Rea Family decided to build their environmentally friendly house.
__________ (e) We all try to reduce, recycle and reuse things like plastic containers and paper. The environment is
something which affects every one of us: from architects to zoologists.

points /5
Writing
3 Would you like to live in the country or in the city? Write about 150 words describing the advantages and disadvantages
of living in the city or in the country according to your choice. Use the vocabulary from the previous texts as a guide.

points /9

Keep practising Let’s review Good job! Brilliant!

0-5 6-10 11-15 16-20

TEACHER’S BOOK
230
 tra Tes
x

t
E
8
UNIT

Warm Up
Ask students what do they remember having worked on unit 8 and write the topics on the board. Have
students say out loud what they remember having read or listened about these topics and make some notes
on the board too. After this, have them check if their predictions were correct by looking through the book.

Listening
1. 63 Let students know that they will listen to the recording twice. Encourage them to follow the strategies
they’ve learnt for listening, especially to use both times they listen to answer as much as they can.
Possible Answers: a more jobs; b sometimes less travelling time; c more amenities for shopping and cultural
activities; d noisy; e pollution; fPSRIP]SVHMJ½GYPXXSQIIXTISTPI

Reading
2. Help students with the opening paragraph, by having them read paragraphs quickly and discuss with the
[LSPIGPEWW[LMGLSRIWLSYPHKS½VWX7XYHIRXWXLIRGSRXMRYIMRHMZMHYEPP]ERHPEXIVGLIGOMRTEMVW
Answers: 1 e; 2 c; 3 a; 4 d; 5 b

Writing
3. After writing, direct students to the General Writing Rubric with Descriptors on page 188 of the Student’s
book so they can assess their own written piece before handing it in.

Wrap Up
This stage can be used for correction. Have students switch their tests with partners sitting close to them. Go
through the answers with the whole class and clarify any doubts.

Background Information Common Mistakes

After the reading, students could go through a follow-
7SQIXMQIWWXYHIRXW½RHMXLEVHXSHI½RI[LEX
up speaking activity related to sustainability. Engage
type of text they should produce according
them to the topic by providing some background
to the information they want to show and
information like the following:
the way they want to show it (description,
“Sustainability is based on a simple principle:
arguments, and recommendations. Before each
Everything that we need for our survival and well-
writing activity, brainstorm with the class what
being depends, either directly or indirectly, on our
are the objectives of the writing and the target
natural environment. Sustainability creates and
audience, so you can help them detect when to
maintains the conditions under which humans and
write each type of text.
nature can exist in productive harmony, which
TIVQMXWJYP½PPMRKXLIWSGMEPIGSRSQMGERHSXLIV
requirements of present and future generations.”
Source: http://www.epa.gov/sustainability/basicinfo.htm

231
PHOTOCOPIABLE

8
UNIT Reinforcement Activities

1 Look back at unit 8 and for each lesson, choose a topic that called your attention. For each topic, note down some
[SVHW]SY½RHMQTSVXERXSVMRXIVIWXMRK 9WIEWTMHIVQETXSSVKERMWI]SYVMHIEWERHXSWIILS[[SVHWEVIVIPEXIH
Here is an example:

cars
Chile and
mining
the price of pollution
progress industries
fertilisers

2 Imagine you have been invited to a national congress about the environment, with the mission of interviewing a
‘green celebrity’. Think of 5 questions you would ask and then make them indirect, as it is a formal event.

Direct question Indirect question

3 Write a report to your local government telling them what you know about the environmental situation of your
city. You can use the ideas from activity 1 to help you. Remember to describe the situation in detail and to give
recommendations in your conclusion. Use 100 or more words and follow the structure given.
INTRODUCTION

CONCLUSION

TEACHER’S BOOK
232
 8
UNIT Reinforcement Activities

Warm Up
Have students close their books. Together, have them tell you the different topics covered in the unit and write
them on the board. Get them to talk about what they remember from each topic and write some important
ideas next to the topic.

1. Students can use the ideas from the board to get started. Monitor to check they are properly doing the spider
map and allow them to discuss ideas together. Answers will vary.
2. Give students some information about ‘green celebrities’. For this, you can use the website from the Background
Information section. Allow them to do some research about the person they choose if they need before starting.
Answers will vary.
3. Before students star writing, tell them about the three stages of writing (planning-writing-checking), so they
know what steps to follow for this activity. Help them with the structure and register of a report, and have them
exchange books with a partner for the checking stage. Answers will vary.

Wrap Up
Refer students back to activity 2. Have them investigate about the person they choose and make a poster with
information about their life in environmental activism.

Background Information Common Mistakes

A green celebrity is someone famous that is
known to be in constant activity to help the
environment. Some of the most famous are Brad
Pitt, Cameron Diaz, Leonardo Dicaprio, Orlando
Bloom and Natalie Portman.
Source: http://www.thedailygreen.com/
environmental-news/latest/green-celebrities-
actors-actresses-0323#slide-1
In indirect questions formation, students
may have problems with word orden even
when they know what structures to use. Pay
attention to their production, as these typical
mistakes may appear:
•Direct: ²,EZI]SYIZIVFIIRXS0SRHSR#³(direct)
•Indirect: ‘I would like to know if have you ever
FIIRXS0SRHSR³7LSYPHFI²-[SYPHPMOIXSORS[MJ
you haveIZIVFIIRXS0SRHSR³

233
 Rhymes and Songs
PHOTOCOPIABLE

Life: Money and love

1. Read the following rhyme and decide the best
name for it. Ain’t no mountain high enough
a Life in stress Marvin Gaye and Tammi Terrell
b Impatient society
c Consumer Blues Oh, Listen baby
Ain’t no mountain high
TV, stop selling me things! Ain’t no valley low
I’m trying to relax and watch my show Ain’t no river wider, baby
It’s incredible the stress it brings
Like TNT, lit, sparking, and about to blow If you need me, call me
No matter where you are
I wish I could just have one day No matter how far
Without someone telling me what, when and where to buy Just call out my name
My patience is starting to slip away I’ll be there in a hurry
As my frustration turns into a battle cry You don’t have to worry

2. What does the rhyme talk about? Write a Chorus:

summary. ‘Cause baby,
There ain’t no mountain high enough
Ain’t no valley low enough
Ain’t no river wide enough
To keep me from getting to you, babe

Remember the day I set you free

I told you, you could always count on me,
darling
And from that day on I made a vow
3. Listen to the rhyme and pay attention to
I’ll be there when you want me
how words are stressed. Which words are
7SQI[E]WSQILS[
harder to hear? Which words are emphasised?
4. Look at the title of the song opposite. (Chorus)
a What is the main message?
b What genre does is belong to?

5. Listen to the song. Were your guesses right?

Discuss in groups.
6. Investigate about R&B. What are its main
characteristics? What other genres has it
MR¾YIRGIH#7LEVI]SYVMHIEW[MXLXLIGPEWW

TEACHER’S BOOK
234
Rhymes and Songs
Life: Money and love

Warm Up
Refer students to the title of the page and ask them what they think it represents. Give them some clues and
IRGSYVEKIGPEWWHMWGYWWMSR8IPPWXYHIRXWXLEXPSZIERHQSRI]EVIGSRWMHIVIHERIWWIRXMEPTEVXSJPMJIRS[EHE]W
and ask how important both aspects are for them. You can have a mind map on the board that connects money
and love to ideas from students.

