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GUA DIDCTICA DEL DOCENTE

INCLUYE TEXTO DEL ESTUDIANTE

Jolanta Polk Reyes

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN PROHIBIDA SU COMERCIALIZACIN

GUA DIDCTICA DEL DOCENTE - INCLUYE TEXTO DEL ESTUDIANTE

Jolanta Polk Reyes

Advice and support

Global English, English 4 Medio - Gua Didctica del Docente Original text Jolanta Polk Reyes Teaching English as a Foreign Language, Dublin, Ireland Teacher training, translation and English Literature, University of Silesia, Poland

Reimpresin 2013 Ediciones Cal y Canto ISBN: 978-956-8623-98-2 N de Inscripcin: 197.519 Reimpresin 2012 Ediciones Cal y Canto ISBN: 978-956-8623-98-2 N de Inscripcin: 197.519 2011 Ediciones Cal y Canto ISBN: 978-956-8623-98-2 N de Inscripcin: 197.519 Original illustrations Design Original illustrations Design General Manager Senior Editor English Editor Assistant Editor Design Cover design Layout Proofreading Illustrations General Production Production Assistant Recording Producer Recording Engineer Photos Ediciones Cal y Canto Ediciones Cal y Canto Ediciones Cal y Canto Ediciones Cal y Canto Jorge Muoz Rau Alicia Manonellas Balladares Gloria Caro Opazo Lina Alvarado Jantus Mara Jess Moreno Guldman Mara Jess Moreno Guldman Cristina Seplveda Aravena Thomas Connelly Venus Astudillo Vera Cecilia Muoz Rau Lorena Briceo Gonzlez Rodrigo Gonzlez Daz Ignacio Arriagada Maia Banco de Fotos Ediciones Cal y Canto

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Impreso RR Donnelley Chile Se termin de imprimir 3.700 ejemplares en el mes de diciembre de 2012.

Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The students book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Book methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Learning Progress Maps as support material for teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 The Internet in the language classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 The teachers book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Suggested Year Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 UNIT 1: LOVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 UNIT 2: LITERATURE AND FILMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 UNIT 3: TECHNOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 UNIT 4: YOUNG ART . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 UNIT 5: SCIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 UNIT 6: IN BUSINESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Thematic bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

PLAN OF THE STUDENT'S BOOK


UNIT
1

UNIT 2

UNIT 3

HOW READY ARE YOU FOR THIS UNIT? ............7 LESSON 1 Reading Love in Writing (love letters) .....8 Language Note The modal verb might .............12 Application Task Writing A love letter ..............................13 LESSON 2 Listening From the Heart (news story, song) ...................14 Language Note Intensifiers ................................16 Application Task Speaking Love stories...............................17 CONSOLIDATION ACTIVITIES ............................18 JUST FOR FUN ......................20 CHILEAN CONNECTION ......21 TEST YOUR KNOWLEDGE...22 SELF-EVALUATION ..............25

HOW READY ARE YOU FOR THIS UNIT? ............................27 LESSON 1 Reading A Book and a Film (extracts from a book and from a magazine; a poster) .....28 Language Note -ing forms ................................32 Application Task Writing A film review ............................33 LESSON 2 Listening Dark Fantasy (interview) .........34 Language Note Gerunds ....................................36 Application Task Speaking An interview.............................37 CONSOLIDATION ACTIVITIES ............................38 JUST FOR FUN ......................40 CHILEAN CONNECTION ......41 TEST YOUR KNOWLEDGE ..42 SELF-EVALUATION ..............45

HOW READY ARE YOU FOR THIS UNIT? ..........47 LESSON 1 Reading Planet Saving Technology (brochure) ................................48 Language Note The Subjunctive with that .......52 Application Task Writing A brochure ................................53 LESSON 2 Listening The Technology of Living Things (interview) ...............................54 Language Note The Subjunctive (continued) ...56 Application Task Speaking Discussion of a scientific issue .57 CONSOLIDATION ACTIVITIES ............................58 JUST FOR FUN ......................60 CHILEAN CONNECTION ......61 TEST YOUR KNOWLEDGE ..62 SELF-EVALUATION ..............65

plAn oF tHe BooK

UNIT 4

UNIT

UNIT 6

HOW READY ARE YOU FOR THIS UNIT? ..........67 LESSON 1 Reading Urban Rhythms (brochure) .....70 Language Note The Past Perfect tense ..............72 Application Task Writing An article on a music or a painting style ........................75 LESSON 2 MOBILE ART Listening Mobile Art (conversation) .......76 Language Note The Past Perfect tense (continued) ..............................79 Application Task Speaking Discussion of an art form.........81 CONSOLIDATION ACTIVITIES ............................82 JUST FOR FUN ......................84 CHILEAN CONNECTION ......85 TEST YOURKNOWLEDGE ...86 SELF-EVALUATION ..............89

HOW READY ARE YOU FOR THIS UNIT? ..........91 LESSON 1 Reading The Magic of Dna (article).......92 Language Note Reporting verbs........................97 Application Task Writing A scientific article.....................99 LESSON 2 Listening Asking the Right Questions (conversation) ....................... 100 Language Note Reporting verbs indirect questions ............................... 103 Application Task Speaking Discussion of a scientific topic ....................... 105 CONSOLIDATION ACTIVITIES ......................... 106 JUST FOR FUN ................... 108 CHILEAN CONNECTION ... 109 TEST YOUR KNOWLEDGE 110 SELF-EVALUATION ........... 113 THEMATIC INDEX ...147

HOW READY ARE YOU FOR THIS UNIT? ....... 115 LESSON 1 Reading Business Letter (business letters) .................. 116 Language Note Reporting verbs indirect questions (continued) .......... 121 Application Task Writing A business letter.................... 123 LESSON 2 Listening Describing jobs (three conversations) ............ 124 Language Note Indirect questions ................. 127 Application Task Speaking A presentation about a job ... 129 CONSOLIDATION ACTIVITIES ......................... 130 JUST FOR FUN ................... 132 CHILEAN CONNECTION ... 133 TEST YOUR KNOWLEDGE 134 SELF-EVALUATION ........... 137

ANSWERS ................138

BIBLIOGRAPHY ......151

WEB SITES ...............151


plAn oF tHe BooK

INTRODUCTION

A message from the author


Global English has been developed taking into account the patterns and activities most relevant to the effective learning processes suitable for 12th grade students. What was most taken into consideration was how to keep students interest in the contents of the book, i.e. subjects and themes of special relevance and attraction to young people of this age group. Youngsters are often criticised for their apparent lack of interest in contingent issues. We firmly disagree with this idea. It is true that they show certain disenchantment with some aspects of the globalised world, but time and time again the younger generation has shown that they are interested in what goes on around them. That is why the units in the book have been developed around key issues that interest our students. It is primarily through dialogue and examining different perspectives that students become knowledgeable, strategic, self-determined, and empathetic. Moreover, involving students in realworld tasks and linking new information to prior knowledge requires effective communication and collaboration among teachers, students, parents, and other actors in the educational process. Indeed, it is through dialogue and interaction that curriculum objectives come alive. Collaborative learning offers students enormous advantages not available in more traditional forms of teaching because a group - whether it be the whole class or a learning group within the class can accomplish meaningful learning and solve problems better than any individual can alone. (*) The majority of the listening and reading texts have been taken from authentic sources. Where this was not possible, they were specially written trying to make them as real as possible. All our cartoons are original and the result of many hours of thinking, the extra sections have been included to provide additional information in different forms, and both the book as a whole and each individual page have been carefully designed to contribute to the establishment of a pleasant learning environment. Finally, the purpose of the book, apart from providing learning contents, is to offer fun and diversion in the sometimes dry and arduous knowledge acquisition process. We hope that both students and teachers will enjoy Global English and use it to its maximum extent. The Author

(*) Tinzmann, Jones, Fennimore, Bakker, Fine & Pierce. (1990). What is the Collaborative Classroom? Retrieved August 1, 2010, from http://www.arp.sprnet.org/admin/supt/collab2.htm

Introduction

THE STUDENTS BOOK


Global English consists of six units Unit 1: Love. Unit 2: Literature and Films. Unit 3: Technology. Unit 4: Young Art. Unit 5: Science. Unit 6: In Business. Each unit has been divided into two lessons of gradually increasing complexity and level of difficulty, both of them with before, while and after reading or listening activities. Each unit contains the following sections: Introduction There is an attractive, motivating photo that illustrates the main topic of the unit and accompanies the learning objectives of the unit, presented on the same page. How ready are you for this unit? Short activities that have a double purpose: to motivate and create interest, and to evaluate how much students already know about the topic(s) to be covered. Reading When students have a purpose for reading, they can adopt different reading strategies to suit different types of texts and different reasons for reading. The Before you Read activities motivate students to read and encourage them to predict and anticipate information. They are essential for reading skills development. Making predictions is a core strategy for reading comprehension; proficient readers constantly attempt to read ahead of an author, picking up clues and predicting what might unfold. When we predict, we are going beyond what is explicitly stated to anticipate what, where, why, how, who, if. Developing students abilities to make reasonable predictions helps to sharpen their inferential thinking. The Reading tasks focus students attention, show them how to look for specific information, locate clues, and separate essential from non-essential information, and teach them that it is not necessary to know and understand every single word in the text to accomplish the tasks and get the required results. The After you Read tasks connect the text with students own reality, give practice on specific grammar points extracted from the reading texts, and provide opportunities for oral and written expression. Listening The tasks to develop listening skills in Global English help students to learn strategies that will improve their understanding of spoken messages. The same as for the development of the reading skills, its methodology adopts a three-phase approach with before, while and after listening tasks, to provide a setting, motivation and linguistic preparation, as well as activate previous knowledge, focus students attention on specific tasks and reduce anxiety produced by unknown messages. Writing and speaking The development of these two skills is carefully guided and always based on the content of a text, making use of a variety of activities and strategies. In each Reading lesson there is a section called APPLICATION TASK - WRITING, in which students are asked to develop a written text imitating what they have read in the lesson and following clear steps and instructions. In the Listening lessons, there is an APPLICATION TASK - SPEAKING, where students participate in a speaking activity imitating models and following clear instructions. Additionally, there are JUST FOR FUN activities to stimulate students development and self-study skills. An important component of this section is the CHILEAN CONNECTION, which explicitly relates the topic of the unit to the Chilean context. This part of the book is 'owned' by students and the role of the teacher is simply to guide and answer questions, but not to intervene, reward, or punish for exercises either done or not completed. The three following parts of the book respond to Blooms Taxonomy of Cognitive Domain. Namely, there is no complete learning process without consolidation activities (CONSOLIDATION ACTIVITIES), testing activities (TEST YOUR KNOWLEDGE) and self-evaluation activities (SELFEVALUATION).
THE STUDENTS BOOK

American v/s British English Special boxes will show students differences between American and British English both in spelling and in pronunciation. Students are frequently confused with the different spelling or pronunciation and the idea of this explanation is to show them that both ways are perfectly acceptable. Make it clear to students that they can use either way (spelling and pronunciation), but that they must stick to one way only throughout their oral or written production. Did you know that ? The aim of this section is to provide interesting bits of information on the main topic of the lesson and motivate students to find more similar details on their own. Language Note This section encourages students to identify characteristics of a language point that has appeared in the reading or listening texts, provides more examples, and helps students to deduce some general rules. Learning tip This is an additional tool we have provided to make learning more accessible and contents easier to understand. Learning tips can be done by students on their own or you can analyse them with the whole class, helping the students to understand and put them into practice. Internet resources (@) Global English makes use of information technology by suggesting Web sites to access resources when the students need to gather information on various topics or prepare for a presentation. They provide a good opportunity for independent work. Throughout the book, students and teachers will find website-based resources to expand their knowledge of specific subjects. Exploitation of these resources is important, as self-study is part of many school improvement approaches. Consolidation activities They play an important role in the learning process because: they let both teachers and students find out where they are still lacking;

they help to correct errors and reinforce strengths; they provide an attractive and entertaining setting for the contents of the unit. Formal evaluation - Test your Knowledge This part of the book provides the teacher with the necessary elements to formally evaluate students learning process. There is a strong need not only for the adequate marking of students acquired knowledge, but most importantly, for determining the shortfalls and stumbling blocks on the road to consolidated knowledge. Therefore, the teacher should not consider this part as exclusively the rewarding / punishing tool for acquired / not acquired knowledge, but rather as the basis for establishing reinforcement procedures and techniques. Self-evaluation By getting involved in their evaluation, learners come face to face with their learning problems and consciously try to tackle them. Self-evaluation requires students to be more aware of the changes they are experiencing, motivates them to form a realistic and honest perception of their own work, and to try to take responsible steps to solve their problems. Self-evaluation enables students to become independent learners as well as independent thinkers. There are two formal instances of self-evaluation in Global English. Minitest. In every lesson there is a short testing activity which students must carry out within a time limit and for which they must assign themselves points. The teacher is strongly advised to encourage students to analyse their performance, identify strengths and weaknesses, and consider steps to improve. Self-evaluation. There is a final self-evaluation section at the end of each unit, divided into two parts. The first part helps students to assign themselves marks in the final test of the unit (TEST YOUR KNOWLEDGE). The second part provides students with statements that help them to decide how much they have learnt, putting them in a position to make an assessment of their whole work.

THE STUDENTS BOOK

BOOK METHODOLOGY
Task-based learning Global English helps students to develop language and learning skills to carry out sequences of tasks. Some advantages of task-based learning are: increased motivation, as learners become personally involved; all four skills - reading, writing, listening, and speaking - are integrated; autonomous learning is promoted as learners become more responsible for their own learning; there are learning outcomes, learners have an end product; the tasks are authentic and therefore the language input is more authentic; interpersonal relations are developed through working in pairs or groups; there is always a break from routine and the chance to do something different. Collaborative work Students work in teams to explore real-world problems and create presentations to share what they have learnt. This approach has many benefits for students, including: deeper knowledge of subject matter; increased self-direction and motivation; improved research and problem-solving skills. Additionally, it gives the teacher the grounds for evaluating what students have learnt and how they apply that knowledge to real-life situations, and an excellent opportunity to observe the following components of group / team dynamics: the natural forces at play who is the leader, who lags behind, who needs encouragement or 'pulling back'; real group / team behaviour (cooperation, respect, support, encouragement, responsibility); need for interventions to make the effect of those dynamics more positive. Working in groups develops several very important skills, including collaboration, error correction, and respect for other peoples opinions. In addition to completing the task at hand, you could ask students to evaluate how well they worked as a group after each group exercise using this simple instrument. Our Effectiveness as a Group Evaluation scale: 1 2 3 4 5 6 7 Low High a. Members of the group felt free to state their real opinions. _______________ b. The group defined its task. _______________ c. All members accepted responsibility for the outcome. _______________ d. All members of the group were productive. _______________ e. All members were respectful at all times. _______________ f. All members of the group feel positive about the work done. _______________
Adapted from: Stopper, R. (2004). Small-Group Discussion. Pp. 299 303. Bloomington, IN, USA: Xlibris.

Learner training This concept has to do with developing students awareness of how they learn and how they develop their learning strategies so that they become more effective and independent learners. Teachers should constantly encourage students to analyse their learning process, making them think about their learning, what problems they have and how they could improve their performance in order to take the appropriate steps to optimise their learning. Mixed ability Global English caters for mixed-ability classes in a variety of ways. The teacher needs to develop techniques which allow students of all levels to benefit from the lesson. Individual feedback is advisable in any class, but in a mixed-ability class, this attention to detail can increase student satisfaction. The teacher should always try to make some mental if not written notes about each student in such classes. As the course progresses and opportunities arise, the teacher should congratulate individual
Book Methodology

students on their improvements and make tactful suggestions on areas to work on. A few sentences during general monitoring are better than nothing. These details show that the teacher is aware of the individual needs of students. Additionally, each lesson in Global English offers at least one activity that can be done by fast learners, while the rest of the class is finishing a task, and there are still other optional activities to cater for a variety of learning styles. Discussions Any pair or group discussion is aimed at stimulating free expression among students. The teacher should avoid interrupting or correcting at that very same moment, as it inhibits their free expression. When correcting, avoid words such as wrong, incorrect, or bad. Instead, use expressions such as How about? Why dont you ? Games A teacher should bear in mind that games are important while teaching a foreign language because they are motivating and help students to sustain the effort of learning. However, games are the means and not the end - they are simply a way of making learning more entertaining, so never treat a game as time filler or something students should do when you are stuck for ideas. Each game should have a purpose, with teacher supervision and sometimes prior preparation. Learning styles Research and teaching experience have shown that students are better motivated and learn more when their different intelligences and learning styles are taken into account in the teaching and learning process. As there are different personalities, there are also different learning styles in a classroom. Visual learners. These students need to see things in the class. For example, wall displays, posters, realia, flash cards, graphic organisers, etc. Auditory learners. They learn better by listening to audio recordings, DVDs and songs. They like

working in pairs and small groups. Kinesthetic learners. They learn through physical activities, competitions, board games, role plays, etc. Tactile learners. They like board and card games, demonstrations, projects, role plays, etc. Whilelistening / reading activities are motivating for them. For example, students can be asked to fill in a table while listening to a talk, or to label a diagram while reading. Global English has considered these important facts and it comprises different kinds of activities to suit students needs in a class. Vocabulary The active vocabulary in each unit is the vocabulary students need to carry out the tasks. There is development of students passive vocabulary through a rich variety of lexis in the texts. There are specific vocabulary sections and practice activities. Students should be trained to develop effective strategies for learning vocabulary and for keeping clear vocabulary records. There should be systematic use of a vocabulary column on one side of the board in which any words or phrases that crop up during the lesson can be recorded. At the end, students can copy these, with an example, picture, or translation in their notebooks. When especially difficult words appear in a text or in an activity, their meaning is given in a glossary section at the bottom of the page. Grammar Global English deals with grammar with the purpose of making it more meaningful and useful for students. Structures that are essential for the understanding of oral or written texts are presented and practised in a very controlled way. The learning of the structures is not an aim in itself, but it is important for the reading or listening comprehension task(s). In order to activate students language awareness, the course highlights some morphosyntactic elements, such as cognates, false cognates, synonyms, antonyms, etc.

10

Book Methodology

Cognates Cognates are words in different languages related to the same root, for example, education (English) educacin (Spanish). The different lessons in Global English provide students with a question to help them to notice and recognise cognates. The teacher should encourage students to find the cognates whenever they face a new text. False Cognates Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning. Here are a few examples of false cognates: Actually = en realidad, not actualmente (at present, currently). Embarrassed = avergonzado/a, not embarazada (pregnant). Realise = darse cuenta, not realizar (carry out, fulfill). Approve = aprobar = agree with something, not aprobar un examen (pass an exam). Lecture = conferencia = a talk about a topic, not lectura (reading). Try = tratar de hacer algo, not tratarse de (be about) or tratar con (deal with). Politics = la poltica, not los polticos (politicians) Library = biblioteca, not librera (bookstore) Familiar = estar familiarizado con, not familiar (relative) Parents = padres, father and mother, not parientes (relatives). Collocations When words are used together regularly, rules are formed about their use not for grammatical reasons, but because of the association. Black and white appear in that order because of collocation; the two words are always in that order and to put them the other way around seems wrong. Here are some common collocations in English with a few examples.

Verb + noun: throw a party / accept responsibility. Adjective + noun: square meal / grim determination. Verb + adjective + noun: take vigorous exercise / make steady progress. Adverb + verb: strongly suggest / barely see. Adverb + adjective: utterly amazed / completely useless. Adverb + adjective + noun: totally unacceptable behaviour. Adjective + preposition: guilty of / blamed for / happy about. Noun + noun: pay packet / window frame. Prefixes and suffixes A word can consist of three parts: the root, a prefix, and a suffix. The root is the part of the word that contains the basic meaning, or definition of the word. The prefix is a word element placed in front of the root, which changes the words meaning or makes a new word. A suffix is a word element placed after the root, which changes the words meaning as well as its function. Prefix preundisremisimbideCommon Prefixes Meaning before not not again not not two not Common Suffixes Meaning doer able full of state of being full of like state of Example preview untidy dishonest reactivate misunderstand impossible bicycle decaffeinated

Suffix -er -able -ous -ness -ful -ly or -y -ment

Example teacher imaginable joyous happiness wonderful heavenly agreement

Book Methodology

11

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING11


What we have in common makes us human. Our differences make us individuals. In a classroom where there is very little or no differentiated teaching, only the similarities among students seem to be the focus of attention. In a differentiated class, the common areas are acknowledged and exploited, and the differences among students also become important elements in the teaching learning process. The Chilean Ministry of Education has presented the community with a new curricular tool, the Learning Progress Maps. It is possible that the teachers may have a lot of information about them, from different and probably more complete sources than those provided here.13 This brief and concise document does not intend to be exhaustive nor replace any of those sources. It only intends to present the Maps in a particularly specific context, that of a very specific training in evaluation for learning, as it is in that area that they can be very useful in the different steps of that training. This is a brief introduction to the Maps that considers the inclusion principle that guides them, the way in which they are presented, an example, and some details to understand their pedagogical and evaluative usefulness. Rather than theoretical or conceptual details, special importance is given to the elements that facilitate their use by teachers. Introduction The Learning Progress Maps have been developed to show teachers, students, and parents the way in which learning progresses along school life, and especially the expected direction for each of the areas of the curriculum. They are neither a new curriculum nor a curricular alternative; they are based on the existing Curricular Framework. Their objective is to describe the types of learning promoted by the Fundamental Objectives and the Obligatory Minimum Contents, and to indicate the characteristics of their development from 5th Year of Primary Education to 4th Year of Secondary Education. The Maps can be used in day to day classroom work to establish students position, their differences, and their learning needs. Once this reflection and awareness task is done, it is possible to design a variety of teaching strategies to cater for students needs. Learning progression and diversity Childrens learning as shown every day in the teaching process - shows progressive development as they move up from one level to the next. Older students generally know more about a subject and show more complex cognitive abilities than younger students; when comparing abilities and knowledge of a 4th Year of Secondary Education with those of a student in 1st Year of Primary Education, it can easily be noticed that the former is much more competent than the latter in all the learning areas. Between these two students, who represent the extreme levels of achievement during the school cycle, it is possible to distinguish several intermediate stages. On the other hand, children in a particular level make use of different abilities to understand the same topic, and have different ways to explain what they understand. There is progression not only from one level to the next; it is normal that in the same class, students are at different levels and show different degrees of understanding and achievement of the required abilities. However, not all students progress in the expected direction. Inadequate attention to differences can produce delay in students learning. This delay, in turn, has a cumulative effect; it tends to increase in the upper levels, and when this happens, its effects are more difficult to revert. Therefore, it is important to clearly understand the state of students learning. The Learning Progress Maps are a support instrument to diagnose achievement and differences among students to help them to move on in their school work according to the expected outcomes promoted by the national curriculum; they offer common criteria and language to observe learning.

Carol Ann Tomlinson 12

Please note that this document has been translated directly from the document prepared by the Unidad de Currculum y Evaluacin of the Ministry of Education; the superscript references have been kept the same as in the original document. 11 Document prepared by the Unidad de Currculum y Evaluacin, Ministry of Education, Chile, 2007. 12 Tomlinson, C. A. (2005). Estrategias para Trabajar con la Diversidad en el Aula. Madrid: Editorial Paids. 13 The full Maps are published in the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.

12

LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING

Evaluation for Learning in Practice It is important to distinguish Evaluation for Learning as a particular model that is different from the traditional interpretations of evaluation. Here is a summary of its main characteristics. In this conception, evaluation: is considered an intrinsic part of teaching and learning. requires that teachers share with their students the learning achievements expected from them. helps students to know and identify the standards they must reach. involves students in their own evaluation. provides feedback that tells students what they have to do, step by step, to improve their performance. assumes that every student can improve his / her performance. involves both teachers and students in the analysis of and reflection on the data provided by the evaluation. This model contrasts with the type of evaluation that, in practice, means adding evaluation procedures or tests at the end of the programmed units of work. These procedures or tests are separable and independent from the teaching of the unit. The feedback is to get a mark. Although, according to this model, evaluation is a teachers issue (the State, for example, does not get involved), it tends to have a summative rather than formative objective. However, the term formative can have several interpretations; very often it only means that evaluation is frequent in a period of time and has been planned together with the teaching. In this sense, formative evaluation does not necessarily consider all the features identified as characteristic of Evaluation for Learning. Evaluation can be formative because it helps the teacher to identify areas where more explanation or training are needed. From the point of view of students, although their final mark and the comments written on the margins of their work may signal their weak and strong points, they do not give them clues as to how to progress towards the achievement of more and better learning.

The concept of learning underlying this model is another distinctive feature. Todays approach to learning suggests that, eventually, it is students themselves who are responsible for their own learning (nobody can learn for them). Consequently, Evaluation for Learning must necessarily involve students in the evaluation process so as to provide information on their performance and guide their efforts to improve. An important part of this information is the feedback the teacher gives students, but another part must be the result of the direct participation of students in this process through self-evaluation. In the context of promoting life-time learning, it is more and more important to develop in students the capacity to know how much they have learnt and the ability to guide and manage their own learning. So, what actually happens in the classroom when evaluation is used to improve learning? To begin with the more obvious aspects, the teachers are involved in the collection of information about their students learning and must motivate them to revise their work critically and constructively. The methods to obtain information about the learning are well known. These are the most frequently used: to observe students and listen to them when they reason and describe their work; to ask students open questions, inviting them to explore their ideas and reasoning; to propose ideas that require students to use certain abilities or to apply ideas; to ask students to communicate their ideas not only in writing, but also through drawings, artifacts, actions, dramatisations and concept maps; to discuss key words and analyse how they must be used. Of course, teachers can collect this information through the methods identified above, and then use it to improve learning. The use of this information requires that teachers and students make decisions and act; they must decide on the next steps in the learning process and help students

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to get started. It is of the utmost importance to remember that it is students who must do the work; consequently, by being more involved in the process, students will better understand how to extend and improve their learning. A plan that involves students in the judgement of their own work instead of being passive to face their teachers judgement has higher probabilities of raising learning and achievement standards. This is a different conception of feedback. The food the teacher offers is a reflection of the objective to reach, of the standard or goal towards which the student must aim at and which, in this way, constitutes a point of comparison for his / her work. The role of the teacher and what constitutes the core of teaching is to provide students with the skills and strategies required to take the steps they need to improve their own learning. Key Principles of Evaluation for Learning Evaluation is a process that allows the collection of evidence on the learning achieved by students at a given moment. The object of the evaluation is the work produced by the student, never the student.

The key dimensions of learning from the point of view of the learning area and the learning level of students constitute the criteria used for the evaluation of learning. The criteria must be shared with students so that they know and understand them, and can then direct their work accordingly. Self-evaluation and peer-evaluation must be done using pre-established criteria. If this does not happen, their validity will be questionable, because different individuals naturally evaluate according to their own personal criteria. It must be remembered that evaluation necessarily involves value judgements. This happens when a teacher assigns a numerical qualification to a students test, and also when concepts are used, for example poor or excellent to indicate a students level of achievement at a certain moment. The teacher must take responsibility for the evaluation instruments he / she develops and uses with students; this means that he / she must make sure that they really let him / her collect information about the learning outcomes defined in the pre-established evaluation criteria. What Learning Progress Maps are not They do not state that learning is linear (a sum of specific learnings) nor do they propose an exact description of the learning progress that all students experience. They are not an expression of all the knowledge and abilities students can achieve in a specific level. They are not a new curriculum and they do not assume that all the students in the same class should be in the same level of learning. They are not checklists for test correction. They are not an instrument to classify students and they do not support a specific teaching model to achieve learning.

What Learning Progress Maps are They are materials for each area of the curriculum that describe the usual road followed by students in their learning. They assume that progress is the result of maturity and exposure to learning opportunities in specific stages of school life. They express knowledge and abilities, that is to say, the competences that students typically reach at certain moments of their school life. They indicate what we value as learning goals and the sequence in which they are achieved; they provide a framework to monitor progress and communicate results. They are presented as concrete descriptions of learning and offer examples of possible achievements in each level. They provide a guiding framework for teaching; they let users elaborate evaluation tasks that will indicate the level of each student, and organise teaching strategies accordingly.

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LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING

How many LPMs have been prepared? Each area of the curriculum has sub-divisions that represent topics or abilities that must be developed during school life. A Map has been designed for each of them. English Our countrys active participation in different areas of the international sphere, together with the changes produced by globalisation, make the learning of English essential to successfully face the demands of society in the 21st century. Learning English is a challenging and attractive activity at any age, but particularly for young people who see it as a tool to access information and technology and as a means of communication with other realities and cultures. Learning English, or any other foreign language, contributes to the understanding of the mother tongue, and at the same time it widens the opportunities to access information in other areas of study. Presentation of the Maps The Maps are organised in seven levels that cover students learning life from 1st Year of Primary Education to 4th Year of Secondary Education. Each level describes the expected learning outcome for two school years. For example, Level 1 corresponds approximately to 1st and 2nd Year of Primary Education, Level 2 to the next two years, and so on. The last level (7) describes a student whose outcome when finishing school is 'outstanding'. All this information and the complete maps can be found in the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl. Relevant aspects of the Reading Map In concordance with the curricular emphasis aimed at the development of the abilities and the use of language with the purpose of acquiring information and gaining access to other cultures and technological advances, grammar is not the focus of attention of the Reading Map. Its role as facilitator of understanding and communication is acknowledged, but the role of grammar will become more evident in the Writing Map.

The Reading Map emphasises the importance of working with authentic texts as early as possible; their degree of complexity increases as students move from one level to the next. By the end of their secondary school education, students should be able to read authentic texts of intermediate complexity, which implies beginning their learning using simple authentic texts. The Reading Map does not reject the use of the mother tongue as a resource to monitor learning when the situation requires that students show evidence of comprehension and interpretation rather than oral production. It is a well-known fact that students of a foreign language can understand much more than they can express orally or in writing. For this reason, the answers to the tasks presented as examples in the Map are in Spanish. This does not mean that students are not allowed to express comprehension in English or that there is an intention to work these abilities separately. In the following pages you will find an excerpt of the Reading Progress Map. It begins with a synthetic presentation of all the levels. Then, each level is presented in detail, with its description and some examples of performance that illustrate how that level of learning can be recognised. Reading Progress Map The aim of the English curriculum is to get students to use and apply the language in different tasks that imply they can understand oral and written texts, and solve simple communicative situations orally or in writing. From this point of view, four English Learning Maps have been designed, around the following linguistic abilities: Reading Listening Written Expression Oral Expression The Maps of English have been designed using the international standards of the Common European Framework (CEF) for teaching, learning and evaluating languages, and those of the Association of Language Testers of Europe (ALTE). CEF level A2

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and ALTE 1 (Waystage User) are associated with Level 4, which describes the expected learning achieved by the majority of students by the end of 8th Year of Primary Education; level B1 and ALTE 2 (Threshold user) are associated with Level 6, which describes the expected learning achieved by the majority of students by the end of 4th Year of Secondary Education. To describe progress in reading comprehension, the Reading Map is organised around two dimensions: a. Text-types. In this dimension the progression is given by the complexity of the topics students read about and the complexity of the language used in the texts. There is progression from concrete to abstract topics, and from language expressed in simple sentences to language expressed in compound sentences of intermediate complexity. Reading Progress Map Level 7 (Outstanding) Level 6

b. Reading abilities. This dimension includes students capacity to extract specific information, to infer information and to show global comprehension of what they have read. The Map describes how these reading abilities become more complex from one level to the next, also in relationship with the increasing complexity of the texts read. In the light of these dimensions, the Map describes a students reading comprehension progress, from the ability to identify some highlighted information, to make simple inferences and state the main topic of a very short, simple text (in Level 3), to end up being able to reach a higher level of inference and a deeper understanding of linguistically and conceptually more complex texts (Level 6).

Level 5

Level 4

Level 3 Initial level

Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related to personal interest topics. Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, and attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium complexity structural patterns and are related to well-known or personal interest topics. Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium complexity structural patterns, and are related to well-known or personal interest topics. Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics. Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences, and are related to concrete topics of the students immediate environment. Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short sentences, and are related to concrete topics of the students immediate environment. In our teaching proposal for 3rd and 4th Year of Secondary Education, evaluation is conceived from the following level: Identifies explicit key information, discriminating it from distractors. Infers subtly suggested ideas and identifies messages, points of view, and attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium complexity structural patterns and are related to well-known or personal interest topics.

Level 6

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How can one recognise this level of learning? Examples of performance. When a student has reached this level, he / she can do the following activities: compare information to identify relevant data in the text; identify in the text words or sentences that reflect an opinion or an attitude; identify and organise the main ideas to state the main meaning; contrast information from the text to identify opinions and messages that are not obvious; identify words and expressions that provide coherence to the text; identify words that can have different meanings according to the context (polisemia); identify a variety of terms for the same concept. Example: big, huge, enormous. Written Expression Progress Map The Written Expression Progress Maps describe the development of skills and knowledge students display when they write in English. This activity is understood as students competence to solve, in writing, simple communicative situations which are personally relevant and have clearly defined purposes. According to the curricular framework, writing in English is a process that begins in 5 Year of Primary Education, when students have already developed this competence in their mother tongue. Therefore, in this process of expressing themselves in English in writing, students transfer to this new domain what they learnt during their literacy process in Spanish. Writing in another language is a complex and slow progressive construction process that is developed along an extended period of time. In this Map, the progress of this competence is described considering two dimensions: the types of texts students can write and the mastery of the foreign language students display when writing texts.

a. Types of texts. It refers to students capacity to write a variety of texts of increasing complexity in terms of topic and purpose. The topics grow from very concrete and close in the lower levels to less concrete and more varied topics in the higher levels of the Map. This is what the purposes consider: give instructions or indications. For example, a message or the steps to carry out a task; describe. For example, people, objects and places; narrate. For example, daily situations and special events. These purposes are expressed in texts of highly practical use, for example, messages, postcards, recipes, faxes, e-mails, personals letters, business letters or letters for educational purposes, a short curriculum vitae, a composition. b. Mastery of the language. It considers the following skills: communicate, in writing, increasingly more complex information, which goes from the inclusion of general information to the ability to incorporate details and complementary information; use formal aspects of the language. This means to show increasing mastery of: - the thematic vocabulary in terms of quantity and pertinence; - the morpho-syntactic elements needed for communication. Progress in the use of morpho-syntactic elements is described from students capacity to write very simple texts using chunks of language, and the writing of texts with very simple grammatical structures that include the verb forms first learnt by students. As from Level 5, students use simple structures that include some sequence markers and the combination of some verb tenses. In Level 6, students can incorporate grammatical structures of medium complexity to their writing, such as markers that indicate a clear organisation of introduction, development and closing, and the combination of more complex verb tenses.

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Here is part of a presentation of the Written Expression Progress Maps, with a brief presentation of all the levels, and then a detailed presentation of each level, with its description and some examples of performance that illustrate how this level of learning can be recognised. Level 7 Outstanding Level 6 Level 5 Level 4 Level 3

All this information and the complete maps can be found in the web site of the Unidad de Currculum y Evaluacin, www.curriculum-mineduc.cl.

Writes texts related to familiar or personal interest topics, with narrative, descriptive, and instructive purposes. Organises sentences around a specific topic, incorporating complementary information. Uses simple and complex grammatical structures and connectors according to the communicative purpose; includes generally accurate vocabulary. Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific topic, incorporating complementary information. Uses simple grammatical structures, adds some fairly complex elements, uses connectors according to the communicative purpose, and varied and appropriate vocabulary. Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific topic, incorporating relevant details; uses connectors according to the communicative purpose and some varied vocabulary. Writes very short texts related to concrete familiar topics, with descriptive and instructive purposes. Organises sentences around a specific topic, uses very simple grammatical structures, some connectors, and frequent thematic vocabulary. Writes very short texts related to concrete topics of his / her immediate environment, with descriptive and instructive purposes. Uses set phrases and sentences, some very simple grammatical structures, and very frequent thematic vocabulary. In our teaching proposal for 3rd and 4th Year of Secondary Education, evaluation is conceived from the following level:

Level 6

Writes short texts related to familiar topics, with narrative and descriptive purposes. Organises sentences around a specific topic, incorporating complementary information. Uses simple grammatical structures, adds some fairly complex elements, uses connectors according to the communicative purpose, and varied and appropriate vocabulary.