1. Before directing students to the activity, ask:

Teacher: Have you got a favourite song or poem? Have you ever written or received one? Get students
to work in pairs and to think of a name for the rhyme. Answer: c
2. 7XYHIRXWGERHMWGYWWMRTEMVWERHXLIR[VMXIXLIMVS[RWYQQEV]8IPPXLIQXLI]GSYPH[VMXIMXEWE
rhyme but using their own words in case they want to and that they can also include their opinion.
Have them check in pairs or groups. Possible Answer: 8LIVL]QIXEPOWEFSYXGSRWYQIVMWQERH
how stressful it can make your life.
3. 64 7XYHIRXWPMWXIRXSXLIVL]QIERH[VMXIHS[RSRXLIMVRSXIFSSOWWSQI[SVHWXLEXXLI]
think are emphasised and the ones they can barely hear. If necessary, go verse by verse stopping
the recording to give them more time to analyse. Write one of the verses on the board and elicit
the right sentence stress.
4. Direct students to the title of the song and the singers and ask them if they know anything about
XLIQ7XYHIRXWERW[IVMRHMZMHYEPP]SVMRTEMVWERHXLIRWLEVIMHIEW[MXLXLIGPEWW
Possible answers: a It tells about a love from the past and how he/she continues loving him/her
after breaking up (setting free) and will stand to his/her promise (vow) b R&B (Rhythm and Blues)
5. 65 7XYHIRXWPMWXIRXSXLIWSRKERHGLIGOXLIMVTVIHMGXMSRWMRWQEPPKVSYTW
6. %WOWXYHIRXW[LEXXLI]ORS[EFSYX6
&ERHLEZIXLIQMRZIWXMKEXIXS½RHXLIERW[IVW8LMWGSYPH
be set as homework to work in groups.

Wrap Up
In this case activity 6 is set for homework, encourage them to prepare a class presentation that includes
MRJSVQEXMSR QYWMGERHKVETLMGVIWSYVGIWXSXIPPEFSYX6
& 7XYHIRXWGSYPHIZIR[IEVGSWXYQIWERHLEZIE
music fair for other classes too.

Background Information
Rhythm and blues (R&B) was born in the 1940s. It was a combination of jazz and blues with a strong rhythm
JSVHERGMRKXSSWVSGOERHVSPPLEWMXWSVMKMRWMR6
&ERH6
&MR¾YIRGIHWSYPMRXLIWERHJYROMRXLI
W 'SRXIQTSVEV]6
&LEWLMTLSTERHTSTMR¾YIRGIW ERH1EVMEL'EVI] (IWXMR]´W'LMPHERH9WLIVEVI
some of its biggest names.

235
 Rhymes and Songs
PHOTOCOPIABLE

What’s in a relationship?
1. Look at this rhyme and the song opposite.
(I½RI[LEXVIPEXMSRWLMTWXLI]VIJIVXS;LEX
are their main ideas?
2. Add a last line to the rhyme and share your
ideas with a partner.

Log in, sign on, chat, like, post 5. Read and listen to the song. What does the
Mold yourself, sell yourself, do the most title mean? Do you know a similar meaning in
Update them and me at lightening speed 7TERMWL#;LEX´WMXWQIWWEKI#
Who do you get to with your Internet feed? i it takes a long time to build a city
And when do you talk, converse, or laugh? ii TISTPIWLSYPHWXST½KLXMRK
From a keyboard, ideas and opinions get cut in half iii it takes time to make a relationship work
Nothing will ever replace a face or a glance
The megabytes and pixels have us all in a trance Rome wasn’t built in a day
Morcheeba
Stand up, move around, go outside
Behind a screen, it’s easy to hide Chorus:
But when faced with real people, real life, real things You and me we’re meant to be
You’ll feel more like yourself and begin to spread your wings Walking free in harmony
3RI½RIHE][I´PP¾]E[E]
Don’t you know that Rome wasn’t built in a day,
hey hey hey
3. Listen to Digital Confusion, a rhyme by
4EXVMGO1E]ERHTVEGXMWIMXWMRXSREXMSR8LIR In this day and age it’s so easy to stress
write your own rhyme. ‘Cause people are strange and you can never
second guess
4. 1EOIEPMWXSJXLIMRWXVYGXMSRWMRXLIVL]QI
In order to love child we got to be strong
Below, put them into 2 groups: 3 for physical
-´QGEYKLXMRXLIGVSWW½VI[L]GER´X[IKIXEPSRK
actions and 9 for non-physical actions.. Write
3 sentences below using one verb from each (Chorus)
column and a third of your choice.
Physical Action Non-Physical Action 6. 6IEHXLIWSRKEKEMRERH½RHTLVEWIWXLEXQIER
the same as:
• •
• • a Were made for each other
• • b You don’t know how people will react
• c -RXLIQMHHPISJE½KLXEVKYQIRX
• d Have a good relationship
•
•
•
•

TEACHER’S BOOK
236
Rhymes and Songs
What’s in a relationship?

Warm Up
8LMW VL]QI ERH XLI WSRK VIJIV XS HMJJIVIRX OMRHW SJ VIPEXMSRWLMTW JVSQ TIVWSREP XS VIPEXMSRWLMTW [MXL SYV
IRZMVSRQIRX8LIWIEVISRP]I\EQTPIWERHXLI]GERGSQIYT[MXLQER]QSVIWSLEZIXLIQXLMROEFSYXXLI
topic of relationships and elicit some literary productions that talk about it.

1. Elicit the main idea of each text and write them on the board. Possible answers: a8LIGSRRIGXMSR
between people by blood or marriage. b an emotional or other connection between people. c a
connection, an association or involvement. d Virtual communication and how different they are to
real relationships.
2. %WOWXYHIRXWXS[SVOSRXLIHMJJIVIRXXI\XWERHEHHXLI½REPPMRIERHLEZIXLIQWLEVIXLIMV
answers with the class. It does not matter which it is, as long as it makes sense. Write the original
½REPPMRISRXLIFSEVH
Answers: a I am to see to it that I do not lose you. b As my frustration turns into a battle cry. c There´s a
lot to be discovered. d You’ll feel more like yourself and begin to spread your wings.
3. 66,EZIWXYHIRXWPMWXIRXSXLIVL]QIWERHTVEGXMGIMRXSREXMSR8LIRWXYHIRXWGSYPH[VMXIXLIMV
own rhyme and say it to the class.
4. Ask students which instructions or commands they see in the rhyme. Elicit one or two verbs.
Have the students make a list of the commands that require a physical response and those which
describe a non-physical action (such as sign on, for example). After they make the list, have them
write 3 original sentences using one verb from each column and one of their choosing.
5. 67)PMGMXXLIQIERMRKSJXLIXMXPISJXLIWSRK8LI]PMWXIRERHJSPPS[F]VIEHMRKXSGLSSWIXLI
answer. Answer: iii
6. ,EZIWXYHIRXW½RHXLIWIRXIRGIWMRHMZMHYEPP]FIJSVIGLIGOMRKMRTEMVW'SPPIGXERW[IVWSRXLIFSEVH
and elicit examples with these expressions to clarify meaning, pronunciation and form. Answers: a
were meant to be. b you can never second guess. cGEYKLXMRXLIGVSWW½VId get along. e getting
somewhere. fGER´XKMZIYTXLI½KLX

Wrap Up
Ask students to mention two relationships that are important to them either with people or something in their
PMZIW8LIRLEZIXLIQQEOIEPMWXSJMWWYIWXLI]RIIHXSGSRWMHIVXSLIPTXLIVIPEXMSRWLMTMQTVSZIFILIEPXL]
ERHKVS[7XYHIRXWGER[SVOMRWQEPPKVSYTWSVQEOIXLIPMWXSRXLIFSEVH

Background Information
1SVGLIIFE MW E &VMXMWL FERH XLEX TPE]W GLMPPSYX IPIGXVSRMG QYWMG -X [EW JSVQIH F] FVSXLIVW 4EYP ERH 6SWW
+SHJVI]8LI]´VINSMRIHF]HMJJIVIRXJIQEPIWMRKIVWSRXLIMVEPFYQWERHSRXSYV8LIVL]QIMRXLMWPIWWSRMW±(MKMXEP
'SRJYWMSR² F]4EXVMGO1E] 97%8LMWVL]QISTIRWXLISTTSVXYRMX]XSHMWGYWWXLIRI[WSGMEPLEFMXSJ
communicating online and their advantages and disadvantages.

237
 Rhymes and Songs
PHOTOCOPIABLE

This way or that way?

1. Read the song quickly and discuss with a
partner. What is it about? 3. 6IEHXLI4SIQ8V]XSKYIWW[LIVIXLI
missing words go.
2. Listen to the song. Where do the lines go?
chill- tight - golden -
a Is wondering what you’ll do when I’m gone
blanket - mountaintops
b I know some day I will
c About walking out that door
d Goodbye is in your eyes 4. Listen to the poem by Burt Ryan and
e 8LEX´WOMPPMRKQIMRWMHI check your predictions.
f Of us and all our love
The Spring Flower
What you’ll do when I’m gone Burt Ryan
Waylon Jennings
3RGIXLIVI[EWE¾S[IV
7XEVMRKEXXLIHSSV Growing in a mountain pass
Every night I’m thinking more and more Its i _____ eyes were bright
i _____ In a nest of soft green grass

I know some day I will One day the winds began to blow
Although I’m standing still some day I will %RHXLI¾S[IVJIPXEii _____,
ii _____ 7SQIXLMRKWSJXERH[LMXIJIPPWPS[
9TSRXLIiii _____ and hill.
Chorus:
As right as we were we are wrong ±-GERRSXKVS[-GER´XKVS[²WEMHXLI¾S[IV
Nothing’s going to change what we’ve done to the snow
The only thing that keeps me from going, babe ±-GERRSXVIEGLXLIWYRERHPMKLX²
iii _____ ±6IWXRS[EJI[LSYVW²WEMHXLIWRS[XS
XLI¾S[IV
8LIVI´WWSQIXLMR´MR]SYVI]IW As its golden eyes closed iv _____.
I swear your eyes are tellin’ me goodbye
8LIWRS[PEMHHS[R
iv _____
Its v _____ on the ground
And played between the trees,
You can call it pride
;LMPIXLI¾S[IVWPITXERHHVIEQIH
But my thoughts of someone else here by your
Of summer sun and bees.
side
v _____
5. Listen again. Pay attention to how slow
SVJEWXMXMWVIGMXIH8V]VIGMXMRKETSIQ
yourself!
6. Write a poem using the same rhythm you
heard before and recite it!

TEACHER’S BOOK
238
Rhymes and Songs
This way or that way?

Warm Up
8LIJSPPS[MRKXI\XWEVIEFSYXHIGMWMSRWERHGLSMGIW&VEMRWXSVQSRXLIFSEVHXLIHMJJIVIRXGLSMGIWERHHIGMWMSRW
the students have to make and see which ones they have in common and why.

1. Ask the class what the title of the song infers and have a discussion. Possible Answer: the
composer talks of the day when the relationship will be broken up and how he will feel about the
possibility of his wife having a new boyfriend (jealousy)
2. 68 ,EZIWXYHIRXWPMWXIRJSVXLI½VWXXMQIERHGLIGOXLIMVERW[IVWMRTEMVW-JQER]GSYPHRSXKIX
all answers play the song again. Answers: i c; ii b; iii a; iv e; v d.
3. Introduce the topic of poetry by asking the students what famous poets they know and whether
XLI]PMOIXLIMV[SVOSVRSX=SYGERYWIXLI&EGOKVSYRH-RJSVQEXMSRWIGXMSRJSVLIPT8LIREWO
students to try to complete the poem using the words from the box. Answers: i KSPHIRii GLMPP
iii QSYRXEMRXSTWivXMKLX v blanket.
4. 8IPPWXYHIRXWXLI][MPPPMWXIRXSWSQISRIVIGMXIXLITSIQ7XYHIRXWPMWXIRERHGSQTPIXIXLI
69

poem. Ask them to compare answers with their classmate.

5. 7XYHIRXWPMWXIRXSXLITSIQEKEMRERHXLIRXLMROSJXLITEGIXSVIGMXIMX
6. Have students write a poem of their own using the same rhythm they heard before . Ask students
to recite it. If you believe it is necessary, do the same activity in pairs. As an extra activity, you may
ask them to write on a piece of cardboard and then hang them on the classroom walls.

Wrap Up
,EZIWXYHIRXWXLMROEFSYXXLIMVJEZSYVMXIWSRKSVTSIQ8LI]WLSYPH[VMXIEHIWGVMTXMSRSJMXWQIWWEKIQYWMGEP
style. Get each student to give the description of their favourite song/poem so the rest of the class can guess the
name and author.

Background Information
Poetry uses forms and conventions to suggest differential interpretation to words, or to evoke emotive responses.
Devices such as assonance, alliteration, onomatopoeia and rhythm are sometimes used to achieve musical or
MRGERXEXSV]IJJIGXW8LIYWISJEQFMKYMX] W]QFSPMWQ MVSR]ERHSXLIVWX]PMWXMGIPIQIRXWSJTSIXMGHMGXMSRSJXIR
PIEZI E TSIQ STIR XS QYPXMTPI MRXIVTVIXEXMSRW 7MQMPEVP] QIXETLSV WMQMPI ERH QIXSR]Q] GVIEXI E VIWSRERGI
between otherwise disparate images—a layering of meanings, forming connections previously not perceived.
Kindred forms of resonance may exist, between individual verses, in their patterns of rhyme or rhythm.

239
 Grammar Reference

Unit 1
PRESENT SIMPLE PAST SIMPLE
Use: Use:
• Habits ˆ%GXMSR½RMWLIHMRXLITEWX
• Facts, general truths • Action happened in the past
• Routines • Past event

%J½VQEXMZI
ˆ-]SY[IXLI]ZIVFMR½RMXMZI
I get up at 7:00 o’ clock every morning.
• He/she/it + verb + s/es
She gets up at 7:00 o’ clock every morning.
He watches TV after school.
Negative:
ˆ-]SY[IXLI]HSR´XZIVFMR½RMXMZI
They don’t work much at the factory.
ˆ,IWLIMXHSIWR´XZIVFMR½RMXMZI
He doesn’t work much at the factory.
Interrogative/Question:
ˆ(S-]SY[IXLI]ZIVFMR½RMXMZI#
Do you play video games on weekends?
ˆ;LHS-]SY[IXLI]ZIVFMR½RMXMZI#
What do you do on weekends?
ˆ(SIW,IWLIMXZIVFMR½RMXMZI#
Does she chat with her friends on Facebook?
• Wh+ does,IWLIMXZIVFMR½RMXMZI#
Where does she go after school?
Signal Words: every day/week, sometimes , always ,
SJXIRYWYEPP]WIPHSQRIZIV½VWXXLIR
%J½VQEXMZI
• I/you/we/they/he/she/it + verb in past (2nd
column of verbs)
I went to a party last night.
He ate a big hamburger at the restaurant.
Negative:
ˆ-]SY[IXLI]LIWLIMXHMHR´XZIVFMR½RMXMZI
They didn’t travel because of the bad weather.
She didn’t arrive to school on time.
Interrogative/Question:
ˆ(MH-]SY[IXLI]LIWLIMXZIVFMR½RMXMZI#
Did you do your homework?
• Wh+ did + I/you/we/they/he/she/it + verb
MR½RMXMZI#
What did he say about the plan?
Signal Words: last ..., ... ago, in 1990, yesterday
CONDITIONAL: Zero
Use:
ˆXSXEPOEFSYXXLMRKW[LMGLEVIEP[E]WXVYIWYGLEW
WGMIRXM½GJEGXWERHKIRIVEPXVYXLW
IF CLAUSE (CONDITION) MAIN CLAUSE (RESULT)

If + present simple present simple

If you heat water at 100°C, It boils.
If the sun rises in the east, it sets in the west.

CONDITIONAL: 1st
Use:
• For real situations.
• Possible condition and its probable result.

IF CLAUSE (CONDITION) MAIN CLAUSE (RESULT)

-JTVIWIRXWMQTPI[MPPMR½RMXMZIZIVF
If you study, grade in the test. you will get a good
If you make a mistake, no one will notice.