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THE INTERNET IN THE LANGUAGE CLASSROOM


Nowadays, in the era of the information revolution and the widespread use of the Internet in almost all spheres of life, it seems that using computer technology in the teaching process is more and more accepted and widespread. The Internet can serve as a teaching medium, a rich resource of materials of any kind (texts, pictures, sounds, music and films), and teachers may use these as a basis for their lessons instead of texts from the course book only. In this way, Internetassisted lessons may supplement teaching by adding an additional dimension to the classroom. Students can use Web resources to gather information on various topics or prepare to present a project. The Internet gives great possibilities for students individual work, allowing them to work at their own pace, on the materials they choose themselves, giving them variety and choice, and offering an attractive and interactive learning environment. This is largely achieved by the use of communication tools such as e-mail, chat, or discussion groups. Due to these widely accessible and inexpensive tools, any student can communicate with people from different parts of the world. How useful is the Internet in the classroom? Students do online reading, listening, writing or speaking activities and thus improve their skills. Students encounter grammatical structures in real contexts. The potential of communication tools may be exploited through e-mail, chat, discussion groups, videoconferencing; activities demanding collaboration can be developed. Internet-assisted instruction fosters learner independence. Individual students find partners and can write e-mail letters to them. Collaborative work between schools can be developed. How does the Internet help the teacher? Teachers can gather information about different and varied topics: facts, figures, and formulas; book reviews; historical archives; authors; collaborative projects; lesson plans. E-mails, for example, can serve the goals of the teacher reinforcing structures and lexis, enlarging students knowledge of the world, and practising the conventions of writing. Teachers can easily find opportunities for professional development through up-to-date resources and seminars. How can we collect and analyse information? The use of the Internet allows students to practise and develop Web searching techniques, as well as analyse and critically evaluate online sources. It is important to make sure that students not only search for and find required information, but also understand the materials and use their own words to paraphrase the websites. In this way, students need to use all their learning skills and favourite techniques to collect, organise, and present the information found on the Web. Web searches help students to develop analysis and synthesis skills, as well as stimulate them to think critically. Students should be taught how to evaluate sources and discriminate between good and bad ones, and they should be given constant guidance so that they are not overwhelmed by a multitude of resources. How can we develop Internet-safe lessons? Never start lessons by having students use search engines on their own. Ask students to find very specific information, not just surf. Always ask students to write down the URLs of the sites they use for reports in a bibliographical format. Do not send the entire class to the same site at the same time. When possible, try to preview sites before students visit them. URLs of web sites change all the time, so try the links yourself first.
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Hypertext
HYPERTEXT: digital resources and activities

This is a set of multimedia resources developed from the printed text. It roughly follows the same structure as the printed text, with the same contents, but pays more attention to the while-reading and listening activities, providing opportunities for practising pronunciation, speaking and writing. It includes a variety of elements that allow students and / or the teachers to make use of the resources, following a dynamic reading that combines static and moving images, music, and sound. It strongly encourages students autonomous work and gives them access to different spheres of learning. The activities have the following characteristics: they complement the contents and activities in the printed text and have a clear didactic purpose; they can be used for further practice, and also with evaluation purposes (there are diagnostic and final tests per unit); they develop the same contents and work towards the same outcomes, but in different contexts; they are interactive, requiring actions that are consistent with a digital tool, and are meant to develop different abilities of varied levels of complexity; they provide feedback and correct answers when required; they allow students to make mistakes and try again. To make sure that this tool is thoroughly taken advantage of, the Students Book presents an icon that clearly and explicitly shows the connection with the hypertext. At the same time, the hypertext also clearly shows the relationship with the printed text.

Websites made available to students and teachers: http://www.onestopenglish.com (MacMillan/Heinemann). http://www.holidays.net (a website devoted to information about various celebrations and religious holidays). http://www.infoplease.com (pages with information about various countries). http://esl.about.com ESL / ELT problems, suggestions for solutions, and activities. http://www.eslcafe.com Offers discussion forums, chat room, interactive exercises, online tutorials, and extensive web guide. Also provides teaching ideas and job postings. http://www.pearsonelt.com (Pearson Education). http://www.rong-chang.com/ A wealth of ideas to teach, prepare materials, use the internet, etc. http://www.cln.org/int_projects.html List of sites that will help teachers who are looking for Internet projects for their classes.

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CLASSROOM MANAGEMENT
Classroom management has to do with methods used by the teacher in order to establish harmonious class organisation and discipline. The following components play an important role in the achievement of these goals. The teacher A classroom where learning takes place is a pleasant environment; the teacher is enthusiastic and active and encourages student participation. In most cases the teacher is the only direct contact students have with English. It is therefore important that she / he tries to communicate with them in English as much and as often as possible. Some students may not be used to this, and teachers should explain, in Spanish, that they may find it difficult to understand at first, but it will gradually get easier. Teachers can also use gestures or mime to help understanding. Instructions for activities should be given as clearly and as simply as possible, through demonstration and examples. If it is clear that many students have not understood, the teacher can ask a stronger student to translate for the class. The students Teenage students are going through a difficult process of development in their lives, so the teacher might face discipline problems, disruptive behaviour, or unwillingness on students part to do the different tasks they are assigned. The topics in Global English have been carefully selected since it is known that the choice of an appealing content for adolescents has an essential influence over success or failure. The responsibility for building a positive learning atmosphere lies not only in the good relationship the teacher and her / his students develop, but also in the one students have among themselves. Global English helps the teacher in this task through a number of carefully designed exercises, very clear tasks, and opportunities for students to check and evaluate their own work. Discipline One of the reasons for bad discipline is usually a students inability to cope with the tasks. The noisiest students will demonstrate their frustration by means of loud outbursts and disruptive behaviour, while the rest of the class may remain passive. To avoid discipline problems, these preventative strategies are suggested. Careful planning. When a class is carefully planned, students realise there is a feeling of purpose which keeps their attention on the task in hand. Clear instructions. Instructions are crucial in a class. They must be given very clearly and assertively so that students know exactly what to do. The English class The main objective of the English class in Global English is the development of the four skills: reading comprehension, listening comprehension, oral production and written production; however, the teacher may allow students to use Spanish to show understanding of some of the reading and listening texts. Students must be encouraged to use English whenever possible, and the teacher must provide patterns and clear examples for them to follow. Large classes Large mixed-ability classes have to be faced every day by teachers, who instinctively feel that they could do a better job in a smaller class. Grouping is one technique that has been used to reduce the negative effects of large classes. When the class is divided into smaller units, many learning activities can be undertaken that would not otherwise be feasible in a large class, particularly those of a communicative nature. All this implies a different role for the teacher. The teacher must not become less active in the classroom, but rather less the centre of activity. A teacher who is monitoring, encouraging, and participating in different classroom groups will be even more active than the traditional teacher. The teachers role is crucial in determining the rate of language acquisition and learning in the classroom.
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By re-organising the classroom to allow more opportunities for communicative interactions and activities, students will be in a better position to acquire the foreign language. Pairwork and groupwork As stated before, one of the ways of giving students the time they require to practise the language in the classroom is by dividing the class into groups or pairs. Grouping helps teachers to individualise or match their teaching to individual learners. In implementing grouping, several aspects should be taken into account, such as the teaching context, the teaching content, and the individual learner. Grouping provides opportunities for peer interpretation and sharing of experiences and insights. It may also help a teacher to accommodate learner differences by varying student roles and varying the types of student involvement. Thus, teachers should think of grouping as a way to appreciate all the unique individuals that they may find in a classroom. Teachers must bear in mind that this type of work encourages students to share their skills and knowledge, and learn from each other. It also increases students involvement and active participation, and develops positive attitudes. It is important to share with students the importance of these activities, which will give them an opportunity to learn the social and communicative skills required to work with other people. The teacher should take an active role in group and pair formation, so that students do not always work with the same people, to take full advantage of the variety of learning styles and abilities. Besides, students should assume different roles each time (coordinator, secretary, researcher, presenter, artist, etc). Some basic teaching reminders Teachers should prepare the lesson beforehand, given that thorough prior preparation allows them to develop some useful ideas. It is their chance to make the class entertaining and to involve students in the learning process.

An important part of making a class interesting and lively is through directly engaging students by name and on a personal level, and also sharing personal experiences with them. Start every lesson in a way that focuses everyones attention. This creates expectation and prepares students for what is to come. For example, with books closed, write the topic of the lesson on the board and ask some questions about it, show a poster / picture related to the lesson, ask who can remember what they did the previous class, etc. Students should not open their books until everyone is paying attention. End an activity before students get bored with it. Equally, do not hurry students or end the activity too soon if they are obviously enjoying it. Ask students their opinion. Do not assume that if one student says they understand, everyone else does. Ask (elicit) rather than tell. Students get bored of listening to the teacher explaining. Someone in the class will probably know the answer. Do not ask students to explain difficult things, such as definitions of words in English. Do not interrupt students during pair / group speaking activities to correct their English. It is better to note the main, common mistakes, put them on the board, and correct them with the class at the end of the activity. Do not insist on 100% accuracy all the time. Mistakes are a normal part of the learning process, and a valuable source of information for the teacher. Give praise and encouragement, especially to the weaker students. Write positive comments on their work. Let them know what they are doing well, as well as what they need to improve. Remember that you are the main motivator in the classroom! Make use of alternative assessment and evaluation strategies, for example: - Make use of recordings of formal and informal oral language experiences (May I go to the bathroom; Excuse me How do you say ?, etc.)

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CLASSROOM MANAGEMENT

and then assess these according to predetermined criteria which are based upon student needs and curriculum objectives. - Use checklists as concise methods of collecting information, and rating scales or rubrics to assess student achievement. - Interview students to determine what they believe they do well or areas in which they need to improve. - Have students keep portfolios of their writing tasks, and language abilities checklists and records. - Keep records of students reading and writing activities and experiences.

- Have students write in journals. - Share with students during the writing and reading processes, and observe them during peer activities. - Involve students in developing some or all of the evaluation criteria whenever it will be beneficial to do so.
Taken from: Spandel, V. and Stiggins, R. (1990) Assessment and Evaluation. Portland, OR: Assessment Training Institute.

Teachers are advised to consider this diagram when planning the use of resources throughout the book.

Gestures, signs, picturesque language

Pictures, videos, posters, slides

Written symbols and notes

The visible teacher uses:

Colourful and attractive extra material

Flow charts, diagrams, rubrics, graphs

Markers, stickers, coloured paper

CLASSROOM MANAGEMENT

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THE TEACHERS BOOK


This component includes: an introduction with a description of the course and the course components, the methodology used, and suggestions for classroom management; background notes for the teacher, related to the information content of the different texts; detailed teaching notes for every unit; answers for all the tasks in the Students Book and for all the tests; the transcription of the recording; one additional photocopiable test per unit. Choice of tasks The book includes a great number of varied activities. The teacher should choose the ones which are more appropriate for his / her group, depending on their general level. The important thing for the teacher to bear in mind is the final objective of each unit, and how the different students are advancing towards it. There are activities for fast learners - exercises for those students that have started to become independent users of Global English, and have developed the capacity to work quicker and on their own. The teacher's role here is to offer more instances to those students who instinctively feel the need to actively apply the language they have been practising during the lesson. The teacher does not need to correct or become involved unless students directly appeal to him / her to do so. There are ADDITIONAL ACTIVITIES which the teacher can use if there is enough time or if students require further practice, and OPTIONAL ACTIVITIES, which generally offer a break from the routine, a moment to relax or have a bit of fun while practising the language. Information and extra practice is suggested when there is a chance that students will make a mistake, in grammar, vocabulary or pronunciation. Remember that the teacher must be very careful as to when and how to correct errors; for example avoid interrupting students when they are doing oral communication activities; make notes of the common mistakes and then correct with the whole class at the end of the activity. CD The CD includes all the material for the listening tasks, including Pronunciation, Listening and Listening test material. We have included a variety of accents: British, American, Canadian, Irish, Scottish, Indian, Chilean, French, Russian, among others, to expose students to different ways of speaking English. Classroom language The teacher's book offers a selection of useful language that the teacher can use in different situations, with different purposes with students. Some of them provide examples for students to imitate and others are expressions the teacher can use and students need to identify and recognise. All of them are recorded in the first nine tracks of the CD. Idiomatic expressions When idiomatic expressions appear in the texts or in the activities, they are explained, defined, and an example is given. Idioms or idiomatic expressions are those that cannot be immediately understood by analysing the literal meaning of their components; literal translation will sound odd. This section will help teachers to include them naturally in different exercises. Bibliography Both the Teacher's Book and the Student's Book offer suggestions of materials that can be used for reference. Some of these materials can be found in the Centro de Recursos de Aprendizaje (CRA) in each school. Thematic bibliography List of books where the teacher can find further information on the contents of the book, organised by skill: reading, listening, speaking and writing.

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THE TEACHERS BOOK

CLASSROOM LANGUAGE
Greetings 1 Good morning. / Good afternoon. / Hello. / Hi. Good bye. / See you tomorrow. / See you later. Have a nice weekend. / Enjoy your holiday. Moods and feelings 2 A: How are you today? B: Im fine. / Im great. / OK. / Very well, thank you. / Im not very well. / I have a problem. / Im feeling down. / Im sad. Asking for clarification 3 Can you repeat that, please? Can you say that again, please? Sorry? Im afraid I didnt understand. Can you help me with this exercise, please? Encouragement 4 Well done! / Good! / Excellent! / Good work! / Congratulations! Do it more carefully. / Say it again. / Try to correct that, please. Not too bad. / Youll do better next time. / Keep trying! The date 5 A: What day is it today? B: Its Monday. / Its Tuesday. / Its Wednesday. / Its Thursday. / Its Friday. / Its Saturday. / Its Sunday. A: Whats the date today? B: Its (Monday) March 9th. / Its (Monday) 9th March. The weather 6 A: Whats the weather like today? B: Its sunny. / Its cloudy. / Its hot. / Its cold. / Its nice and warm. / Its nice and cool. / Its raining. / Its snowing. The time 7 A: Whats the time? / What time is it? B: Its one oclock. / Its two oclock. / Its three oclock. / Its ten oclock. / Its twelve oclock. A: Whats the time? / What time is it? B: Its quarter past nine. / Its half past ten. / Its five past eleven. / Its ten past twelve. / Its twenty past one. / Its twenty five past two. A: Whats the time? / What time is it? B: Its quarter to eight. / Its twenty five to nine. / Its twenty to ten. / Its ten to three. / Its five to four. Some commands and instructions 8 Answer the questions. Look up these words in Be quiet. the dictionary. Check your answers. Make a list. Check your predictions. Make some notes. Close the door. Match the pictures. Come to the board. Name three activities. Compare your answers. Open your books. Complete the Pay attention, please. paragraph. Put the pictures Copy the instructions. in order. Discuss the ideas in Read the instructions. your group. Select the correct Do Exercise 1. answer. Do not write in Silence, please. your book. Sit down. Fill in the blanks. Stand up. Find examples in Talk to your partner. the text. Thats all for today, Find the cognates in thank you. the text. Work in groups of four. Listen to the recording. Work with your partner. Look at the pictures. Write the sentences. Turn taking and permission 9 Can I talk to you after the class? Excuse me, can I say something? Excuse me; can I leave the room for a minute? May I go to the bathroom? Its your turn. Sorry, its my turn.

CLASSROOM LANGUAGE

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SUGGESTED YEAR PLANNING


Unit Unit 1. LOVE Topics: Love and personal feelings Pages: 6 - 25 Time: 18 hours Expected Learning Activities Diagrams Charts Pictures Resources

Students show general and specific 5. 6. 7. 8. 9. page 9 comprehension of different types of reading 4. 5. 6. 7. 8. Track 12, page 15 and listening texts. Students complete texts using key vocabulary, intensifiers and the modal verb might. Students write a love letter. Students imitate spoken models and role play dialogues. Students share own experiences. 10. 12. page 12; 10. page 16; 9. page 15 15. page 13 14. Track 10, page 13; 2. Track 11, page 14; 12. Track 13, page 17 14. page 17

Unit 2. LITERATURE AND FILMS Topics: Books and films Pages: 26 - 45 Time: 18 hours

Students show general and specific 5. 6. 7. 8. 9. page 29 comprehension of different types of reading 6. 7. 8. 9. Track 18, page 35 and listening texts. Students use ing forms and gerunds to write descriptions and complete sentences. Students write a film review. Students imitate a spoken model and role play dialogues. Students present an interview. 13. page 33 12. page 36 15. page 37 14. page 33 11. Track 16, page 32 3. Track 17, page 34 14. Track 19, page 36 16. page 37

Diagrams Pictures Charts

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SUGGESTED YEAR PLANNING

Indicators of Evaluation Activities How ready are you for this unit?: Students activate their previous knowledge of the topic and related vocabulary to establish a starting point. Minitest: Students do a short testing activity within a time limit, assign themselves points and analyse their performance. Test your Knowledge Reading: Students identify type of letter. Students find specific information. Students locate and match information. Listening: Students identify type of programme. Students find general information. Students discriminate between correct and incorrect information. Language: Students use intensifiers and the modal verb might. Writing: Students complete a letter. Speaking: Students role play a dialogue expressing suggestions. Self Evaluation: Students analyse their performace in the whole unit. Extra Test (Teachers book) Reading: Students find specific information and transfer it to a chart. Students find synonymous words and expressions. Listening: Students discriminate between correct and incorrect information / Students identify speakers. Language: Students use intensifiers and the modal verb might. Writing: Students write a love letter. Speaking: Students express their opinions on given topics. How ready are you for this unit?: Students activate their previous knowledge of the topic and related vocabulary to establish a starting point. Minitest: Students do a short testing activity within a time limit, assign themselves points and analyse their performance. Test your Knowledge Reading: Students identify writers view. Students match information. Students find specific information. Listening: Students discriminate between correct and incorrect information. Students identify speakers. Language: Students use gerunds. Students identify gerunds and present participles. Writing: Students write a film or a book review. Speaking: Students role play a dialogue expressing opinions. Self Evaluation: Students analyse their performace in the whole unit. Extra Test (Teachers book) Reading: Students locate information. Students match information. Students identify writers opinion. Listening: Students discriminate between correct and incorrect information. Students find specific information. Language: Students use gerunds. Students identify gerunds and present participles. Writing: Students write a review. Speaking: Students talk about their likes and dislikes in films. 1. 2. 3. 13 13 1.2.3. 4. 5. 6. Track 14 7.8. 10. 9. Quiz (Teachers book) 1. 2. 3. 4. Track 15 5. 6. 8. 7. 1. 2. 3. 13. 15. 1. 2. 3. 6. 7. Track 20 4. 5. 9. 8 Quiz (Teachers book) 1. 2. 3. 4. 5. 6. Track 21 7. 8. 10. 9. 7 13 17 22 23 23 24 24 25 (Teachers book) 48 48 48 48 48 27 33 37 43 43 43 44 44 45 (Teachers book) 67 68 68 68 68 68 Page

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Unit

Expected Learning

Activities 5. 6. 7. 8. page 48 9. 10. 11. page 49 6. 7. 8. 9. Track 24, page 55 14. page 52 16. page 53 12. Track 22, page 49 13. Track 25, page 56 17. 18. page 57 Illustrations Pictures Charts

Resources

Unit 3: TECHNOLOGY Students show general and specific Topics: Green technology and comprehension of different types of reading conservation of our environment and listening texts. Pages: 46 - 65 Time: 18 hours Students write sentences using the Subjunctive. Students write a brochure on a new technology. Students talk about inventions. Students role play a conversation. Students discuss issues related to technology.