TEACHER’S BOOK
240
RELATIVE CLAUSES
Use:
ˆ8SKMZIEHHMXMSREPMRJSVQEXMSREFSYXWSQIXLMRK
without starting another sentence.
ˆ8SQEOIEXI\XQSVI¾YIRXERHEZSMHVITIEXMRK
certain words.
Relative pronoun
Who 7YFNIGXSVSFNIGXTVSRSYRJSVTISTPI
I told you about the woman who lives next door.
Which 7YFNIGXSVSFNIGXTVSRSYRJSVERMQEPWERH
things:
Do you see that guy next to the door?
Which Referring to a whole sentence:
He didn’t believe in Chupacabras which
surprised me.
Whose Possession for people animals and things:
Do you know the boy whose girlfriend has a
tattoo?
Whom Object pronoun for people, especially in
RSRHI½RMRKVIPEXMZIGPEYWIW
I talked to the guy whom I met yesterday.
8LEX 7YFNIGXSVSFNIGXTVSRSYRJSVTISTPI
ERMQEPWERHXLMRKWMRHI½RMRKVIPEXMZI
clauses (who or which are also possible):
I don’t like piercings that are big.
(I½RMRK +MZIHIXEMPIHMRJSVQEXMSRHI½RMRKE
Relative KIRIVEPXIVQSVI\TVIWWMSR(I½RMRK
clauses relative clauses are not put in commas.
Do you know the girl who is talking to Tom?
Non- Give additional information on something,
(I½RMRK FYXHSRSXHI½RIMX2SRHI½RMRKVIPEXMZI
Relative clauses are put in commas.
clauses Jim, who we met yesterday, is very nice.
Remember:
Who’s, who is or who has is not the same as whose.
Who’s that boy? He is John.
Whose pencil is this? It’s Jenny’s.
Unit 2
QUESTIONS WITH AND WITHOUT AUXILIARIES
With auxiliary:
Question word + auxiliary + subject + verb+?
Where do you go during the summer?
What did you do last night?
Without auxiliary:
When the question word is the subject there is no
auxiliary verb and the verb agrees with the subject.
Question Word + verb + object
Who wrote Romeo and Juliet?
Who won the World Cup?
What happened?
GERUNDS
•A gerund is a noun made from a verb by adding -ing.
ˆ8LIKIVYRHJSVQSJXLIZIVFVIEHMWVIEHMRK=SYGER
use a gerund as the subject, the complement, or the
object of a sentence.
-Subject of sentence: Reading helps you learn English.
-Complement of sentence: Her favourite hobby is reading.
-Object of sentence: I enjoy reading.
•Gerunds can be made negative by adding not.
He enjoys not working.
8LIFIWXXLMRKJSV]SYVLIEPXLMWRSXWQSOMRK
•We use gerunds with verbs that express likes and
dislikes:
can’t stand - enjoy – dislike – don’t mind –
hate – like – love – prefer
Do you like playing computer games?
241
 Grammar Reference

COMPARATIVES AND SUPERLATIVES

Adjective form Comparative Superlative

Only one syllable, ending
MRI[MHI½RIGYXI
Only one syllable, with
one vowel and one
consonant at the end:
hot, big, fat.
Only one syllable, with
more than one vowel or
more than one consonant
at the end: light, neat, fast.
8[SW]PPEFPIWIRHMRKMR=
happy, silly, lonely.
8[SW]PPEFPIWSVQSVI
not ending in Y: modern,
interesting, beautiful
%HHV[MHIV½RIVGYXIV
My baby bother is cuter than yours.
Double the consonant, and add -er: hotter,
bigger, fatter
The mural in Metro U. de Chile is bigger than
the one in my street.
Add -er: lighter, neater, faster
People in Chile speak faster than in
Argentina.
Change y to i, then add -er: happier, sillier,
lonelier
My sister looks happier than yesterday.
9WI±QSVI²FIJSVIXLIEHNIGXMZIQSVI
modern, more interesting, more beautiful
Valparaiso is more interesting than La Serena.
%HHWX[MHIWX½RIWXGYXIWX
My baby brother is the cutest baby here.
Double the consonant, and add -est:
hottest, biggest, fattest
The mural in Metro U. de Chile is the
biggest of all Metros.
Add -est: lightest, neatest, fastest
My best friend, Carmen, is the fastest
runner I know.
Change y to i, then add -est: happiest,
silliest, loneliest
You are the happiest person I know!
9WI±QSWX²FIJSVIXLIEHNIGXMZIQSWX
modern, most interesting, most beautiful.
The most interesting artist I know is Inti Castro.

QUANTIFIERS Unit 3
Use:
• to give information about the number of something: PASSIVE VOICE
how much or how many. Use:
• to give more importance to the action being performed
ˆ7SQIXMQIW[IYWIEUYERXM½IVMRXLITPEGISJEHIXIVQMRIV not the subject.
1SWXWXYHIRXWWXEVXWGLSSPEXSŽGPSGO • when we don’t know who or what performed the
There are some beautiful paintings in Bellas Artes Museum. action or it’s irrelevant.
We saw lots of singers in Lollapalooza. .
ˆ;IYWIXLIWIUYERXM½IVW[MXLFSXLGSYRXEFPIERH • Present Simple:
uncountable nouns: Active: People speak English all over the world.
all – any – enough – less – a lot of – lots of – more – Passive: English is spoken all over the world
most – no – none of – some • Present Continuous:
Less than 50% of students got a bad grade in the test. Active: They are launching a new range of jeans.
ˆ7SQIQSVIGSPPSUYMEPJSVQW Passive: A new range of jeans is being launched.
• Past Simple:
plenty of – a load of – tons of
Active: 0IZM7XVEYWWQERYJEGXYVIHXLI½VWXNIERW
There are plenty of activities to do in MIM. Passive: 8LI½VWXNIERW[IVIQERYJEGXYVIHF]0IZM7XVEYWW
ˆ7SQIUYERXM½IVWGERFIYWIHSRP][MXLGSYRXEFPIRSYRW • Past Perfect:
both – each – a few – few – many - several Active: Cowboys had worn jeans for years before they
ˆ7SQIQSVIGSPPSUYMEPJSVQW became popular.
a couple of – hundreds of – thousands of Passive: Jeans had been worn by cowboys for years before
There were hundreds of people at the party! they became popular.
• Present Perfect:
ˆ7SQIUYERXM½IVWGERFIYWIHSRP][MXLYRGSYRXEFPIRSYRW
Active: Someone has stolen my jeans from the washing machine!
a little – little – (not) much – a bit of Passive: My jeans have been stolen from the washing machine!
We have little time to read the book. The test is tomorrow.

TEACHER’S BOOK
242

• Going to:
Active: They are going to reduce the price of jeans in the sale.
Passive: The price of jeans is going to be reduced in the sale.
• Will:
Active: They will appreciate a good pair of jeans.
Passive: A good pair of jeans will be appreciated.
• Modals:
Active: You should not wash your jeans with white clothes.
Passive: Your jeans should not be washed with white clothes.
PAST CONTINUOUS
• We use past continuous to talk about actions in
progress in the past:
Nobody was dancing at the party. They were all watching
the Reality show in my bedroom.
ˆ8SHIWGVMFIXLIWGIRI[LIR[IEVIXIPPMRKEWXSV]
8he sun was shining and all the guests were wearing
their best clothes.
• With the past simple to talk about interrupted
activities:
Pedro was having a lot of fun when his parents arrived
and saw the party mess.
PAST SIMPLE AND CONTINUOUS
Use:
• to talk about interrupted activities
• the past continuous tells us which activity was in
progress and the past simple tells us which activity
interrupted it.
I was getting ready for school when my friend called.
• We use when with the past simple and as or while
with the past continuous.
As/While I was getting ready for school, my friend called.
PAST PERFECT SIMPLE
ˆ9WIXLITEWXTIVJIGXWMQTPIXSXEPOEFSYXTEWX
events which happened before others:
Classes had started when we arrived to school.
ˆ9WIXLITEWXTIVJIGXWMQTPIXSXEPOEFSYXIZIRXW
[LMGLLETTIRIHFIJSVIEWTIGM½GXMQI
By the time the Reality show was over, everyone in my
family had seen it at least once.
Unit 4
MODALS VERBS
Modals of Possibility and Certainty:
ˆ;IYWIGSYPHQMKLXERHQE][MXLERMR½RMXMZIXS
talk about possibility in the present.
I think my cell phone might be lost
It could be somewhere in your bedroom.
It may be under your bed or pillow.
ˆ;IYWIGER´XERHQYWX[MXLERMR½RMXMZIXSXEPO
about the present.
It can’t be in my room. I didn’t sleep there last night.
It must be somewhere else in the house. I haven’t gone anywhere.
Modals of Ability and Permission:
• We use can and can’t to talk about ability in the present:
Can you play the piano?
My dad can’t swim
ˆ;IYWIGSYPHERHGSYPHRŽXXSXEPOEFSYXEFMPMX]MRXLITEWX
My nephew could play video games before going to
school. But he couldn’t read until he was 7!
• We use can to talk about permission in the present
and could to talk about permission in the past:
You can’t chat in class!
7XYHIRXWGSYPHR´XPSKMRXLIMV*EGIFSSOYRXMPXLI]½RMWLIHWGLSSP
ˆ8SXEPOEFSYXEFMPMX]ERHTIVQMWWMSRMRXLITEWX
or the future, we use the verbs be able to and be
allowed to:
I have never been able to run a kilometre in one minute.
Will you be allowed to go on holiday this summer?
Modals of Obligation and Prohibition:
• We use must and mustn’t to talk about obligation and
prohibition.
You must log out of your e-mail account correctly.
You mustn’t download music without paying.
• We can also use the verbs have to and need to to talk
about obligation but not prohibition.
We have to update our antivirus software regularly.
Remember:
• We often use have to to indicate an external legal
obligation:
You have to wear a helmet when you ride a motorbike.
• And we use must to indicate an internal, personal
obligation:
I must remember it’s Elizabeth’s birthday tomorrow.
ˆ;MXLXLII\TVIWWMSRXLI½VWXWIGSRHXLMVHXMQIXLEX
 • We use don’t have to to express lack of obligation:
-X[EWXLI½VWXXMQIQ]QSXLIVLEHJSPPS[IHE8:WIVMIW You don’t have to be a professional cyclist to enter the race.
Signal Words: ever, never, already, just, still, yet, for and since.

243
 Grammar Reference

SIMPLE FUTURE: REPORTED QUESTIONS

Use:
• When we report questions we make the same changes to
• a spontaneous decision
tenses, pronouns and references to time and place as we do
• an opinion, hope, uncertainty or assumption regarding
with statements:
the future
Direct Speech: ‘Do you often go to the cinema?’
• a promise
Reported Speech: He asked us if we often went to the
ˆEREGXMSRMRXLIJYXYVIXLEXGERRSXFIMR¾YIRGIH
cinema.
Direct Speech: ‘Why are you so serious?’
%J½VQEXMZI-]SY[IXLI]LIWLIMX[MPPZIVF
Reported Speech:He wanted to know why I was so serious.
MR½RMXMZI
• We don’t use auxiliaries like do, does or did in reported
Negative: I/you/we/they/he/she/it + will + not
questions:
[SR´X ZIVFMR½RMXMZI
Direct Speech:‘What time did you go to bed?’
Interrogative: will+ I/you/we/they/he/she/it + verb
Reported Speech: He asked what time I had gone to
MR½RMXMZI#
bed
• When we report yes/no questions, we use if or whether
Signal Words: in a year, next …, tomorrow in the reported question:
Expressions: I think, probably, perhaps Direct Speech: ‘Do you like eating crisps?’
Reported Speech: He wanted to know if we liked
Unit 5 eating crisps.
Remember:
REPORTED SPEECH • ;IYWIEJ½VQEXMZIERH238MRXIVVSKEXMZI [SVHSVHIV
Use: in reported questions:
• to repeat what a person has said Direct Speech: ‘Why are you wearing red clothes
today?’
Direct Speech: ‘I am not going to school today, but I will Reported Speech: 7LI EWOIH QI [L] - [EW [IEVMRK
tomorrow’. VIHGPSXLIWXLEXHE]238[L][EW-[IEVMRK#
Reported Speech: 7LI WEMH XLEX WLI [EWR´X KSMRK XS
school that day, but she would go the next day. CONDITIONAL: 2nd
• We often omit that in reported speech, especially in Use:
informal situations: ˆ8SXEPOEFSYXMQEKMREV]SVMQTVSFEFPIWMXYEXMSRWMR
Direct Speech:³8SQ´WFIIRXS0SRHSRQER]XMQIW´ the present or the future
Reported Speech: 7LI WEMH XLEX 8SQ LEH FIIR XS ˆ8SKMZIEHZMGI
London many times.
IF CLAUSE (CONDITION) MAIN CLAUSE (RESULT)
• We don’t use quotation marks (‘) in reported speech. Only
to indicate direct speech: -JTEWXWMQTPI[SYPHMR½RMXMZIZIVF
Direct Speech:‘I love travelling and meeting new people’ If you saved money, you would be able to
Reported Speech: 7LI WEMH XLEX  WLI PSZIH XVEZIPPMRK buy a house.
and meeting new people.

Remember: • We can replace would with other modal verbs in

• We often use the verbs say and tell to introduce reported
speech. Tell is always followed by an object, but say is not:
She told me she was eighteen years old.
She said she was eighteen years old.
second conditional sentences:
We could go to the theatre tonight if you wanted to.
If we phoned Julie, she might come with us.
NOTE:
• We often use were and not was in second
conditional sentences with the pronouns I/he/she/ it:
-J7EPP][IVILIVIWLI[SYPHORS[[LEXXSHS

TEACHER’S BOOK
244
TO BE GOING TO PRESENT PERFECT SIMPLE
Use: Use:
• to talk about intentions • to talk about actions which began in the past and
• to make predictions based on evidence continue in the present
• to talk about actions completed in the past if we don’t
%J½VQEXMZI I/you/we/they/he/she/it + be + going to say when they happened
ZIVFMR½RMXMZI ˆXSXEPOEFSYXTIVMSHWSJXMQIXLEXLEZIRSX½RMWLIH
Negative: I/you/we/they/he/she/it + be + not + %J½VQEXMZI he/she/it + has + past participle
KSMRKXSZIVFMR½RMXMZI She has lived in Chile for 5 years.
Interrogative: be + I/you/we/they/he/she/it + going you/they/we/you + have + past participle
XSZIVFMR½RMXMZI# We have studied quite a lot today!
Negative: he/she/it + has + not + past participle
Signal Words: in one year, next week, tomorrow She has not lived in Chile for 5 years.
you/they/we/you + have + not + past
participle
Unit 6 We haven’t studied at all today!
Interrogative: Has + he/she/it + past participle?
MODAL VERBS: GIVING ADVICE Has she spoken to you yet?
Have + you/they/we/you + past participle?
• We use should, shouldn’t, ought to, and ought not
to to give advice and making recommendations:
Remember:
You should think about taking up a new sport.
ˆMJXLIEGXMSRFIKERMRXLITEWXERH½RMWLIHMRXLI
We ought to do more to help other people.
past, we use the past simple.
Young children shouldn’t watch violent TV shows.
ˆMJ[IQIRXMSRXLIWTIGM½GXMQIETEWXEGXMSR
happened, we use the past simple.
NEGATIVE QUESTIONS
Uncontracted negative Uncontracted negative QUESTION TAGS
questions questions Use:
auxiliary verb + n’t + subject Auxiliary verb + subject + not • to check that something is true, or to ask someone
Didn’t she come? Did she not come? to agree with us.
Don’t you understand? Do you not understand?
Weren’t you surprised? Were you not surprised?
 XS QEOI XLI UYIWXMSR XEK;I
• Negative questions can have two different kinds of
meaning. For example, a negative question can ask for
GSR½VQEXMSRSJETSWMXMZIFIPMIJ -RXLMWGEWIMXI\TIGXW
the answer ‘yes’.
Isn’t it true that she is going out with your brother? (I am
NYWXEWOMRKJSVGSR½VQEXMSR
•We can also form question tags with would/can/
ˆ%RIKEXMZIUYIWXMSRGEREPWSEWOJSVGSR½VQEXMSRSJ
a negative belief. In this case it expects the answer ‘no’.
Aren’t they coming? (Am I right in thinking that they
aren’t coming?)
;I GLERKI XLI ZIVF JVSQ EJ½VQEXMZI XS RIKEXMZI SV
RIKEXMZI XS EJ½VQEXMZI
also change the order of the verb and personal pronoun.
It’s cold, isn’t it? / It isn’t cold, is it?
You haven’t lost it, have you? / You have lost it, haven’t you?
Alan didn’t phone me, did he? / Alan phoned me,
didn’t he?
could, and there is / there are,
Henry would like this, wouldn’t he?
They can swim, can’t they?
It couldn’t happen, could it?
There’s a telephone here, isn’t there?
There are three apples, aren’t there?
•For imperatives, we use will,
Don’t forget, will you?
245
 Grammar Reference
PREFIXES
• a word, or letter(s) placed at the beginning of another word
Unit 7
(a base word) to adjust or qualify its usage or meaning
WISH and IF ONLY ADVERBS
Use:
• We use wish and If only with a clause to talk about
• to modify a verb, adjective, or another adverb
situations we want to change.
• We use wish and If only with the past simple or
MOST COMMON PREFIXES
past continuous to express a wish in the present:
I wish I didn’t have to get up early tomorrow. 4VI½\  1IERMRK  )\EQTPI
If only we were spending more time together. anti- against antifreeze
• We use wish and If only with the past perfect to de- opposite defrost
express regrets about the past: dis- not, opposite of disagree
I wish we had gone to the party last night. en-, em- cause to encode, embrace
fore- before forecast
If only the teachers hadn’t taken that test!
MRMQ  MR  MR½IPH
• We use wish and If only with would and an in-, im-, il-, ir- not injustice, impossible
MR½RMXMZIXSGSQTPEMREFSYXWSQIFSH]IPWI inter- between interact
I wish she wouldn’t speak so loud. mid- middle midway
If only the students would come on time to class. QMW  [VSRKP]  QMW½VI
non- not nonsense
FUTURE: GOING TO over- over overlook
Use: TVI  FIJSVI  TVI½\
• to talk about intentions re- again return
ˆ8SQEOITVIHMGXMSRWFEWIHSRIZMHIRGI semi- half semicircle
sub- under submarine
%J½VQEXMZII used to love watching horror movies but super- above superstar
now they scare me! trans- across transport
Negative: I didn’t use to listen to rock. Now we do. un- not unfriendly
Question: Did you use to wear bright colours as a child?
NOTE: 8LIVIMWRSTVIWIRXXIRWIIUYMZEPIRXSJYWIHXS