Unit 4: YOUNG ART Topics: Expressions of young art, music, painting. Pages: 66 - 89 Time: 18 hours

Students find or infer specific information in different types of reading and listening texts. Students complete sentences. Students write an article on the history of a painting style. Students play a game. Students role play dialogues. Students discuss art forms.

6. 7. 8. 9. 10. page 69 5. 6. 7. Track 30, page 77 8. 9. 10. Track 30, page 78

Pictures Illustrations Time lines Diagrams

12. page 73, 14. page 74 14. page 80 18. page 75 13. page 73 15. Track 28, page 74 15. Track 31, page 80 17. 18. page 81

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Indicators of Evaluation Activities How ready are you for this unit?: Students activate their previous knowledge of the topic and related vocabulary to establish a starting point. Minitest: Students do a short testing activity within a time limit, assign themselves points and analyse their performance. Test your Knowledge: Reading: Students summarise information. Students match information. Students discriminate between correct and incorrect information. Students find specific information. Listening: Students find general information. Students discriminate between correct and incorrect information. Students find specific information. Language: Students rewrite and complete sentences. Students use linking words. Writing: Students summarise a text. Speaking: Students role play introductions. Self Evaluation: Students analyse their performace in the whole unit. Extra Test (Teachers book) Reading: Students identify type of text. Students discriminate between correct and incorrect information.Students find specific information. Listening: Students identify purpose of text. Students discriminate between correct and incorrect information. Students find specific information. Language: Students use linking expressions. Students rewrite sentences. Writing: Students write a leaflet. Speaking: Students discuss an issue and give recommendations. How ready are you for this unit?: Students activate their previous knowledge of the topic and related vocabulary to establish a starting point. Minitest: Students do a short testing activity within a time limit, assign themselves points and analyse their performance. Test your Knowledge Reading: Students find, match and locate specific information. Students find specific information. Listening: Students discriminate between correct and incorrect information. Students identify speaker. Language: Students use the Past Perfect tense. Students rewrite sentences using the Subjunctive. Writing: Students write about favourite singer or band. Speaking: Students compare paintings and express preferences. Self Evaluation: Students analyse their performace in the whole unit. Extra Test (Teachers book) Reading: Students match and locate information. Students transfer information to a chart. Students find specific information. Listening: Students discriminate between correct and incorrect information. Language: Students complete sentences using the Simple Past and the Past Perfect tense. Students rewrite sentences using the Subjunctive. Writing: Students write the biography of a Chilean artist. Speaking: Students discuss music styles. 1. 2. 3. 15 15 1. 2. 3 .4. 5. 6. 7. 8. Track 26. 9. 10. 11. 13. 12. Quiz (Teachers book) 1. 2. 3. 4. 5. 6. Track 27. 7. 8. 10. 9. 1. 2. 3. 17 16 1. 2. 3. 4. 5. 6. Track 32. 7. 8 10. 9. Quiz (Teachers book) 1. 2. 3. 4. 5. 6. Track 33. 7. 8. 10. 9. 47 53 57 63 63 64 64 64 65 (Teachers book) 86 86 87 87 87 67 75 81 87 87 88 88 88 89 (Teachers book) 104 104 105 105 105 Page

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Unit Unit 5: SCIENCE Topics: Science and scientific discoveries. Pages: 90 - 113 Time: 18 hours

Expected Learning

Activities Pictures Charts Diagrams Illustrations

Resources

Students show general and specific 5. 6. 7. 8. page 93 comprehension of different types of reading 9. 10. page 96 and listening texts. 11. page 97 6. 7. 8. Track 36, page 101 9. 10. 11. Track 36, page 102 Students write what people actually said. 12. page 98 Students report what people said or asked. 13. page 98 Students write a scientific article. 15. page 104 16. page 99 Students role play dialogues. Students discuss scientific issues. Students play a game. 14. Track 34, page 98. 16. Track 37, page 104. 17. page 99, 18. 20. page 105 19. page 105

Unit 6. IN BUSINESS Topics: Business and commercial letters, formal situations. Pages: 114 - 137 Time: 18 hours

Students identify and extract specific information in different types of reading and listening texts. Students complete conversations using reporting verbs and indirect questions. Students write a business letter. Students role play conversations. Students make presentations about occupations. Students discuss jobs.

7. 8. 9. page 117 10. 11. 12. page 120 6. 7. 8. Track 42, page 125 9. 10. 11. Track 42, page 126 16. page 122 14. page 128 19. page 123 17. Track 40, page 122 15. Track 43, page 128 17. page 129 18. page 129

Illustrations Pictures Charts

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SUGGESTED YEAR PLANNING

Indicators of Evaluation Activities How ready are you for this unit?: Students activate their previous knowledge of the topic and related vocabulary to establish a starting point. Minitest: Students do a short testing activity within a time limit, assign themselves points and analyse their performance. Test your Knowledge Reading: Students draw conclusions. Students find specific information. Listening: Students match speakers and information. Students discriminate between correct and incorrect information. Language: Students report what people said. Writing: Students report an interview. Speaking: Students exchange information using reporting verbs. Self Evaluation: Students analyse their performace in the whole unit. Extra Test (Teachers book) Reading: Students identify source of text. Students find and classify information. Students discriminate between correct and incorrect information. Students draw conclusions. Listening: Students match information and speakers. Students discriminate between correct and incorrect information. Language: Students report what people said or asked. Writing: Students report an interview. Speaking: Students exchange opinions about scientific and technological issues. How ready are you for this unit?: Students activate their previous knowledge of the topic and related vocabulary to establish a starting point. Minitest: Students do a short testing activity within a time limit, assign themselves points and analyse their performance. Test your Knowledge Reading: Students identify type of letter. Students infer information. Students discriminate between correct and incorrect information. Listening: Students match information and visual clues. Students discriminate between correct and incorrect information. Students transfer information to a visual organiser. Language: Students write indirect questions. Writing: Students write a letter of complaint. Speaking: Students role play an interview. Self Evaluation: Students analyse their performace in the whole unit. Extra Test (Teachers book) Reading: Students identify purpose of text. Students locate specific information. Students discriminate between correct and incorrect information. Listening: Students match information and visual clues. Students identify speakers. Students discriminate between correct and incorrect information. Language: Students use indirect questions. Writing: Students write a letter of apology, gratitude, or complaint. Speaking: Students role play a conversation reporting what someone said. 1. 2. 15 17 1. 2. 3. 5. 6. Track 38. 7. 8. 9. 4 Quiz (Teachers book) 1. 2. 3. 4. 5., Track 39; 6. 7., Track 39. 8. 9. 11. 10. 1. 2. 3. 18 16 1. 2. 3. 4. 5. 6. Track 44 7. 8. 10. 9. Quiz (Teachers book) 1. 2. 3. 4. 5. 6. Track 45. 7. 8. 10. 9. 91 99 104 111 111 112 112 111 113 (Teachers book) 126 126 127 127 128 127 115 122 128 135 135 136 136 136 137 (Teachers book) 148 148 149 149 149 Page

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Unit

LOVE

In this unit you will learn to:


Reading: validate predictions through skimming / classify specific information. Listening: identify the tone of messages / identify stressed words / discriminate between correct and incorrect information. Oral Production: express personal attitudes / participate in guided dialogues / ask and answer questions. Written Production: complete paragraphs / write a love letter. Functions: express condition, interest, possibility, requests and suggestions.

You will also learn:


Grammar: the modal verb might / intensifiers. Vocabulary: words related to love and feelings.

You will use the following text types:


Reading: Listening: love letters. a news story / a song.

You will pay special attention to these values:


The importance of expressing our feelings. The acceptance of and respect for different opinions.

Didactic resources and methodology tips If available, use of complementary material such as English language love letters available on line. A good online source is http://www.romanceforeveryone.com/love-letters. Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, notes.

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Unit 1

PAGE 6 INTRODUCTION Invite students to examine and describe the photograph and relate it to the name of the unit. Form groups and ask them to read the objectives of the unit and make comments on the things they already know, what they can do, what will be new, etc. Draw students attention to the values that will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. PAGE 7 HOW READY ARE YOU FOR THIS UNIT? Explain to students that this page of each unit will contain activities meant to identify and activate their previous knowledge of the topic and related vocabulary to establish the starting point for the activities that will follow. They will also help to detect weaknesses that will require extra work and support, to contextualise the contents that will be developed, and present cognitive challenges. Although all the activities have been assigned points, the results do not indicate success or failure, but help to identify the points mentioned in the previous paragraph. Give students time to form groups and discuss the exercises that have to be done in groups, and encourage them to reflect and be honest to do those that require individual responses. The introduction concentrates on expressing personal opinions, so remind students to respect each others opinions though they might be quite different. 1 Ask students to describe what they see in pictures 1 4. Then, tell them to read and answer the questions. Tell them to start their answers with the expressions provided: It seems to me In my opinion I believe that Tell them to assign themselves one point for each question they manage to answer using the openings provided.

Students assign themselves half a point for each correct question and half a point for each correct answer.

3 The list of adjectives provided can be divided

into positive and negative, as reflected by the smiley faces. Ask students to copy the two faces into their notebooks and write a list of negative adjectives under the sad face and of positive adjectives under the happy face. Check answers on the board. Draw their attention to the verbs in the previous exercises, which also have positive, negative or neutral meanings. Students assign themselves one point for each adjective correctly classified. Answers Positive: cheerful, delighted, happy, joyful, loving, satisfied, wonderful. Negative: angry, annoyed, hateful, miserable, sad.

Encourage students to work out their score and read what it indicates. Give help to those students who get low scores and praise those who seem to be better prepared for the contents of the unit. Make notes of any useful information about what students already know that you can use later when developing the lessons. PAGE 8 Lesson 1 - READING LOVE IN WRITING Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests. BEFORE YOU READ
Did you know that... For more information on this section, see page 8 of the Introduction. In this case, there is a definition of a quotation and a question to help students to recognise one: all the quotations in Exercise 1 are in italics and between quotation marks. Invite students to read this section before starting Exercise 1. You can ask them to say a few additional quotations, either by famous people or something their partner said.

2 Write these verbs on the board: hate, dislike, be


fond of, like, love. Ask students if they know which ones are the most intense and which ones are fairly neutral. Ask them to work in pairs and ask each other questions about the things they like, dislike, hate, are fond of and love. You can give a few examples: What food do you really hate? Are you fond of swimming?, etc.

1 (Learning ability: to express opinions).

Ask students to read the five quotations and say which ones they most agree / disagree with. Remind them to respect each others opinions and to try to substantiate their answers.
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OPTIONAL ACTIVITY Copy these quotations onto separate pieces of paper, without the names of the authors. Distribute the quotations among the groups and write the names of the authors on the board. The winner is the first group to match quotations and authors correctly. Possible quotations Love is an irresistible desire to be irresistibly desired. Robert Frost (1874 1963) American poet. Never forget that the most powerful force on earth is love. Nelson A. Rockefeller (1908 1979) US 41st Vice President, the 49th governor of New York, a philanthropist, and a businessman. There are more love songs than anything else. If songs could make you do something, wed all love one another. Frank Zappa (1940 1993) American composer, electric guitarist, record producer, and film director. I dont care too much for money, money cant buy me love. John Lennon (1940 1980) English rock musician, singer, songwriter, and peace activist; one of the founding members of The Beatles. It may be true that the law cannot make a man love me, but it can keep him from lynching me, and I think thats pretty important. Martin Luther King, Jr. (1929 - 1968) US civil rights leader, clergyman. Nature never did betray The heart that loved her. William Wordsworth (1770 - 1850) English poet. I am one of the people who love the why of things. Catherine the Great (1729 - 1796) Russian empress. True love comes quietly, without banners or flashing lights. If you hear bells, get your ears checked. Erich Segal (1937) US novelist, dramatist. He that falls in love with himself will have no rivals. Benjamin Franklin (1706 - 1790) US statesman, diplomat, inventor, printer. Neither a lofty degree of intelligence, nor imagination, nor both together go to the making of genius. Love, love, love, that is the soul of genius. Wolfgang Amadeus Mozart (1756 - 1791) Austrian composer. The best way to pay for a lovely moment is to enjoy it. Richard Bach (1936) US novelist, author.

In our life there is a single colour, as on an artists palette, which provides the meaning of life and art. It is the colour of love. Marc Chagall (1887 - 1985) Russian-French painter, graphic artist.

2 (Learning ability: to match information and visuals).


You could start this exercise asking students what it feels like to be in love. What do they know from personal experiences, films and books? Brainstorm expressions we use to express opinions (page 7, Exercise 1) and ask different students to write them on the board. Then ask them to read the eight statements, encouraging them to guess the meaning of words they might not know from the context. Which situations, in their opinion, express love for another human being? Answers a. The positive ways of showing love in the list are b., c., d., e., f., h. Students can add their own ideas.

3 (Learning ability: to express personal attitudes).

Although our teens live in a text messaging and e-mailing world, they are probably familiar with some types of love letters they may have seen on the Internet, at home, or somewhere else. Ask them if they would rather get a text message expressing someones love or if they would prefer a real love letter. Tell them to read the different ways to finish a letter and decide which ones would suit a love letter. Why do they think so? Answers b., d., e., f.

ADDITIONAL ACTIVITY To practise letter writing you could write a very basic letter on the board and ask students to label its parts. It could be a personal or a business letter, as both would basically include the same parts. Address Alameda 2345, Santiago, Chile 24 December, 2010 Date Salutation Dear Mr Hall, I am writing this letter to ask you to consider me for the position of a tourist guide in your winery in San Body of the letter Fernando

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Unit 1

UNIT 1
I am a fluent English speaker and would love the opportunity to work for such a prestigious company as yours. I am attaching my Curriculum Vitae for your information. Yours faithfully Closing Julia Martnez Signature More information on letter writing can be found at http://www.letterwritingguide.com/ howtowritealetter.htm PAGE 9 to just look at the letters and identify the type of messages they are: letter I, an e-mail; letter II, a girls letter on especially feminine stationery; letter III: a very old letter; letter IV: a postcard. BACKGROUND INFORMATION Letter III was written some time in 1835 by Juliette Drouet, a French actress, to Victor Hugo, French writer (26 February 1802 22 May 1885, author of The Last Day of a Condemned Man, The Hunchback of Notre Dame, Les Misrables, Toilers of the Sea, etc.). She wrote passionate and lyrical love letters to Hugo for over 50 years.

4 (Learning abilities: to find meaning of words / to


make predictions). Start by asking students to define verbs, nouns and adjectives. What do the three express? Noun: a word that can be used to name a person, a place, a thing, a quality, or an action. Adjective: a word that expresses an attribute or a characteristic of somebody or something. Verb: a word that expresses existence, action, or occurrence. Ask students which of the words in the diagram they already know and what they mean. Tell them to use a dictionary to find out the meaning of the others. Check that students know the meaning of all the words. Some recommended online dictionaries include: www.merriam-webster.com www.thefreedictionary.com www.dictionary.cambridge.org Finally, ask students which words they would expect to find in love letters. Answers Adjectives. Eager = ansioso/a. Glad = feliz. Kind = amable. Romantic = romntico/a. Sensitive = sensible. Nouns. Beauty = belleza. Date = cita. Heart = corazn. Novel = novela. Jealousy = celos. Verbs. Admire = admirar. Cuddle = abrazar. Feel = sentir. Miss = echar de menos. Share = compartir.

5 (Learning ability: to validate predictions).

Refer students to the letters on pages 10 and 11. Ask them to read them quickly and scan them for the words in Exercise 4. Which ones have they found? Check answers orally. Answers kind, cuddle, heart, beauty, admire, miss, romantic, share, feel. Refer students back to Exercise 3. Ask them to see how the four letters finish. Are there any coincidences with the expressions listed in Exercise 3? Check answers orally. Answers Letter I: For ever yours. Letter II: Thinking of you.

6 (Learning ability: to find specific information).

7 (Learning ability: to identify the tone of messages).

WHILE YOU READ Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests. Before starting the reading activities, invite students

Tone is the word used to describe the authors opinion about the story, character, or events. Tone can be found in fiction and non-fiction by looking at the way the authors describe things and what words they choose. Tone is present in all communication activities, it is a reflection of the writers thoughts and opinions, and it affects how the reader will perceive the message. For example, if the writer wants to tell us that he / she thinks that the situation of homeless people is sad, he / she cannot use a tone that is bored or cynical because that is how the reader will perceive the general message. Read the characteristics with the class and tell them to read the letters again to do the task. Check answers orally.