CONDITIONAL: 3rd Unit 8

Use:
ˆ8SXEPOEFSYXMQTSWWMFPIL]TSXLIXMGEPGSRHMXMSRWMRXLITEWX SUFFIXES
ˆ8SXEPOEFSYXWMXYEXMSRW[IVIKVIX
ˆ%WYJ½\MWEREJ½\XLEXMWEHHIHXSXLIIRHSJE[SVH
XLEXGSRHMXMSRWMXWYWEKISVQIERMRKMRERMR¾IGXMSREPSV
IF CLAUSE (CONDITION) MAIN CLAUSE (RESULT) derivational way:
If + past perfect, would + present perfect ˆ-R¾IGXMSREPKVEQQEXMGEP JSVI\EQTPIGLERKMRK
If you had saved money, you would have bought a singular to plural (dog > dogs), or changing present
house. tense to past tense (walk > walked). In this case, the
basic meaning of the word does not change.
• We can replace would have with could have or might • Derivational (the new word has a new meaning,
have in third conditional sentences: ±HIVMZIH²JVSQXLISVMKMREP[SVH JSVI\EQTPIXIEGL"
If you had told me about the concert, we could have teacher or care > careful
bought the tickets.
Phil might have come with us if he had known about the party.
NOTE: 8LIGSRXVEGXIHJSVQSJFSXLLEHERH[SYPHMW
‘d. Be careful not to confuse the words:
If he’d (had) remembered my birthday, he’d (would) have
bought me a present.

TEACHER’S BOOK
246
 MOST COMMON SUFFIXES Most (but not all) adverbs end in -ly
The rabbit jumped quickly. In this example, quickly is an
4VI½\  1IERMRK  )\EQTPI
-able, -ible can be done comfortable
adverb because it is used to modify the verb jumped.
-al, -ial having characteristics of personal Albert Einstein was a very smart mathematician. In
-ed past-tense verbs hopped this example, very is an adverb because it is used to
-en made of wooden modify the adjective smart.
-er comparative higher It started to rain just after the clouds appeared. In this
-er, one who worker example, just is an adverb because it is used to modify
-est comparative biggest the conjunction after.
-ful full of careful Jonas usually does his homework. In this example, usually
-ion, -tion, act, process occasion is a (frequency) adverb because it is used to modify
MX]X]  WXEXISJ   MR½RMX] the verb does.
-ive, -ative, -itive adjective form of a noun plaintive
-less without fearless
-ly characteristic of quickly
-ment action or process enjoyment
-ness state of, condition of kindness
-ous, -eous, -ious possessing the qualities of joyous
-s, -es more than one books, boxes
-y characterized by happy

ARTICLES: THE, NO ARTICLE

NO ARTICLE THE ARTICLE

+IRIVEP[SVHWMRHI½RMXI  +IRIVEP[SVHWHI½RMXI 

Life in a clean environment is better. I've read a book on the life of people living in polluted environments.

Names of people on the singular, relatives. Family names in the plural.

*VERGMWGEERH1EVMEEVIQ]GPEWWQEXIW 8LI4qVI^JEQMP]-ORS[PMZIWMR7ER&IVREVHS
Public buildings, institutions, means of transport 4YFPMGFYMPHMRKWMRWXMXYXMSRWQIERWSJXVERWTSVXHI½RMXI 
MRHI½RMXI 
1SWXWXYHIRXWKSXSTYFPMGWGLSSPWMR'LMPI 8LIWGLSSPXLEXMWSR%TSUYMRHS%ZIRYIMWRSXTYFPMG

2EQIWSJGSYRXVMIWMRXLIWMRKYPEVWYQQMXWSJ 2EQIWSJGSYRXVMIWMRXLITPYVEPQSYRXEMRVERKIWVIKMSRW
QSYRXEMRWGSRXMRIRXWXS[RW

Germany, France, Chile, 8LI9RMXIH7XEXIWSJ%QIVMGEXLI2IXLIVPERHWXLI,MKLPERHWXLI

1SYRX;LMXRI] 6SGO]1SYRXEMRWXLI%PTWXLI1MHHPI)EWXXLI[IWXSJ%YWXVEPME
%JVMGE)YVSTI
Cairo, New York

4EVOWPEOIWWXVIIXW 2EQI[MXLSJTLVEWISGIERWWIEWVMZIVW

'IRXVEP4EVO,]HI4EVO 8LI7XEXYISJ0MFIVX]XLI8S[IVSJ0SRHSR XLI%XPERXMG3GIER 

0EOI1MGLMKER0SGL2IWW
RH7XVIIX3\JSVH7XVIIX
RH7XVIIX3\JSVH7XVIIX 8LI7XEXYISJ0MFIVX]XLI8S[IVSJ0SRHSR XLI%XPERXMG3GIER 
XLI1IHMXIVVERIER7IE 
XLI2MPIXLI6LMRIXLI7YI^'EREP

247
 Rubrics for Skills Assessment
Writing
7 / Outstanding
Content is presented in a clear
Content
and organized manner as it
contains the elements studied
in class.
Communication
Attention of target reader
is held through the use of
engagement devices and
straightforward ideas, which
also makes the written piece
easy to understand.
8LIXI\XMW[IPPSVKERMWIHERH
Organisation
coherent, thanks to linkers and
cohesive devices.
8LIVIMWYWEKISJE[MHI
Language Usage
range of everyday vocabulary
with little inappropriate use
of less common lexis and
good control of complex
KVEQQEXMGEPJSVQW1MWXEOIWHS
not impede communication.
Speaking
7 / Outstanding
Good control of simple
grammatical forms and some
Language
successful attempts to use
Usage
complex structures. Wide
range of vocabulary to express
different views of every day
topics.
(MWGSYVWIMW¾YIRXERH
Management
extended beyond short
Discourse
utterances. Hesitation is hard
to detect. Contributions
are relevant, with almost no
repetition of ideas. A wide range
of cohesive devices are used.
Pronunciation
Comprehensible, thanks to the
use of appropriate intonation,
accurate stress of syllables and
clear articulation of individual
sounds.
Appropriate initiation of
Interaction
conversations and response
to ideas from partners.
1EMRXIRERGIERHHIZIPSTQIRX
of a conversation is shown
through negotiation and
discussion of ideas.
248
5.5 / Appropriate
1MRSVMVVIPIZERGIWEVI
TVIWIRXIH8EVKIXVIEHIVMW
successfully informed.
7XVEMKLXJSV[EVHMHIEWEVI
communicated through the
proper use of writing strategies.
8LIXI\XMWGSRRIGXIHERH
coherent, using simple linkers
and only some cohesive
devices.
Everyday vocabulary is used
appropriately in general,
with occasional repetition of
GSQQSRPI\MW8LIVIMWEKSSH
control of simple grammatical
forms, and even though
QMWXEOIWEVIMHIRXM½EFPI
meaning can still be conveyed.
5.5 / Appropriate
Good control of simple
grammatical forms. Desired
range of vocabulary to express
ideas about every day topics.
Discourse is extended beyond
short utterances despite
hesitation. Contributions are
relevant, but repetition of ideas
is detected. Basic cohesive
devices are used.
1SWXP]GSQTVILIRWMFPI
Correct control of phonological
features in simple utterances.
Construction of questions and
answers to keep a conversation
going. Attention to partner’s
discourse is shown.
TEACHER’S BOOK
4 / Borderline
8LI[VMXXIRQIWWEKIGSZIVW
some of the content studied in
class. However, the information
TVSZMHIHMWMRWYJ½GMIRX
8LI[VMXXIRTMIGI
communicates simple ideas in
simple ways.
8LIXI\XMWGSRRIGXIHYWMRK
common linkers, which does
not always assure coherence.
Only basic vocabulary is used
appropriately, there is some
control of simple grammatical
JSVQW1IERMRKQE]FI
impeded to be conveyed
because of language errors.
4 / Borderline
7YJ½GMIRXGSRXVSPSJWMQTPI
grammatical forms. Limited
range of vocabulary to express
ideas about every day topics.
Discourse is characterised by
short phrases and constant
hesitation. Repetition of ideas
and digression from the topic
make contributions irrelevant
sometimes.
Comprehension is sometimes
obscured by the lack of control
of phonological features in
longer utterances.
7MQTPII\GLERKISJMRJSVQEXMSR
HIWTMXIWSQIHMJ½GYPX]
Prompting and support is
needed.
2 / Insufficient
Content is irrelevant, written
message lacks content studied
in class.
7MQTPIMHIEWEVIRSXTVSTIVP]
transmitted, as there is lack of
devices and use of strategies.
8LIXI\XMWRSXTVSTIVP]
connected, as lack of linkers
and useful expressions lead to
incoherence.
8LIVIMWTSSVGSRXVSPSJWMQTPI
grammatical forms and basic
vocabulary is used in excessive
VITIXMXMSR1IERMRKGERRSXFI
conveyed because of constant
language errors.
2 / Insufficient
Poor control of simple
grammatical forms. Poor range
of vocabulary, which makes
HMJ½GYPXXSI\TVIWWMHIEWEFSYX
every day topics.
Excessive hesitation makes
short phrases almost
impossible to understand.
Digression from topic impedes
contributions to be expressed.
Comprehension is obscured by
the constant lack of control of
phonological features in short
utterances.
Exchange of information is
almost impossible, as prompting
and support are necessary for
the student to establish aids for
communication.
Reading
7 / Outstanding
8SXEPYRHIVWXERHMRKSJHMJJIVIRX
Comprehension
texts presented thanks to the
control of a variety of reading
WXVEXIKMIW1EMRMHIEMWMRJIVVIH
from gist reading and a wide
set of details are detected by
scanning.
Accurate and extended language
Response
is produced orally or in writing
Follow-up
based on the information
understood. Facts are described
MRHIXEMPERHSTMRMSRMWNYWXM½IH
by making link to input content.
Further Content
Input content is successfully
extrapolated to new personal
production without base,
Projection
showing awareness of main
MHIEWERHWTIGM½GMRJSVQEXMSR
from content previously
revised.
Listening
7 / Outstanding
8SXEPYRHIVWXERHMRKSJHMJJIVIRX
Comprehension
types of listening presented
thanks to the control of a variety
SJPMWXIRMRKWXVEXIKMIW1EMRMHIEMW
inferred from gist listening and a
wide set of details are detected
by repetition.
Accurate and extended
language is produced orally or in
Response
Follow-up
writing based on the information
understood. Facts are described
MRHIXEMPERHSTMRMSRMWNYWXM½IH
by making link to input content.
Input content is successfully
Further Content
extrapolated to new personal
production without base,
Projection
showing awareness of main
MHIEWERHWTIGM½GMRJSVQEXMSR
from content previously
revised.
5.5 / Appropriate
Reading strategies are applied
to better understand content.
1EMRMHIESJEXI\XGERFI
inferred from gist reading.
7SQIHIXEMPWEVIHIXIGXIH
when scanning.
Accurate information is clearly
produced based on main
points of the text. Facts are
described appropriately and
opinion is expressed based on
input content.
Input content is successfully
extrapolated to new personal
production without base
despite some deviations from
topics previously revised.
5.5 / Appropriate
Listening strategies are applied
to better understand content.
1EMRMHIESJEVIGSVHMRKGER
be inferred from gist listening.
7SQIHIXEMPWEVIHIXIGXIH
when repeating the recording.
Accurate information is clearly
produced based on main
points of the recording. Facts
are described appropriately
and opinion is expressed based
on input content.
Input content is successfully
extrapolated to new personal
production without base
despite some deviations from
topics previously revised.
4 / Borderline
Reading strategies are
sometimes applied, as time is
RSX[IPPQEREKIH1EMRMHIEMW
sometimes successfully inferred
by scanning.
Correct information is
produced in general terms with
some inaccuracies in some
facts. Opinion is expressed
based on personal belief
without link to input content.
Input content is extrapolated
to new personal production
[MXLHMJ½GYPX]GEYWIHF]
some deviation from topics
previously revised.
4 / Borderline
Listening strategies are
sometimes applied, as attention
is not focused on a particular
EGLMIZIQIRX1EMRMHIEMW
sometimes successfully inferred
by repetition.
Correct information is
produced in general terms with
some inaccuracies in some
facts. Opinion is expressed
based on personal belief
without link to input content.
Input content is extrapolated
to new personal production
[MXLHMJ½GYPX]GEYWIHF]
some deviation from topics
previously revised.
2 / Insufficient
No reading strategies are
ETTPMIH1EMRMHIEMWSRP]
predicted from pictures or
headings.
Production is impeded,
demonstrating poor
comprehension of input
content.
Input content cannot be
extrapolated to new personal
production because of constant
deviation and unawareness of
content previously revised.
2 / Insufficient
No strategies are applied.
1EMRMHIEMWSRP]TVIHMGXIH
from pictures or headings.
Poor comprehension does not
allow students to understand
content.
Production is impeded,
demonstrating poor
comprehension of input
content.
Input content cannot be
extrapolated to new personal
production because of constant
deviation and unawareness of
content previously revised.
249
 Question Bank

Question Bank for the Construction of Value Scales or Check Lists

(Alternative assessment activities)

Listening Comprehension

• Does the student recognize sounds specific to the English language?

• Does the student understand the general meaning of a simple message within a specific context?
• Does the student follow simple oral instructions within a particular context?
• Does the student identify specific information associated to people, objects, and animals?
• Does the student use simple social expressions that he or she has learned throughout the year?
• Does the student react to the texts he or she has heard by performing a related action or expressing
a preference?
• Does the student make personal connections through speech or using illustrations?

Oral Expression

• Does the student repeat chants, rhymes, and songs while uttering the specific English sounds?
• Does the student reproduce short phrases while uttering all of their sounds specific to English?
• Does the student express him or herself in brief dialogues with the help of a teacher and images about
topics they know?
• Does the student use and understand simple social expressions learned throughout the year?
• Does the student make linguistic connections based on his or her previous knowledge?
• Can the student produce short phrases developed by the teacher?
• At the end of the year, can the student participate in short dialogues with their peers and teachers?

Reading Comprehension

• Can the student understand written words and simple sentences?