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Answers a. Letter I. b. Letter III. c. Letter II. d. Letter IV. e. Letter III. You can take this opportunity to remind students that in English, the names of languages and nationalities are always written with a capital letter. Examples: Im a Chilean teenager, he is a British writer, we both speak Spanish, They are French, therefore they speak French, etc.

PAGE 11 Draw students attention to the American v/s British English box, and help them to notice that only one spelling is acceptable in American English, while British English uses both. Students can find more examples of differences between American and British English at http://www.michigan-proficiency-exams.com/ american-and-british-english- difference.htm PAGE 12 AFTER YOU READ Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests.

8 (Learning ability: to locate specific information).

Reading comprehension usually consists of text recall. However, locating information such as facts, names, or numbers in a text is a reading task requiring comprehension that is distinct from text recall in two respects: (1) cognitive processes that control reading comprehension and locating information are different; (2) the frequency of engagement in comprehension and locating are expected to be independent. Locating information is a form of reading that is more goal-directed, more selective in the use of text, and less dependent on declarative knowledge. The process of locating text information requires: formulation of a goal, extraction of relevant details, and recycling to obtain solutions. Explain to students that each of the chunks (a. d.) has been taken from one of the letters on pages 10 and 11. Ask them to read the sentences and the letters carefully to find their correct location (i. iv.) Answers a. ii. (Letter II). c. i. (Letter I). b. iii. (Letter III). d. iv. (Letter IV). Ask students to read the summary of one of the letters. Can they match it with the original letter? What were the key words that helped them to decide? A summary or recap or prcis is a shortened version of the original. The main purpose of such a simplification is to highlight the major points from the original (much longer) subject, e.g. a text, a film, or an event. The target is to help the audience to get the gist in a short period of time. Answers Letter II.
Unit 1

10 (Learning ability: to classify words).

An attractive way to classify information in this case vocabulary is to prepare a table with the relevant number of columns, two in this case, as students have to classify the words into positive and negative. Ask them to draw a table with two columns and some 14 rows. Read the words aloud to check pronunciation and meaning and then ask different students to read them again. Students place the words in the correct column. Check on the board. Answers Positive: enjoyable fascinating funny gentle honest interesting joyful kind loving optimistic passionate pleasant romantic sensitive. Negative: abusive boring confusing dramatic embarrassing insensitive ironic mad nasty pessimistic sad silly.

9 (Learning ability: to match information).

ADDITIONAL ACTIVITY You can take this opportunity to revise the difference between adjectives ending in ing and in ed, like confusing confused; embarrassing embarrassed; fascinating fascinated; interesting interested; etc. The adjectives ending in ing describe somebody or something (Spanish: ser ____). For example, this lesson is interesting; my girlfriend is fascinating. The adjectives ending in ed describe a mood (Spanish: estar ______.). For example: Im interested in the contents of this lesson; my girlfriend is fascinated with her new mobile phone.

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UNIT 1
them to read the three questions, first answer them in writing in their notebooks, and then read the answers to the other people in their group. How do their answers compare to the others? Check answers orally. Draw students attention to the American v/s British English box, and help them to notice the differences in vocabulary. Students can find more examples of differences between American and British English at http://www.michigan-proficiency-exams.com/ difference-between-british-english-and-americanenglish.html PAGE 13

Language Note

The modal verb might

This section provides information on the uses of the modal verb might. It is a typical modal verb which uses not for negation and inversion for questions. More useful information on the verb can be found at http://www.englishpage.com/modals/might.html Encourage students to read the information and try to work out the answers on their own.

Answers Point 1: all the sentences use might. Point 2: a. possibility. b. condition. c. request. d. suggestion. Point 4: Letter I: Sometimes you might want to do other things. You might be doing more important things. There are times you might want a steak. There are times you might not agree with me. Letter II: Who knows what your answer might be? Do you think we might at least be friends? Letter III: If I were clever, I might describe . I might tell you that you are the greatest marvel. Letter IV: We might climb volcanoes.

13 MINITEST (Learning ability: to evaluate learning).


This minitest allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Read the instructions aloud, make sure that all the students understand them clearly and set a time limit to complete the task. Check answers and help students to work out their scores. You may ask them to keep track of their progress and then evaluate their overall performance in the Minitests after two or three units. Possible answers a. You might visit (interesting place in students area). b. Helen / Ian, might I borrow your T-shirt? c. Mum, I have looked everywhere. Do you know where my favourite jeans might be? d. You might buy crisps, biscuits and soft drinks.

11 (Learning ability: to consolidate a language point).


Refer students to the Language Note. It might be a good idea to copy the table in their notebooks and do the exercise there (if they make a mistake they can correct it more easily). Check answers orally, asking different students to read the sentences and the answers. Answers A B She might miss the train if she comes late. A possibility. Excuse me, might you speak a little louder please? A request. We might stay at home and watch a film if you want. A suggestion. If the plants dont get enough water, they might die. A possibility. The teacher said it was optional - we might read it if we want to. A condition.

14 10 (Learning abilities: to match information /


12 (Learning ability: to reinforce a language point).

Ask students to work in pairs or small groups. Tell

to imitate a spoken model). Students work in pairs. Ask them to read all the sentences and then match them to form three mini-dialogues. Play the recording once for students to check their answers and then again with pauses, for students to repeat. Ask some students to role play the different dialogues in front of the class. Answers a. iii. b. i. c. ii.
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TRANSCRIPT ORAL PRACTICE The speakers have an American accent A: If you organise a party, who might you invite? B: In my opinion, we should ask everybody in the class. Speaker A has an Indian accent and Speaker B has a British accent. A: So, what do you think we might cook tonight? B: How about some fish and chips? Both speakers have a British accent. A: Where might we find Philip? B: Im not sure - you might try his home address or his office.
Draw students attention to the American v/s British English box, and help them to notice the differences in vocabulary. Students can find more examples of differences between American and British English at http://www.michigan-proficiency-exams.com/ difference-between-british-english-and-americanenglish.html

1. Is the general subject target-specific, is it really directed at my students? 2. Do students have enough opportunity to use the language learnt in the lesson? For example, if the subject of the unit was letters and the grammar content the First Conditional have I incorporated these into the task? 3. Is the task clearly defined? Do my students understand what I want from them? 4. What kind of knowledge is the task putting into practice? Have I covered it before, in previous lessons? 5. Does the topic invite students to use wide and varied vocabulary? For example, a task telling students to describe a flower might not be demanding enough and students would not have the chance to use a varied vocabulary. 6. Does the task elicit sentences, ideally connected, and not just lists of words?

16 (Learning ability: to relate content to personal


15 APPLICATION TASK Writing

(Learning ability: to write a text). Considering that this is the first application task, guide students very carefully, first to form the groups and distribute tasks and roles, and then to read the instructions and follow them step by step. Help and correct students work while walking among the groups and encourage them to evaluate each step of the task. Make sure students understand the importance of cooperative work, respect each others opinions, and do the work they have committed themselves to do. At the moment of evaluating their own letters, encourage them to be honest. When they exchange letters, highlight the importance of respecting everyones work and offering positive comments.

ADDITIONAL ASSIGNMENT You can design your own writing assignment / application task as homework or extra test. Although the book has been written thinking of a wide range of students, there might be situations where you may feel that an application task is not localised enough. Feel free to design your own tasks and ask yourself these questions when preparing them:

experiences). This is a roundup exercise where students are asked to reflect on what they have learnt in the lesson, in terms of abilities, content, grammar, and vocabulary. It also encourages them to express their opinions concerning important values explicitly or implicitly stated in the texts and activities. Refer students again to the first exercise in the unit, encourage them to share answers in their groups and / or with the whole class and motivate them to substantiate their answers. Be particularly tactful with questions c. and d. in this activity, which may reflect some of the students painful situation. Perhaps for these two questions it is better if they share answers only in their groups. PAGE 14 Lesson 2 LISTENING FROM THE HEART

Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests.

1 (Learning ability: to match information and visuals).

Cartoons or visuals usually help students to identify more with the content, especially if they are close to their reality or interests. Ask them to

38

Unit 1

UNIT 1
observe the three pictures and describe them in pairs. Then they read the sentences in the bubbles and match them with the pictures. Ask them to identify one word that appears in all the bubbles. Do they know what it means? You can follow up asking them if they have ever been in a similar situation. How did they behave? Answers a. Picture 3. b. Picture 1. c. Picture 2.
Did you know that...

BACKGROUND INFORMATION In English, we do not say each syllable with the same force or strength. We say some syllables very loudly (big, strong, important) and all the other syllables very quietly. For example: photograph, photographer and photographic. We stress ONE syllable in each word, and it is not always the same syllable, so the shape of each word is different. shape PHO TO GRAPH PHO TO GRAPH ER PHO TO GRAPH IC Total syllables Stressed syllable

For more information on this section see page 8 of the Introduction. This is one of many distinctions between accent and stress, appropriate for the level of the students. Invite them to compare with Spanish. Do we emphasise using stress too? Can they give examples?

3 4 4

#1 #2 #3

2 11 (Learning ability: to identify tone of message).

Taken from: Kleiven, J. (1973). Verbal communications and intensity of delivery . Scandinavian Journal of Psychology, Volume 14, Issue 1, pages 111113.

The intensity of a message can vary depending on several elements. For example, the stress put on some words or parts of the sentence, the choice of words (for example like versus love), and some paralinguistic features such as gestures, facial expressions, and others. In this case, the intensity of one of the pairs is heightened by the use of an intensifier.

The same happens in sentence stress. For example, we can say the same sentences emphasizing different words, thus making its meaning quite different. I want the green dress, not the blue dress. Meaning that I dont really like the blue dress. I want the green dress, not the blue dress. Meaning that it is me and not someone else who wants the dress. I want the green dress, not the blue dress. Meaning that it is my wish to get the dress.

Taken from: (1997) What is Word Stress? Retrieved on June 12, 2009, from http://www.englishclub.com/pronunciation/wordstress-2.htm

Play the recording at least twice and tell students to decide which dialogue in each pair is more intense. Ask them why they think it is so and encourage them to identify which words are stressed. Answers a. ii. b. ii.

3 (Learning ability : to make predictions).

TRANSCRIPT - PRONUNCIATION 11 Adam has a British accent and Theresa has a Scottish accent. a. Adam: I love you. Theresa: I love you too. Adam: I love you so much. Theresa: I love you very much too! George is from New Zealand and Lilly is American. b. George: Im fond of dancing and singing. Lilly: I love dancing too. George: I am quite fond of dancing and singing. Lilly: I absolutely love dancing!

Ask students to read the three options and the title of the story they are going to listen to. What does 'underground' mean? Does it have just one meaning or more? What do students think the story will be about? Do not check answers at this stage. Draw students attention to the American v/s British English box, and help them to notice that the two varieties use different words to refer to the same means of transport. The exercises use the American English word because the news programme is about a story that takes place in New York and the song is by an American singer. Students can find more examples of differences between American and British English at http://www.michigan-proficiency-exams.com/ difference-between-british-english-andamerican-english.html
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ADDITIONAL ACTIVITY The Prediction Wheel You can go through all the prediction steps with another simple text chosen by you. Step 1. Ask students to predict what the text will be about paying attention to the title, pictures you have included, previous knowledge (for example, if the text is about a specific region of the country), vocabulary you have provided. Ask them to make at least two predictions (what do you think it will be about? Who do you think the protagonists will be?) Step 2. Students read the text and find evidence to confirm their predictions. Follow the instructions in the wheel. Step 3. After validating, checking, or abandoning / correcting their predictions, students write a summary of the text.

have learnt about stress in sentences. Ask them to read sentences a. d. Play the recording again for them to mark the stressed words; they can underline them or draw a circle around them. Answers a. We have a real life romantic story. b. He developed the very popular Web site... c. He described her really well. d. What better illustration of this unusual love affair...?

6 12 (Learning ability: to discriminate between


Taken from: Zygouris-Coe V. and Glass, C. (2004) For-pDs reading strategy of the month. Prediction Wheel. Retrieved on March 12, 2012, from http://forpd.ucf.edu/strategies/stratWheel.html

correct and incorrect information). Students read the statements before listening to the news story again. Help them to notice that they have to distinguish true, false and not mentioned information. Ask fast learners to correct the false statements. Answers a. False. (He is 21 years old). b. Not mentioned. c. True. d. True. pairs of words). Read the sentences aloud with both alternatives. Then play the recording of the song again for students to identify the correct alternative. Answers a. brilliant. b. smiled. c. see. d. truth. e. never.

7 12 (Learning ability: to discriminate between


8 12 (Learning ability: to identify tone of message).


Remind students that tone is the word used to describe the authors opinion about the story, characters or events. Refer them back to Exercise 7 in Lesson 1 of this unit to revise what they have learnt about tone. Answer c. Sad and romantic.

PAGE 15 WHILE YOU LISTEN

4 12 (Learning ability: to validate predictions).


Play the recording once and ask students to check their predictions in Exercise 3. Answer c.

TRANSCRIPT LISTENING - FROM THE HEART

12

5 12 (Learning ability: to identify stressed word).


Refer students back to Exercise 2 and what they
Unit 1

The presenter has a British accent and the singer is American. Presenter: And its life imitating art today on 'Good Morning, America'. Do you remember the James Blunt song about a girl he met on the subway? Well, we have a real life romantic story and it takes place on the New York subway.

40

UNIT 1
Patrick Moberg, a 21-year-old New Yorker, made blogosphere headlines this week when he developed the very popular Web site, nygirlofmydreams.com, dedicated to finding a mystery girl he was too shy to approach on a train. He described her really well and even included her sketch. Moberg and his dream girl - a 22-year-old Australian named Camille - went on their first date on Thursday night. When asked if he was nervous before the meeting, Moberg said, and we quote: I was terribly nervous at first, but we totally clicked. The lovebirds said that the conversation during their date wasnt awkward and that they actually had so much to talk about. They are now talking about meeting again and who knows, they might even date in the future. But what better illustration of this unusual love affair than James Blunts song? Judge for yourself: 'Youre Beautiful' on 'Good Morning, America'. YOURE BEAUTIFUL My lifes so brilliant, My lifes so brilliant, My loves so pure. I saw an angel, Im quite sure. She smiled at me on the subway, She was with another man, But I wont lose no sleep on that, Cause Ive got a plan. Chorus: Youre beautiful, Youre beautiful, Youre beautiful, its true. I saw your face in such a crowded place, But I dont know what to do Cause I might never be with you. Yeah, she caught my eye As we walked on by; She could see from my face That I was flying high, And I dont think I might see her again, But we shared a moment that will last till the end. Chorus: Youre beautiful, Youre beautiful, Youre beautiful, its true. I saw your face in such a crowded place, But I dont know what to do Cause I might never be with you. Youre beautiful, Youre beautiful, Youre beautiful, its true. There must be an angel with a smile on her face When she thought up that I might be with you, But its time to face the truth, I will never be with you.
AFTER YOU LISTEN

9 (Learning ability: to reinforce a language point).


If necessary, you can review the use of the modal might referring students to the Language Note on page 12 of this unit. Then ask them to notice that the sentences and the pictures refer to possible follow-ups of Patrick and Camilles story. Answers a. You might invite Patrick and Camille to visit Nerudas house. b. Patrick might take Camille to the cinema. c. Patrick and Camille might travel to Paris. PAGE 16

10 (Learning ability: to consolidate vocabulary).


According to Hubbard, vocabulary should be presented and practised in a memorable way in order to foster long memory retention. There are several ways in which vocabulary can be presented and consolidated; some of them can be used as additional activities, using the new vocabulary from this or any other lesson: flashcards, realia (real objects), body language, definitions, examples in context, synonyms and antonyms, contrasts, concept forming, cognates, translation, visual matching, etc.
Based on: Hubbard, P., H. Jones, B. Thornton, and R. Wheeler. (1983). A training course for TEFL. Oxford: Oxford University Press.

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Read the words aloud and give students time to match them with the pictures. Then ask students to use the words to write sentences. Compare answers on the board asking different students to write and then read their sentences aloud. Answers Picture 1: sketch. Picture 2: crowded. Picture 3: subway. Picture 4: headline. Sentences will vary.

A has a British accent and B has an Indian accent. A: I can help you study for the physics test. B: Thank you very much. A has a British accent and B has a German accent. A: What do you think of the new television programme? B: I think its quite interesting.

13 MINITEST (Learning ability: to evaluate learning).


This minitest allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Read the instructions aloud, make sure that all the students understand them clearly and set a time limit to complete the task. Help students to check their answers and work out their scores. You may ask students to keep track of their progress and then evaluate their overall performance in the Minitests after two or three units. Give students some time to copy the story adding the suggested intensifiers. Check while walking around the classroom and by asking different students to read their story aloud. Be flexible to accept sensible alternatives. Possible answers This happened a month ago. The day was terribly hot and I really wanted a drink. I looked around and saw a little kiosk with soft drinks and ice-cream, but it was so crowded I decided to look somewhere else. Then, a boy standing right in front of the kiosk waved to me. He was very cute! He had a bottle of orange crush in his hand and he was offering it to me. I was quite impressed. And now, a month later, we are dating! I still think he is absolutely fabulous. (Learning ability: to create a new text). See notes on this section on page 7 of the Introduction. Make sure that students are divided into groups they like working with. When working in a group, it is important to agree on a common purpose and that is why they must share and discuss their ideas.

Language Note

Intensifiers

This section deals with intensifiers. Students learn that sentences in any language are not a 'flat' string of words, but meaningful word connections with mood and tone. For more information on intensifiers see http://www.eslgold.com/grammar/ intensifiers.html Students read and complete the Language Note; play the first stanza of the song again for them to copy three more sentences with intensifiers. If this activity is too challenging for your students, you can write the sentences with blanks on the board and ask students to complete them.

11 (Learning ability: to consolidate a language point).


Students read the dialogues in pairs and underline all the intensifiers in the answers. Do not check their answers at this point. PAGE 17

12 13 (Learning ability: to imitate a spoken model).


Play the recording for students to check their answers in Exercise 11. Assign one dialogue per pair of students and ask them to practise and then role play them for the class.