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

TEACHER’S BOOK
250
Writing Expression

• Can the student write a description of him/herself, his/her classmates, stereotypes, his/her surroundings,
by using a variety of adjectives?
• Can the student write the summary of a story based on its main ideas?
• Can the student write the plot of a book or movie?
• Can the student write his/her own original story, using correct grammar (spelling, punctuation, verbal
tenses, connectors), cohesion and coherence?
• Can the student express his/her own opinion in a coherent way, using formal or informal language, in
one paragraph?
• Can the student write different types of texts taking into consideration their own typical characteristics
(like a text message, an essay, a list, a blog entry, a letter, an email, a report)?
• Can the student write a curriculum vitae, making it formal and interesting at the same time so that the
employer will want to read it?

Learning Abilities

• Does the student demonstrate interest in the activity and try to solve it despite possible difficulties?
• Does the student apply learning strategies such as using visual aids and hearing aids, and connecting new
knowledge with their previous knowledge?

Meta-cognitive Abilities

• Does the student react to the things they have learned by expressing a preference?
• Does the student react to the things they have learned by justifying his or her opinions?
• Is the student conscious of his or her progress (difficulties/achievements)?

Social Abilities

• Does the student show interest in learning English as a foreign language?

• Does the student cooperate with others when working in pairs or groups?
• Does the student learn from interacting with others (by imitating, reproducing, etc.)?
• Does the student share with and/or help their partner?
• Does the student show respect and appreciation for others?

251
 Bibliography

For the Teacher • ;MPPMW .   % *VEQI[SVO JSV 8EWOFEWIH

Learning. Harlow, Essex: Longman.
• %PHIVWSR.'
9VUYLEVX%, 6IEHMRK
in a Foreign Language. London: Longman.
• %PHIVWSR.'8IWXMRK6IEHMRK'SQTVILIRWMSR
From Student’s Text
7OMPPW LXXTRJPVGLE[EMMIHY6*04EWX-WWYIW Unit 1.P. 12: Adapted from Lewin, K. (1999). The Complete
rfl62anderson.pdf Social Scientist: A Kurt Lewis Reader. Washington, D.C.:
• Alexander, L. (1995). Longman English Grammar American Psychological Association Press
4VEGXMGIJSV-RXIVQIHMEXI7XYHIRXW2I[=SVO Unit 1. P. 19:%HETXIHJVSQ'SVVEPIW7 Chupacabras
Longman. and Other Mysteries.7LIJJMIPH+VIIRPIEJ4YFPMWLMRK
• Campbell, C., & Kryszewska, H. (1992). Learnerbased Unit 2. P. 23: %HETXIHJVSQ4qVI^* Mitos y
XIEGLMRK3\JSVH3\JSVH9RMZIVWMX]4VIWW leyendas de Chile.
• 'ETIP %   3FNIGXMZI *MVWX 'IVXMJMGEXI
Unit 2. P. 32-33: 8EOIRJVSQ*MHEPKS%*ERXMRMPPS%
7XYHIRX´W&SSO[MXLERW[IVWERH8MTW;VMXMRK

1E]SVKE- In Gear 1. Oxford: Richmond
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• *MRGL(*
3VXM^0MVE, %'SYVWIMR Publishing. Pp. 6-7.
)RKPMWL4LSRIXMGWJSV7TERMWL7TIEOIVW0SRHSR Unit 2. P. 35: Adapted from Roberts, L. (2013). Interview:
Heinemann Educational Books Ltd. Inti Castro’s graffiti legacy in Chile’s port city. The
• +VIPPIX* (IZIPSTMRK6IEHMRK7OMPPWXL Santiago Times. Retrieved October 25, 2013, from http://
IH 'EQFVMHKI'EQFVMHKI9RMZIVWMX]4VIWW santiagotimes.cl/interview-inti-castros-graffiti-legacy-in-
• 0MRHE7 :SGEFYPEV]+EQIWJSV-RXIVQIHMEXI chiles-port-city/
)RKPMWL0ERKYEKI0IEVRIVW2I[=SVO1G+VE[ Unit 2. P. 38: 8EOIRJVSQ'EVVSP0 Alice’s
Hill Contemporary. Adventures in Wonderland.
• 0S[IW6 ,IPTMRK7XYHIRXWXS0IEVR% Unit 2. P. 38: 8EOIRJVSQ(S[RMI1+VE](.MQqRI^
Guide to Learner Autonomy. London: Richmond. .1 8EVKIX&
• 1YVTL] 6   )RKPMWL +VEQQEV MR 9WI Unit 2. P. 41: %HETXIHJVSQ6SWIQEV].EGOWSR 
%7IPJWXYH]6IJIVIRGIERH4VEGXMGI&SSOJSV Fantasy: The Literature of Subversion.
-RXIVQIHMEXI7XYHIRXW[MXL%RW[IVWRHIH 
Unit 3. P. 52: %HETXIHJVSQ(IZSPPH8 Reality
'EQFVMHKI'EQFVMHKI9RMZIVWMX]4VIWW
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)WWIRXMEP+VEQQEVMR9WI7TERMWL)HMXMSR Unit 3. P. 59: Adapted from Children’s Food Campaign.
• 2EQ.
4MRIHE% 8)70'EREHE.SYVREP (2013). Ban junk food ads to kids under 12: report. Canadian
6IZYI 8)70 HY 'EREHE ,IPTMRK 0IEVRIVW XS Press. Retrieved October 25, 2013 from http: //www.
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1)'))HYGEGMSR don’t talk any more – is technology harming communication?.
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NeuroImage. 56(2): 544-53. and Other Poems. New York: Viking Press. P. 9.
Unit 5. P 93: %HETXIHJVSQ4MRS14%YKYWX Unit 8. P. 153: Adapted from ProChile (2013). Why

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ingresos. La Segunda, pp. 4-5. http://www.prochile.gob.cl/importers/why-chile/.
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Introduction. Born Digital: understanding the first
generation of digital natives. New York: Basic Books.
pp. 1-17.
Cluster in Chile. Retrieved from http://www.unido.it/
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ice shelves. Retrieved from http://www.antarctica.ac.uk/
press/journalists/resources/science/antarctic_peninsula_
retreating_ice_shelves.php
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importance-of-personality-testing/
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2013 from http://jobsearch.about.com/od/skills/qt/hard-
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Introductory Guide to Climate Change. London: Penguin
Books. Pp. 39-67.
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princeton.edu/~greening/
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of Relationship Qualities. Journal of Youth and Adolescence 7
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4T An Introductory Guide to Climate Change. London:
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Unit 7.P. 144: Adapted from Keogh, P. (2012, Autumn).
Restoring your immune defence Naturally. Healthy Life,
4, 4-6.

253
 Irregular Verbs

Infinitive Past simple Past participle Infinitive Past simple Past participle
be was/were been lay laid laid
beat beat beaten learn learnt/learned learnt/learned
become became become leave left left
begin began begun let let let
bite bit bitten lose lost lost
break broke broken make made made
bring brought brought mean meant meant
build built built meet met met
buy bought bought pay paid paid
catch caught caught put put put
choose chose chosen read read read
come came come ride rode ridden
cost cost cost ring rang rung
cut cut cut run ran run
do did done say said said
draw drew drawn see saw seen
dream dreamt/dreamed dreamt/dreamed sell sold sold
drink drank drunk send sent sent
drive drove driven shoot shot shot
eat ate eaten show showed shown
fall fell fallen shut shut shut
feed fed fed sing sang sung
feel felt felt sink sank sunk
fight fought fought sit sat sat
find found found sleep slept slept
fly flew flown smell smelt/smelled smelt/smelled
forget forgot forgotten speak spoke spoken
freeze froze frozen spend spent spent
get got got stand stood stood
give gave given steal stole stolen
go went gone swim swam swum
grow grew grown take took taken
have had had teach taught taught
hear heard heard tell told told
hide hid hidden think thought thought
hit hit hit understand understood understood
hold held held wear wore worn
keep kept kept win won won
know knew known write wrote written

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254
Websites

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

255
 TEACHER’S BOOK
256
 Edición Especial para
el Ministerio de Educación
Prohibida su comercialización