TRANSCRIPT - ORAL PRACTICE

13

14 APPLICATION TASK SPEAKING


A has a British accent and B has a Scottish accent. A: Youre late again! Ive been waiting for half an hour. B: I am so sorry. A has a British accent and B has an Australian accent. A: How did your mother feel when you showed her the test? B: She was terribly upset.

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Unit 1

UNIT 1
Tell them to draw on their personal experiences and remember to be respectful of other peoples opinions. Read the instructions with the class and make sure they know what to do in each step of the activity. In part a. they recall the love story they heard in the news programme, and this establishes a starting point for them to refer to for the story they are going to narrate. Encourage them to use their imagination when answering the questions in part b. in order to make the story they elaborate in part c. more amusing and attractive to their listeners. In part d. the listeners ask questions to get details of the story from the narrator. e. Once all the students in the group have told their stories and answered their partners questions, they choose the story they liked best and also choose a storyteller. This can be the 'author' of the story or another member of the group who feels comfortable talking to more people, who then practises telling the story with the help of the whole group. f. Two groups get together and the story-tellers narrate their story. g. The evaluation at the end of the activity is individual; encourage students to be honest and identify their strengths and weaknesses. lesson and relate them to personal experiences). Students are asked to reflect on what they have discussed in the lesson and decide if what they have done has influenced their opinions. Encourage students to substantiate their answers and to reflect on the values the lesson has highlighted. PAGES 18 - 19 CONSOLIDATION ACTIVITIES For more information on these activities see page 8 of the Introduction.

2 As an extension of Exercise 1, now students talk


about Helens possible plans for her holidays. They apply the modal verb might. Answers On Tuesday, she might visit Christ the Redeemer or Sugarloaf. On Wednesday, she might go to Ipanema or to Copacabana beach. On Thursday, she might visit the Botanical gardens or the National park. On Friday, she might take a bus to Florianopolis or to Buzios. On Saturday, she might take a boat ride or go hang gliding.

3 Students identify the correct sequence of


the sentences, according to the order of the visual clues.

Ask students to practise and role play the situation with their partners. Ask some pairs to act the dialogue in front of their classmates. Answers Picture 1 c. Picture 3 a. Picture 2 - d. Picture 4 b. PAGES 20 - 21 JUST FOR FUN

15 (Learning ability: to reflect on the contents of the


For more information on this section see page 7 of the Introduction. Remind students that they should do these activities on their own, without much intervention from you, but help and support when necessary. Answers 1. a. Picture 3. b. Picture 5. c. Picture 2. d. Picture 1. e. Picture 6. f. Picture 7. g. Picture 8. h. Picture 4. 2. a. Juliet to Romeo. b. Neruda to Matilde. c. Bella Swan to Edward Cullen. d. Eve to Adam. e. Homer to Marge. 3. 1: You should. 2: You shouldnt. 3: You should. 4: You should. 5: You shouldnt. 6: You should. 7: You should. 8: You should. 9: You should. 10: You shouldnt.

1 This exercise is a review of intensifiers in the

broader context of a personal note. Be flexible to accept alternative answers that are sensible. Answers a. quite. c. absolutely. e. such. b. terribly. d. really. f. very.

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PAGE 21 CHILEAN CONNECTION Let students read the section on their own and then comment it in their groups. Promote comparison between this Chilean film and any other foreign examples they can think of, making sure students give each culture its own value. Ask students if they saw the film and if they can name other Chilean writers and film directors. PAGES 22 - 24 TEST YOUR KNOWLEDGE Answers READING THREE LOVE LETTERS 1. Letter I c. Letter II a. Letter III b. 2. a. Because Brad makes her laugh really hard. b. Because he left Krissy / because he feels guilty. c. Probably yes, but only as a friend. 3. a. ii. b. iii. c. i. LISTENING LOVE REUNITED 14 4. a. 5. a. 6. a. 42 / 17. b. ended / France. c. mothers / Spain. d. answered / right. e. 30 / kissing.

year together, but their relationship ended after she moved to France, where she worked in a shop. British reporter: And they never met again after that. Dolores: A few years later, trying to start their love affair again, Smith sent a letter to her mothers home in Spain. The letter was placed on the mantelpiece, but it slipped down behind the fireplace and was lost for over a decade. British reporter: But it was found, then? Dolores: It was only found when builders removed the fireplace during renovation work. They then gave it to Carmen, who wasnt quite sure if she wanted to contact Steve again. According to her, she was really nervous, but after a few weeks, she decided to phone him and when he answered the phone she knew it was the right decision. British reporter: So then they met again. Dolores: Yes, according to Steve, it was as if time had stood still. He said, "it was like a love affair from a romantic film". They ran across the airport into each others arms and fell in love all over again. Within 30 seconds of setting eyes on each other, they were kissing. British reporter: And as Radio Madrid reports, Steve and Carmen were married last week.
LANGUAGE 7. A B What time might it be? Im not sure. It might be around 5 p.m. A possibility. She might miss the plane if she does not hurry. A possibility. Where might we go at A suggestion. the weekend? Whatever you prefer - you might have salad or pasta. A possibility. Might I take this chair if you are not using it? A request. 8. (Accept other sensible answers). a. so. b. absolutely. c. such. d. really.

TRANSCRIPT LISTENING - LOVE REUNITED

14

The reporter speaks with a British accent and Dolores with a Spanish accent. British reporter: A British man and his former Spanish sweetheart have finally married 16 years after they drifted apart, reunited by a love letter lost behind a fireplace for over a decade. We have contacted radio Madrid for further details of this romantic story. We are listening, Dolores. Dolores: Steve Smith and Carmen Ruiz-Prez, both now 42, fell in love 17 years ago when she was a foreign exchange student in Brixham and he was her next door neighbour; they got engaged after only a

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Unit 1

UNIT 1
SPEAKING 9. (Accept other sensible answers). a. You might have lunch in the school cafeteria. b. You might ask Carlos. c. You might join the drama class. d. You might call Jenny. e. You might need to fill in a form. Assign points to the activity according to the criteria below. Speaking
Task Completed the dialogue with four or five of the correct alternatives. Completed the dialogue with three or four of the correct alternatives. Completed the dialogue with two or three of the correct alternatives. Used only one or two of the correct alternatives in the dialogue. Score 4 3 2 1 Language Practically no language mistakes. Very few language mistakes. Score 3 2 1 0 Interaction Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score 3 2 1 0 Your score

WRITING 10. Students complete the letter with their own ideas, using the vocabulary and structures learnt in the unit. Assign points according to the criteria below.

Some language mistakes. Language mistakes interfere with comprehension.

Writing
Task Filled in all the blanks with appropriate information. Filled in most of the blanks with appropriate information. Filled in some of the blanks with appropriate information. Filled in only one or two of the blanks with appropriate information. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Correct spelling, opening and closing. A few spelling mistakes and incorrect opening or closing. Several spelling mistakes and incorrect opening or closing. A lot of spelling mistakes and incorrect opening and closing. Score 3 2 1 0 Your score

PAGE 25 SELF EVALUATION For more information on this section see page 8 of the Introduction. As this is the first time students will be doing this section, go through the different parts with them. Help them to notice that there are two main parts: YOUR TEST RESULTS and YOUR GENERAL PERFORMANCE.

For YOUR TEST RESULTS they have to work out their score in the TEST YOUR KNOWLEDGE section, read their results and reflect on them. Help them to think of what they can do to improve results, solve problems, give or get help, etc. YOUR GENERAL PERFORMANCE requires reflection on their involvement with the main OFTs discussed in the lessons and invites them to think about their learning strategies and attitudes.

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EXTRA TEST UNIT 1


READING - BEAUTY AND THE BEAST
II.

I.
Once upon a time, there lived a rich merchant with a pretty daughter called Bella. One day, he had to leave her to travel to a far away part of the country to buy some brocades, satins and silks. He asked his daughter what present she would like from his trip. Please bring me a rose that you yourself pick, she answered.

The merchant travelled for m any days and weeks an d on his way h o me, he remembered the present his beloved daughter wan ted. As he pas sed a magnificent-lo oking castle, h e sa the most beau tiful red rose in w the garden. When he reached fo r the rose, a hairy an d ugly monster jumped from behind a bush . Ill kill you for stealing my flo wers! the Beast roar ed. Please, Monst er. Spare me. I need this flower for my daughter B ella! Ill give you th e rose, but yo u will give me yo ur daughter, th e Beast said.

IV.
III.
The merchant returned home and told Bella what had happened. Dont worry, father. I will go and live with the monster, she said. When Bella arrived at the castle, she was surprised at how gentle the Beast was. He was very ugly, but inside he had a compassionate heart. As days passed, Bella and the Beast became good friends, but with each passing day Bella got more and more homesick. One day, the Beast found her crying in the garden. My father is ill and I must visit him before he dies. Go, said the Beast, but come back to me. I will come back, I promise, said Bella.

Bella went to her father, who immediately got better. Time pass ed quickly and one night Bella dream t that the Beast was dy ing and calling fo r her. Immediately, Bella jumped on a horse and ga lloped to the Beasts castle. Sh e found him dyin g in the garden. Oh Beast, please dont die. I came to love you so muc h, she cried. And as soon as sh e said those words , the hideous Beas t was gone and a charming and ha ndsome prince st ood in his place. The spell was gone because Bella ha d recognised the Beasts real beau ty - his good and gentle heart.

Adapted from: Edens, C. (1989) Beauty and the Beast Illustrated. San Diego, CA: Green Tiger.

Spare : (verb) to allow sb / sth to escape harm, damage or death. Hideous : (adj.) very ugly and unpleasant.

46

Unit 1

Photocopiable material

UNIT 1
1 Read the story. Complete the chart with
the required information, indicating in which section (I. IV.) you found it. Information a. The type of goods Bellas father sold. b. The appearance of the Beast. c. Why Bella returned to her fathers house. d. The appearance of the prince. 8 pts. Section

LANGUAGE

5 Fill in the blanks with different intensifiers,

2 Find a word or a phrase in the text that

according to the context of each sentence. 5 pts. a. So I asked him: Where did you get _______ nice CDs? b. The play we saw last night was _______ amazing. c. No one ever talks to him because hes a(n) _______ rude man. d. I was _______ unhappy with the service. e. We all found the film _______ boring and decided to switch off. 5 pts. notebook using might. a. It is possible they will phone tonight. b. I suggest that you ask your teacher. c. Is it OK if I use your bathroom? d. It is possible she will fail the exam if she doesnt study. e. It would be a good idea to send her some flowers or a card.

7 pts. means the same as these. a. A long time ago (Section I). b. The beast howled and screamed (Section II). c. The merchant came back home (Section III). d. Her father recovered immediately (Section IV).

6 Re-write these sentences in your

LISTENING A DATE IN PARIS

SPEAKING

7 Work with a partner expressing your personal 3 15 Listen to a radio interview and mark with a
I am fond of I dislike I dont mind I hate I like I love
a. b. c. d. e. f. g. Going to the mall. Fast food. Maths and physics exercises. Romantic comedies. Sunny weather. Surfing the Internet. Visiting relatives.

opinions of the issues below (a. g.) using 10 pts. the expressions in the box.

tick () the tips offered by Annette, a teen psychologist. 6 pts. a. ________ Record your date with a camera. b. ________ Make your date a historical one. c. ________ Organise a romantic picnic. d. ________ Go and see a comedy. e. ________ Go to a gourmet restaurant. f. ________ Give flowers to your date. person who said these sentences, Annette (A) or the reporter (R). 6 pts. : Today is St. Valentines Day. a. : Even in winter, Paris is great for romanticism. b. c. : And for couples that are less romantic? d. : Check out your local museums... : You can pick up one era on which to e. concentrate. f. : It will make any date incredibly romantic.

4 15 Listen again and write the name of the

WRITING

8 Write a romantic letter (maximum 90 words) to

a real or imaginary person using your own ideas. Use the format and vocabulary you learnt 10 pts. in Unit 1 of your book.
0 to 12 13 to 26 27 to 39 40 to 54 54 PTS

Keep trying

Review

Well done! Excellent!

TOTAL

Photocopiable material

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ANSWERS TO EXTRA TEST UNIT 1


READING BEAUTY AND THE BEAST 1. a. Brocades, satins and silks. Section I. b. Hairy and ugly. Section II. Ugly. Section III. Hideous. Section IV. c. Her father was sick. Section III. d. Handsome. Section IV. 2. a. Once upon a time. b. The Beast roared. c. The merchant returned home. d. He immediately got better. LISTENING A DATE IN PARIS 15

3. a., b., d., f. 4. a. Reporter. b. Anette. c. Reporter. d. Anette. e. Anette f. Anette

TRANSCRIPT LISTENING - A DATE IN PARIS

15

The reporter has a British accent and Annette has a French accent. Reporter: As today is St. Valentines Day, Annette, a French teen psychologist will share with us some great ideas for dates. And what a better place for a romantic date than Paris! Annette: Hi, everybody. Yes, even in winter, Paris is great for romanticism, but let me give you a few tips. Wherever you go in this romantic city, a good idea is to record your date! Take a camcorder with you or simply record your date with your mobile phone and then play it back on the next date or, if you are still a couple, a few months later. Reporter: And for couples that are less romantic? Annette: People say that laughter is the best medicine for anything, so why dont you find your local comedy

club and laugh yourselves silly? You will always remember a date on which you had a great laugh. Reporter: Any other ideas? Annette: Mm, how about a historical date? Check out your local museums in Paris, there are dozens of them. Once there, you can pick up one era on which to concentrate. Then find a video or a DVD set in the same time-frame to watch after your museum tour. If your subject is the Civil War, then you can watch 'Gone with the Wind', for example. And if you prefer something from older times, how about 'Shakespeare in Love'? Reporter: Any further tips? Annette: Yes, a tip for you, boys. Wherever you date, in an expensive restaurant or in a humble fish and chips joint give her flowers! It will make any date incredibly romantic.
LANGUAGE 5. (accept other sensible ideas) a. such. b. absolutely. c. very. d. terribly. e. incredibly. 6. a. They might phone tonight. b. You might ask your teacher. c. Might I use your bathroom? d. She might fail the exam if she doesnt study. e. We might send her some flowers or a card.

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Unit 1

UNIT 1
SPEAKING 7. Assign points according to these criteria. Speaking
Task Expressed opinions on six or seven of the items, using all the required expressions. Expressed opinions on four or five of the items, using most of the required expressions. Expressed opinions on two or three of the items, using half of the required expressions. Expressed opinions on one of the items, using a few of the required expressions. Score 4 Language Practically no language mistakes. Score 3 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score 3 Your score

Very few language mistakes.

Some language mistakes.

Language mistakes interfere with comprehension.

WRITING 8. Assign points according to these criteria Writing


Task Wrote a coherent letter, adding own ideas. Wrote a fairly coherent letter, adding some own ideas. Wrote a coherent letter, adding a few own ideas. Didnt write a coherent letter, no own ideas. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Correct spelling and format. A few spelling mistakes and incorrect format. Several spelling mistakes and incorrect format. A lot of spelling mistakes and incorrect format. Score 3 2 1 0 Your score

LOVE

49

Unit

LITERATURE AND FILMS

In this unit you will learn to:


Reading: identify type of text / find general and supporting information. Listening: find the meaning of key words / transfer relevant information to a visual organiser / identify speaker. Oral Production: ask and answer questions / role play a dialogue following a model. Written Production: complete paragraphs / write a film review. Functions: express possibility, certainty, and doubt / express opinions / ask and answer questions.

You will also learn:


Grammar: -ing forms: gerunds and present participles. Vocabulary: words related to books and films.

You will use the following text types:


Reading: extracts from a book and a magazine / a poster. Listening: an interview.

You will pay special attention to these values


The importance of expressing our personal opinions about films and books. The acceptance of and respect for different opinions.

Didactic resources and methodology tips If available, use of complementary material such as English language film and book reviews. Some good online sources are: http://www.film.com/ or http://www.guardian.co.uk/film/film+tone/reviews http://www.allreaders.com/ or http://www.bookreview.com/ Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, notes.
Unit 2

50

PAGE 26 INTRODUCTION Invite students to examine and describe the photograph and relate it to the name of the unit. BACKGROUND INFORMATION Leonor Varela was born on December 9, 1972, in Santiago, Chile. Daughter of Francisco Varela and Leonor Palma, her family first went to live in Costa Rica and then moved to Germany, USA, and France, where Varela studied. She first came to the attention of American audiences when she starred in ABCs criticallyacclaimed mini-series Cleopatra. The mini-series garnered the networks highest movie-of-the-week rating that season. Varela also received critical acclaim for Innocent Voices. This film was Mexicos official Best Foreign Language Film entry for the 78th Annual Academy Awards (2005). Varela received an Ariel Award nomination for her performance, as well as Miamis New Herald 2006 Best Actress of the Year award. Varelas talent is evident by the diversity of the roles she has portrayed.
Taken from: Biography Leonor Varela. Retrieved 14 November 2009, from http://www.leonor-varela.com/findex.html

Give students time to form groups and discuss the exercises that have to be done in groups, and encourage them to reflect and be honest in those that require individual responses.

1 Ask students to read the question and try to

answer it using the expressions in the box that indicate personal opinions. Tell them to assign themselves one point for each correct answer. Answers Films 2, 3, 4, and 6 are based on books.

BACKGROUND INFORMATION 2012: Doomsday. Film not based on a book. Cast: Cliff De Young, Dale Midkiff, Amy Dolenz, Danae Nason. Director: Nick Everhart. Plot: on December 21, 2012, four strangers on a journey of faith are drawn to an ancient temple in the heart of Mexico. For the Mayans, it is the last recorded day. For NASA scientists, it is a cataclysmic polar shift. For the rest of us, it is Doomsday. (Written by Faith Films). Harry Potter and the Half Blood Prince. Film based on the novel by J.K. Rowling. Cast: Daniel Radcliffe, Rupert Grint, Emma Watson. Director: David Yates. Plot: in the sixth year at Hogwarts School of Witchcraft, and in both wizard and muggle (not magic) worlds, Lord Voldemort and his henchmen are increasingly active. With vacancies to fill at Hogwarts, Professor Dumbledor persuades Horace Slughorn back from retirement to become the potions teacher, while Professor Snape receives long awaited news. Harry Potter, together with Dumbledore, must face treacherous tasks to defeat his evil enemy. Of Love and Shadows. Film based on the novel by Isabel Allende. Cast: Jennifer Connelly, Antonio Banderas, Stefania Sandrelli, Diego Wallraff, Camilo Gallardo, Patricio Contreras. Director: Betty Kaplan. Plot: Irene is a magazine editor living under the shadow of the Pinochet regime in Chile. Francisco is a handsome photographer who comes to Irene for a job. As a sympathiser with the underground resistance movement, Francisco opens her eyes and her heart to what is really happening in the country.

Form groups and ask students to read the objectives of the unit and make comments on the things they already know, what they can do, what will be new, etc. Draw students attention to the values that will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. PAGE 27 HOW READY ARE YOU FOR THIS UNIT? Remind students that this page contains activities meant to identify and activate their previous knowledge of the topic and related vocabulary to establish the starting point for the activities that will follow. They will also help them to detect weaknesses that will require extra work and support, to contextualise the contents that will be developed, and present cognitive challenges. Although all the activities have been assigned points, the results do not indicate success or failure, but help to identify the points mentioned in the previous paragraph.

LITERATURE AND FILMS

51

Subterra. Film based on the novel by Baldomero Lillo. Cast: Francisco Reyes, Paulina Glvez, Hctor Noguera, Berta Lasala, Alejandro Trejo, Gabriela Medina, Patricio Bunster Director: Marcelo Ferrari. Plot: A description of the miserable conditions in which miners lived and died at the end of the 19th century and beginning of the 20th century, mainly in the coal mine of Lota. The centre of the story in the film is the relationship between Fernando, a hardened miner, and Virginia, who has returned from Spain to live in the mansion of the powerful owners of the mine. Transformers. Film not based on a book. It is a 2007 live-action film adaptation of the Transformers franchise, directed by Michael Bay and written by Roberto Orci and Alex Kurtzman. The Boy in the Striped Pajamas. Film based on the novel by Irish writer John Boyne. Cast: Asa Butterfield, Zac Mattoon OBrien, Domonkos Nveth, Henry Kingsmill, Vera Farmiga. Director: Mark Herman. Plot: Set during World War II, a story seen through the innocent eyes of Bruno, the eightyear-old son of the commandant at a concentration camp, whose forbidden friendship with a Jewish boy on the other side of the camp fence has startling and unexpected consequences.

Answers a. Short story. c. Play. b. Romance. d. Film.

e. Novel. f. Script.

Encourage students to work out their score and read what it indicates. Give help to those students who get low scores and praise those who seem to be better prepared for the contents of the unit. Make notes of any useful information about what students already know that you can use later when developing the lessons. ADDITIONAL ACTIVITY To link in with students Spanish language classes, you can ask them to give one example of each of the genres in Exercise 3 either from Chilean or international literature and films. PAGE 28 Lesson 1 READING A BOOK AND FILM Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests. BEFORE YOU READ

1 (Learning ability: to match information and visuals).


Ask students to read the names of the authors in the box and match them with their books (1 6). You can set this activity as a quick competition, and give a small prize to the group that first gets the correct answers. Answers Isabel Allende 2, The Infinite Plan. Roberto Bolao 5, Los Detectives Salvajes. Mara Luisa Bombal 3, La ltima Niebla. Jose Donoso - 4, The Obscene Bird of Night. Baldomero Lillo 1, Sub-Terra. Pablo Neruda 6, Veinte Poemas de Amor.

IMDb editors, http://www.imdb.com http://www.bazuca.com/pelicula-7306810-SubTerra en.wikipedia.org/ wiki/Transformers_(film)

2 Tell students to draw a Venn diagram in their

notebooks. Then they must read the statements very carefully to decide whether they refer to books, films, or both. Students assign themselves one point for each correctly placed statement. Answers Books: d., g. and h. Films: a., f. and i. Both: b., c. and e.

3 The words and their definitions correspond to


different types of literary genres. Ask students to read the words in the box and the descriptions carefully. Students assign themselves one point for each correct match.

52

Unit 2

UNIT 2
Background information Sub- Terra: Baldomero Lillo Figueroa Born Lota, Chile, 6 January 1867, died San Bernardo, Chile, 10 September 1923. The Infinite Plan: Isabel Allende Llona Born Lima, Per, 2 August 1942. Los Detectives Salvajes: Roberto Bolao valos Born Santiago, Chile, 28 April 1953, died Barcelona, Spain, 14 July 2003. La ltima Niebla: Mara Luisa Bombal Born Vina del Mar, Chile, 8 June 1910, died Santiago, Chile, 6 May 1980. El Obsceno Pjaro de la Noche: Jos Donoso Yez Born Santiago, Chile, 5 October 1924, died Santiago, Chile, 7 December 1996. Veinte Poemas de Amor: Ricardo Eliecer Neftal Reyes Basoalto (pen name Pablo Neruda) Born Parral, Chile, 12 July 1904, died Santiago, Chile, 23 September 1973.

3 (Learning ability: to identify meaning of key


words). Students can work in pairs to do this vocabulary exercise. Let students know that some of these words do not correspond to everyday language, but that they will need them to understand the texts they are going to read. Such is the case of the first four words in the box. Give them some time to work out the correspondence word meaning and / or suggest the use of dictionaries. Some recommended online dictionaries include: www.merriam-webster.com www.thefreedictionary.com www.dictionary.cambridge.org Answers Bespeak d. = denotar, indicar. Carriage c. = porte. Counteract e. = contrarrestar. Despicable h. = despreciable. Frame b. = estructura (sea). Mourning a. = luto. Overcome g. = vencer. Record (v.) f. = anotar, registrar.

2 (Learning ability: to identify type of text).

Invite students to have a quick look at the three texts on pages 30 and 31 and to identify what type of text each one is, trying to justify their answers. Answers Text I is a part of the book (it says Chapter one, there is a photo of the cover on the left, and the text appears on a page; it does not sound / look like a summary). Text II is a film review (the photo of the actors is at the beginning of the text, the three paragraphs contain the word movie in the first line). Text III is a film poster (it has the format of a poster, the images are very big, there is less and more concise information).

Draw students attention to the word record, which changes the position of the accent, and therefore its pronunciation, if the word is a verb / ri`kod / or a noun / `rekod / If possible, bring a film poster to the class (or ask a student to bring one) and ask students to name the type of information they can see in it. They can use the possibilities offered in the exercise (a b). Then they predict which elements could be present in another film poster. Do not check answers at this point. Draw students attention to the American v/s British English box, and help them to notice that different words are used in each variety of English. However, because of globalisation and the strong influence of the American film industry, the word movie is very often used in British English too. Students can find more examples of differences between American and British English at http://www.michigan-proficiency-exams.com/differencebetween-british-english-and-american-english.html
LITERATURE AND FILMS

4 (Learning ability: to make predictions).

Background information The House of the Spirits. Author: Isabel Allende. Publishers: Plaza & Jans, S.A. (Spain) / Alfred A. Knopf (U.S.) / Bantam (US). Publication date: 1982.

53

PAGE 29 WHILE YOU READ

Answers a., b., d., f.

5 (Learning ability: to validate predictions).

Refer students to the predictions they made in Exercise 4 and then ask them to read Text III more in detail, to check them. Let them know that their choices may need an explanation or clarification. Check answers orally. Answers a. But only about who the actors are. b. Not when it was made, but when it was released. c. No. d. Yes, Billie August. e. No. f. Yes, Billie August.

9 (Learning abilities: to synthesise information and


6 (Learning ability: to find general and supporting


information). You can ask the whole class to revise the three texts to complete the task, or you can divide the class into three groups and assign one text to each group. Then you check answers on the board, so that all the students can complete the chart. Answers a. Text I. b. Text I. c. Text I, Text II, Text III. d. Text II, Text III. e. Text II indirectly and Text III. f. Text II.

transfer it to a graphic organiser). Ask students to form groups of five or six students. Pooling the information they have already collected, they complete the event map in their notebooks. Then they read Texts II and III again to check and complete their diagrams. To check answers, ask different students to draw and complete the event map on the board. An event map is a very useful tool to use in comprehension exercises. It organises the who, what, where, when, why, and how of an event in the form of a graphic organiser that is easy to interpret and useful for further story-telling. Event mapping is also useful for any kind of writing assignment. Answers a. Place: Chile. b. Time: 20th century. c. Characters: Esteban Trueba, his wife Clara, their daughter Blanca, her lover Pedro. d. Esteban Trueba marries Clara and is very happy, but he becomes rich, conservative and tyrannical. Blanca falls in love with a young revolutionary and Esteban tries to stop their love. e. Blanca decides to stay with Pedro. PAGE 32

7 (Learning ability: to match information).

Ask students to read the question, the words in the box and the items they refer to. They read Text II carefully to answer it. Check answers orally. Answers a. One of the best. b. Great. c. Fabulous. d. Excellent. e. More interesting. f. Fairly good. g. Less convincing.

AFTER YOU READ Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests.

8 (Learning abilities: to interpret information / to


10 (Learning ability: to ask and answer questions).

discriminate between correct and incorrect information). This activity requires that students understand not only factual information, but that they also find clues in the text to identify deeper meaning. Tell students to read the text individually, do the activity and then compare with a partner. Check answers orally. Encourage students to substantiate their answers, even if it is in Spanish.

First students work on their own using the information they entered into the event map to answer the questions. Then they work with a partner to check and correct answers. Do not check answers with the class at this point.

54

Unit 2

UNIT 2
ADDITIONAL TASK You can ask fast learners or keener students to prepare an event map for a specific event in their lives. For example, the latest party they organised or the school anniversary. In other areas of their school life they can use event maps for other literary tasks (summarising a novel or a short story) or for historical events for their social science homework.

Language Note

ing forms

11 16 (Learning ability: to imitate a spoken model).

Play the recording once for students to check and compare their answers in Exercise 10. Play the recording again with pauses, for students to repeat, paying special attention to intonation and emphasis. Ask students to work in pairs and change the answers to talk about a film they have seen. They can write this new conversation in their notebooks so that you can check grammar and vocabulary while walking around the classroom. Give them a few minutes to practise the new conversation and invite a few pairs to role play it in front of the class. 16

This section provides information on the uses of the ing form of verbs, both as gerunds and as present participles. Encourage students to read the information on their own and then go back to the texts to find more example sentences with ing forms. More information on gerunds and present participles can be found at http://owl.english.purdue.edu/owl/ resource/627/01/ and http://www.englishclub. com/grammar/verbs-gerunds.htm

ADDITIONAL ACTIVITY You can tell faster / keener students to copy the examples into their notebooks, to underline in different colours the gerunds and the Present Participles and to identify what function they have when they are gerunds. Answers She was already in the habit of writing down important matters. (gerund acting as object of a preposition) Recording trivialities became very important. (gerund acting as subject of a sentence) As a sign of mourning, the statues of the saints were covered in purple robes. (gerund acting as object of a preposition) Jeremy Irons, despite appearing to be talking through an ill-fitting set of dentures, (gerund acting as object of a preposition / present participle) with great acting and an enjoyable, yet very serious story (gerund acting as object) Loving Pedro means too much to Blanca. (gerund acting as subject of a sentence)

TRANSCRIPT - ORAL PRACTICE

The speakers have a Chilean accent. A: Where does the action take place? B: The action takes place in Chile. A: And when do the events happen? B: In the 20th century. A: Who are the main characters? B: Esteban Trueba, his wife Clara and their daughter Blanca. A: What happens? B: Esteban Trueba marries Clara and gets rich, but he becomes tyrannical and cruel. Blanca, his daughter, meets a young revolutionary, Pedro, who opposes Esteban. A: What happens then? B: Blanca must choose between the love of her family and her love for Pedro. She decides that her love for Pedro is stronger.

12 (Learning ability: to consolidate a language point).


Refer students to the Language Note. Read the sentences with the class and tell them to underline the gerunds in one colour and the present participles in another colour. If they do not have colour pencils, tell them to draw a circle around the gerunds and a rectangle around the present participles.

LITERATURE AND FILMS

55

Answers a. Present participle. b. Gerunds acting as objects. c. Present participles. d. Gerund acting as subject. PAGE 33

13 MINITEST (Learning ability: to evaluate learning).

This minitest allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Read the instructions aloud, make sure that all the students understand them clearly and set a time limit to complete the task. Check answers and help students to work out their scores. You may ask them to keep track of their progress and then evaluate their overall performance in the Minitests after two or three units. Answers a. is sitting. b. Reading. c. watching. d. is helping. e. doing. f. learning. g. is enjoying. h. Arriving.

left out and that the information in their notes is included. f. The faster / keener students in each group must take responsibility for the correction of spelling and grammar mistakes. Help students and correct their work while walking among the groups and encourage them to evaluate each step of the task. Make sure students understand the importance of cooperative work, respect each others opinions, and do the work they have committed themselves to do. At the moment of evaluating their work and their reviews, encourage them to be honest.

ADDITIONAL ASSIGNMENT You can ask the groups to prepare a nice poster of their films following the example of the one on page 31, including their review and attractive artwork (photos of the film, the actors, the director, or illustrations related to the film).

14 APPLICATION TASK WRITING

15 (Learning ability: to reflect on the contents of the lesson


and relate them to personal experiences). This is a roundup exercise where students are asked to reflect on what they have learnt in the lesson, in terms of abilities, content, grammar, and vocabulary and also encourages them to express their opinions concerning important values explicitly or implicitly stated in the texts and activities. You can do question with the whole class and then divide the class into three groups and assign one of the next questions to each group. After five or ten minutes, the groups share their ideas with the rest of the class. PAGE 34 Lesson 2 LISTENING DARK FANTASY Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests.

(Learning ability: to write a text). First, guide students to form groups and then distribute tasks and roles. Tell them to read the instructions and follow them step by step. Make sure they agree on a film they have all seen, either at the cinema or on television. a. Encourage them to start their work preparing an event map of the film, like the one they completed in Exercise 9. b. You can elicit other questions from the class and write them on the board. How did you feel when the film ended? What are the scenes / dialogues that you remember the most? Was the acting believable? c. Different members of the groups can concentrate on one of the aspects suggested, make notes, share them with the group, and then complete their opinions. d. Read the examples and brainstorm a few more with the class; then let students add their own ideas. e. The group secretary puts the groups ideas into writing with the help of all the members, who must check that none of the parts suggested are

1 (Learning ability: to connect pictures and content).


Most students will be familiar with some, if not all, of these films. Give the groups some time to identify them and then do the activity. Check answers orally. Answers a., b., d.

56

Unit 2

UNIT 2
Background information The Twilight Saga: New Moon Cast: Kristen Stewart, Robert Pattinson, Taylor Lautner, Ashley Greene, Peter Facinelli, Elizabeth Reaser, Kellan Lutz, Nikki Reed, Rosalie Hale, Jackson Rathbone, Bronson Pelletier, Alex Meraz, Kiowa Gordon, Billy Burke, Chaske Spence, Edi Gathegi. Director: Chris Weitz. Plot: after Bella recovers from the vampire attack that almost claimed her life, she plans to celebrate her birthday with Edward and his family. However, a minor accident during the festivities results in Bellas blood being shed, a sight that proves too intense for the Cullens, who decide to leave the town of Forks, Washington, for Bella and Edwards sake. Initially heartbroken, Bella finds a form of comfort in reckless living, as well as an evencloser friendship with Jacob Black. Danger in different forms awaits. (Written by IMDb Editors). The Chronicles of Narnia: Prince Caspian Cast: Ben Barnes, Georgie Henley, Skandar Keynes, William Moseley, Anna Popplewell, Sergio Castellitto, Peter Dinklage, Warwick Davis, Vincent Grass, Pierfrancesco Favino, Cornell John, Damin Alczar, Alicia Borrachero, Simn Andreu, Predrag Bjelac. Director: Andrew Adamson. Plot: the four Pevensie children return to Narnia, only to discover that hundreds of years have passed since they ruled there, and the evil King Miraz has taken charge. With the help of a heroic mouse called Reepicheep, and the exiled heir to the throne, Prince Caspian, they set out to overthrow the King, once again with Aslans help. (Written by comicfan). Cast: Bruce Allpress, Sean Astin, John Bach, Sala Baker, Cate Blanchett, Orlando Bloom, Billy Boyd, Jed Brophy, Sam Comery, Brad Dourif, Calum Gittins, Bernard Hill, Bruce Hopkins, Paris Howe Strewe, Christopher Lee. Director: Peter Jackson. Plot: while Frodo and Sam continue to approach Mount Doom to destroy the One Ring, unaware of the path Gollum is leading them, the former Fellowship aid Rohan and Gondor in a great battle in the Pelennor Fields, Minas Tirith and the Black Gates as Sauron wages his last war against MiddleEarth. (Written by Anonymous). The Lord of the Rings: The Return of the King Cast: Christian Bale, Heath Ledger, Aaron Eckhart, Michael Caine, Maggie Gyllenhaal, Gary Oldman, Morgan Freeman, Monique Gabriela Curnen, Ron Dean, Cillian Murphy, Chin Han Lau, Nestor Carbonel, Eric Robert, Ritchie Coster, Anthony Michael Hall. Director: Christopher Nolan. Plot: Batman raises the stakes in his bourgeois war on crime. With the help of Lieutenant Jim Gordon and District Attorney Harvey Dent, Batman sets out to dismantle the remaining criminal organisations that plague the city streets. The partnership proves to be effective, but they soon find themselves prey to a reign of chaos unleashed by a rising criminal mastermind known to the terrified citizens of Gotham as The Joker. (Written by Peteagassi). The Golden Compass Cast: Nicole Kidman, Daniel Craig, Dakota Blue Richards, Ben Walker, Freddie Highmore, Ian McKellen, Eva Green, Jim Carter, Tom Courtena, Ian McShane, Sam Elliott, Christopher Lee, Kristin Scott Thomas, Edward de Souza, Kathy Bates. Director: Chris Weitz. Plot: it was no ordinary life for a young girl: living among scholars in the hallowed halls of Jordan College and tearing unsupervised through Oxfords streets on mad quests for adventure. Hower Lyras greatest adventure would begin the day she heard hushed talk of an extraordinary particle. Microscopic in size, the magical dust - found only in the vast Artic expanse of the North - was rumoured to possess profound properties that could unite whole universes. However, there were those who feared the particle and would stop at nothing to destroy it. Catapulted into the heart of a terrible struggle, Lyra was forced to seek aid from clans, gypsies, and formidable armoured bears. And as she journeyed into unbelievable danger, she had not the faintest clue that she alone was destined to win, or to lose, this more-than-mortal battle. (Written by Krista).

2 (Learning ability: to connect content and


Taken from: http://www.imdb.com

previous knowledge). Ask students to choose one of the films and then get together with two or three other students who have chosen the same film to answer the questions. Check answers orally. If describing the plot is too challenging for your students, you can use the background information above to write the plots with blanks for students to fill in. You can also refer students to the event map in the previous lesson to first write the chain of events in the plot and then tell it to the others.

LITERATURE AND FILMS

57

3 17 (Learning abilities: to identify cognates / to

PAGE 35 WHILE YOU LISTEN Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests. Draw students attention to the photograph. Can they guess who this woman is without reading her name?

relate written and spoken version of words / to practise pronunciation / to find meaning of words). First play the recording once or twice for students to repeat the words. Then ask them to identify the cognates. Warn them that one of the words, which looks similar to a word in Spanish, is a false cognate. Can they recognise it? It is the word costume = disfraz, traje, not costumbre (custom). Students are very likely to know the meaning of all the words, as they are widely used in the media. You can find more information on cognates and false cognates on page 11 of the Introduction and at http://www.esdict.com/downloads/falsespanish-english-cognates.pdf 17

6 18 (Learning ability: to validate predictions).


Play the recording once and ask students to check their predictions in Exercise 5. Answers film location good (in good-looking) popular director screenplay sequel soundtrack.

7 18 (Learning ability: to discriminate between


correct and incorrect information). Read the sentences with both alternatives aloud. Then play the recording again for students to identify the correct alternative. Check answers orally. Answers a. having a dream. b. 1.3 million copies. c. a normal girl. d. Forks.

TRANSCRIPT - PRONUNCIATION

actor adaptation animation cameraman cast costume director extra location producer screenplay sequel soundtrack stunt

4 (Learning ability: to classify information).


Read the words in Exercise 3 with the class or play the recording again, and then give students a few minutes to separate them into the two given categories. Check answers orally.

8 18 (Learning ability: to identify speakers).


Answers People in films: actor cameraman cast director extra producer. Film-making process: adaptation animation costume location screenplay sequel soundtrack - stunt. You can tell the class that the person who does stunts is a stuntman or a stuntwoman. 5 (Learning ability: to make predictions). Ask students to choose the words from Exercises 3 that they think will appear in the text they are going to listen to, which is an interview with the author of books about vampires on which two films have been based. Do not check answers at this stage.

Ask different students to read the sentences aloud. Play the recording and ask students to raise their hands when they hear the sentences in the exercise. Then play the recording again. Students again raise their hands when they hear each sentence; at that moment, pause the recording for students to write down who said it. Answers a. Author. b. Interviewer. c. Interviewer. d. Author. e. Author.

9 18 (Learning ability: to find specific information).


Students read the questions and try to answer them before listening to the interview again to check and correct them. Ask the class to give short answers to the questions and fast learners to give full answers and provide extra information.

58

Unit 2

UNIT 2
Answers a. Three (they are all boys; they are going to school next year). b. Eclipse (it is the third book in this vampire love saga). c. Three months (The author took three months to write her first book). d. Catherine (Her name is Catherine Hardwicke).

TRANSCRIPT LISTENING DARK FANTASY

18

Please note that the woman in the interview is not Stephanie Meyer, but a professional actress. The interviewer speaks with a British accent and Stephanie is American. Interviewer: You might be surprised to learn that the worlds most popular vampire novelist is actually a 33-year-old mother of three who doesnt watch horror movies. Meeting Stephanie Meyer, the author of 'Eclipse', the third book in her successful vampire love saga, is quite a surprise for us. Stephanie, why vampires? Stephanie: On June 2, 2003, I had a dream about a human girl meeting a vampire in the woods. The next morning I got up, started writing for the first time in my life, and three months later I finished a book about a girl named Bella and her good-looking vampire boyfriend, Edward. Interviewer: And readers loved it immediately. 'Twilight' and its sequel 'New Moon' have sold 1.3 million copies. Did you expect such success? Stephanie: Writings not something I planned to do, so no, I didnt expect it, but I think so many people like my book because Bella is just like most girls: shes not a hero; for her, wearing fashionable clothes is not important, she doesnt always have to be cool. Shes normal. And the locations so normal too its the little town of Forks in Washington DC. Interviewer: Have you read Bram Stokers 'Dracula'? Stephanie: Not yet, but its on my reading list. But Ill read it later when I finish my saga. Right now, reading about vampires could ruin my books. Interviewer: Both 'Twilight' and 'New Moon' were filmed, yet I know that youve never seen a vampire movie. Did you write the screenplay for your movies? Stephanie: Well, Ive seen parts of 'Interview with a Vampire' and no, I did not write the screenplay.

Interviewer: Who directed 'Twilight'? Stephanie: The director was Catherine Hardwicke. Both the film and its soundtrack became really popular with young people. Interviewer: You write a lot, yet youre also raising three kids. Whats your day like? Stephanie: I love raising my kids and I love writing books and both need dedication, but the boys are getting older now, and theyre more self sufficient; they dont always want to hang out with mom. And next year theyre all going to school full time so imagine! I will dedicate more time to writing vampire stories.
AFTER YOU LISTEN Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests.

10 (Learning ability: to discriminate between


correct and incorrect information). In this case, students have to discuss not the information from the text they listened to, but some characteristics of this type of text an interview. An interview is an important means of communication in our lives, given that we often have to participate in them, either as interviewers or as interviewees, for example, applying for a job or for a place at the university. Tell students to work in small groups, read the statements, and decide which are true about an interview. Answers a., b., d.

11 (Learning abilities: to consolidate vocabulary /


to express personal opinions). Read the expressions in the box and the aspects students will need to consider in their comparison (a. f.) with the class. Give them some time to discuss and compare the films they have chosen. Meanwhile, write these expressions on the board: We think that / We both agree that / I think that , but my partner thinks that . Invite students to share their conclusions with the class using the openings written on the board.
LITERATURE AND FILMS

59

ADDITIONAL ACTIVITY You can ask fast learners or keener students to compare the information provided in the circle graph below. You can put any information you want in the graph, for example, the number of students who like comedies, romantic films, drama and thrillers or students who play football, basketball, tennis, etc. You can change the percentages according to the class situation. 18% 14% percentage of students None Very little Some A lot

12 (Learning ability: to consolidate a language point).


Students read the incomplete sentences in pairs and use the information they collected or remember from the interview to complete them. If necessary, play the recording again. Check answers orally. Answers a. Meeting Stephanie Meyer was quite a surprise for the interviewer. b. After dreaming about a human girl falling in love with a vampire, Stephanie started writing. c. Stephanie didnt expect such success because writing was not something she had planned to do. d. Stephanie thinks that reading about vampires could ruin her books. e. Next year, Stephanie will dedicate more time to writing vampire stories.

27%

41%

Language Note

Gerunds

In Lesson 1, students analysed ing forms both as gerunds and as present participles. In this case, this section concentrates on the use of gerunds. For more information on gerunds see http:// www.englishclub.com./verbs-gerunds.html Give students time to read the examples on their own, and help them to notice that the sentences with the same letter in Points 1 and 2 illustrate the same function of the gerund. You can write these incomplete sentences on the board for students to complete with a gerund and their own ideas, identifying the function of the gerund: ________ is my favourite free-time activity (subject of the sentence) My mother doesnt like ________. (object of the sentence) I am really looking forward to ________. (object of a preposition) Why do you hate ________? (object of the sentence) We always feel happy after ________. (object of a preposition) ________ is a good way to practise English. (subject of the sentence)

Draw students attention to the American v/s British English box, and help them to notice that different words are used in each variety of English. Students can find more examples of differences between American and British English at http://www.michigan-proficiency-exams.com/ american-and-british-english-difference.html

13 (Learning ability: to match information and visuals).


Tell students to work in pairs. Give them some time to study and describe the pictures and then try to form the dialogues that correspond to them. Do not check the complete dialogues yet, but ask different students to read only the questions and say which picture each one corresponds to. Answers a. Picture 2. b. Picture 3. c. Picture 4. d. Picture 1. imitating a spoken model). Play the recording once for students to check their answers in Exercise 13 and then again, with pauses, for them to listen and repeat. Assign one dialogue per pair of students and ask them to role play them for the class.

14 19 (Learning ability: to role play dialogues


Answers a. - iv. b. - i. c. - iii. d. - ii.

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UNIT 2
TRANSCRIPT - ORAL PRACTICE
Tell them to draw on their personal experiences and remember to be respectful of their partners opinions. Read the instructions with the class and make sure they know what to do in each step of the activity. a. Students read the suggestions offered and decide whether to choose from them or use different topics to develop their interviews. Help them to notice that each student in the pair must choose a topic. b. Students prepare their questions individually, paying attention to the provided hints. c. Student A is the interviewer and B the interviewee. d. Student B is the interviewer and A the interviewee. e. Both students comment on their interviews using the provided questions. f. Students evaluate the work done; encourage them to be honest and identify their strengths and weaknesses. Draw students attention to the American v/s British English box, and help them to notice that different words are used in each variety of English. You can add that in American English the word holidays refers to the time in December and early January that includes Christmas, Hanukkah and New Year. Students can find more examples of differences between American and British English at http://www.michigan-proficiency-exams.com/ american-and-british-english-difference.html

A has a British accent and B an Indian accent. a. A: Are you sure its the right size for me? B: Well, actually, it looks a bit too big for you. Both speakers have an American accent. b. A: Is this your final answer? B: Im absolutely certain Im right. The answer is Of Love and Shadows. A has a Russian accent and B has a British accent. c. A: Can I have three of those flowers, please? B: Lovely! Your girlfriendll love these roses. A has a Chilean accent and B has a British accent. d. A: Excuse me, where is Dalton Street? B: Im not sure, but I think its the first street on the right.
PAGE 37

19

15 Minitest (Learning ability: to evaluate learning).

This minitest allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Read the instructions aloud, make sure that all the students understand them clearly and set a time limit to complete the task. Help students to check their answers and work out their scores. You may ask students to keep track of their progress and then evaluate their overall performance in the Minitests after two or three units. When checking answers, make sure students use gerunds and correct grammar, vocabulary, and spelling, and that their sentences make sense. Answers: a. repairing all kinds of things. b. arriving late. c. Eating fruits and vegetables. d. doing her homework.

17 (Learning ability: to reflect on the contents of the


16 APPLICATION TASK SPEAKING

(Learning ability: to role play an interview). See notes on this section on page 9 of the Introduction. Encourage students to form pairs with a person they feel comfortable with; remind them that both people in each pair must make a contribution to the final product of their work.

lesson and relate them to personal experiences). Students are asked to reflect on what they have discussed in the lesson and decide if what they have done has helped them to talk about the topic of the lesson. Encourage students to discuss their answers to questions b., c., and d. in small groups, and to give and support their opinions with respect for their classmates at all times. PAGES 38 - 39 CONSOLIDATION ACTIVITIES

For more information on these activities see page 8 of the Introduction.


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1 Encourage students to read the plot of this film

in pairs so that they can help each other when they cannot continue reading because of something important they do not understand. The fact that most students are familiar with the character, the story, and the films should facilitate the comprehension of this summary. Draw students attention to the glossary at the end of the page. Answer Harry Potter and the Philosophers Stone.

4 Revise with students the information they must

include in each part of the event map. Then give them time to write the summary in their notebooks. Help them and check their work as you walk around the classroom. Draw students attention to the American v/s British English box, and help them to notice the different spelling of the same word. Students can find more examples of differences between American and British English at http://www.michigan-proficiency-exams.com/ american-and-british-english- difference.html Answers The events took place in Privet Drive and at the Hogwart School of Witchcraft and Wizardry, from the moment Harrys parents were killed in a car crash when he was a baby, to his first year at school. The people in this story are Harry, his uncle Vernon, his aunt Petunia and his cousin Dudley Dursley (in Privet Drive); the evil wizard Voldemort, Harrys friends Ron Weasly and Hermione Granger, the potions master Severus Snape (at the school). Harry lived with his uncle, aunt and cousin in Privet Drive, where his life wasnt very happy, because his aunt and uncle treated him like a slave and his cousin bothered him all the time. On his eleventh birthday, Harry received a mysterious letter from the Hogwart School of Witchcraft and Wizardry, and learnt the truth about his origins. Harry goes to the school to begin his training as a wizard, makes friends, has many adventures and faces many dangers. At the end, Voldemort is defeated again.

2 Students describe the pictures very carefully


and then read the text again to try and put them in order. Answers Accept other sensible suggestions, but this order is suggested: Picture 3 Picture 6 Picture 2 Picture 5 Picture 1 Picture 4.

3 Students use this new text to revise the

grammar contents of the unit. You can refer them to the Language Notes and corresponding exercises on pages 32 and 36 of the Students book if necessary.

Answers Gerunds Living in Privet Drive with his uncle and aunt is very hard for young Harry. His cousin Dudleys favourite activity is bothering Harry all the time. On his eleventh birthday, upon receiving a mysterious letter from a certain Hogwarts School of Witchcraft and Wizardry, Harry finally discovers the truth about his origins. They were killed protecting him from the evil wizard Voldemort. His training as a wizard begins. Present participles He is being brought up by Vernon and Petunia Dursley. Severus Snape is plotting to steal something a three-headed dog is guarding jealously.

5 In this exercise, students get to know the use of

ing forms in traffic signs. Before doing the matching exercise, ask them to identify the one sign that does not use an ing form (d. No U turn). Answers a. crossing. c. Parking. b. crossing. d. turning. e. cycling.

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UNIT 2
PAGES 40 - 41 JUST FOR FUN Answers 1. Divide the class into groups of four students and assign four tips to each group. You can let them finish the task and check on the board, or you can ask them to copy the tips on a piece of paper, circle or underline the contradictions and then pass the paper to another group to correct. You can repeat this action several times, until all the students have had the chance to try and correct the contradictions. a. Never use no double negatives. Never use double negatives. b. Reserve the apostrophe for its proper use and omit it where its not needed. Reserve the apostrophe for its proper use and omit it where its not needed. c. Verbs has to agree with their subjects. Verbs have to agree with their subjects. d. No sentence fragments. Avoid using sentence fragments. e. Proofread carefully to see if you any words out. Proofread carefully to see if you left any words out. f. Avoid commas, that are, not necessary. Avoid commas that are not necessary. g. When you reread your work, you will find out when you reread your work that a great deal of repetition in your work can be avoided by rereading and editing your work. When you reread your work, you will find out that a great deal of repetition can be avoided. h. Do not overuse exclamation marks!!!! (In fact, avoid them whenever possible!!!!). Do not overuse exclamation marks. (In fact, avoid them whenever possible). i. And do not start a sentence with a conjunction. Do not start a sentence with a conjunction. j. Dont use contractions, as theyre not necessary. Do not use contractions, as they are not necessary. k. Avoid modernisms that sound fishy. Avoid modernisms that sound suspicious. l. Never, ever use repetitive redundancies. Never use redundancies. m. Always avoid awkward or affected alliteration. Try to avoid awkward or ellaborate alliteration. n. Avoid overuse of quotation marks. Avoid overuse of quotation marks. o. Awayz check youre spelling. (Your spellchecker would only pick up one of the two errors here.) Always check your spelling. p. Every sentence a verb. Every sentence must have a verb. 2. These cartoons are meant for students to enjoy. Give them some minutes to comment on them and say why they are supposed to be funny. PAGE 41 CHILEAN CONNECTION Let students read the section on their own and then comment on it in their groups. If there is time, they could use the event map they are familiar with to summarise the plot of the film. You can also help them to notice that this text has a connection with several cultures: it is in English, the story it narrates takes place in Italy, two characters are Chilean (Neruda and his wife) while the rest are Italian (Mario, Beatrice, their son), and the screenplay of the film was adapted from the novel Ardiente Paciencia, by Chilean writer Antonio Skrmeta.

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PAGES 42 - 44 TEST YOUR KNOWLEDGE

TRANSCRIPT - LISTENING OPINIONS FROM MOSCOW

20

Kelly has a British accent and the librarian has a Russian accent. Librarian: So, have you enjoyed your visit to Moscow so far? Kelly: Its been brilliant, but a little cold. But tell me, in your work as a librarian, what kind of books do Russian teens normally ask you for? Librarian: Teens in my country normally like books with a little bit of mystery and suspense, although some like to add a little romance as well. And you, as a typical British teenager, what kind of books do you like? Kelly: I love fantasy and Im crazy about the Harry Potter saga. Last week, I was lucky enough to go see Harry Potter and the Half-Blood Prince at midnight and like millions of people across the country, I was extremely excited. Ive read all the books and remember even the smallest details. Librarian: You are not alone then. It is one of the most popular books in my library. So, what did you think of the film? Kelly: It was brilliant! And it was fun watching the rest of the people while I was waiting for the film to start. Some were dressed in Hogwarts gear and Harry Potter glasses, and there were even a few in Dumbledore beards. My favourite was a lady who was dressed up like Professor McGonagall. Librarian: My neighbours daughter went to see the movie dressed as Dobbie! Was there anything about the film that you didnt like? Kelly: Not really, I loved everything. The cast seemed to be excellent and the special effects in the cave were spectacular and terrifying at the same time. And the soundtrack was just amazing! Of course, there were also things that I missed, such as the older Weasley brothers Bill and Charlie, who were not included in the film.

Answers READING UNUSUAL VAMPIRES 1. a. 2. Bella Swan main female character. Billy Burke supporting actor. Catherine Hardwicke director. Melissa Rosenberg screenwriter. Robert Pattinson main male actor. Stephanie Meyer author / writer. 3. a. No. There are no clichd stereotypes with fangs, coffins and stakes through the heart. b. In Portland, Oregon. c. It ties in to the story perfectly; the soundtrack fits the tone of the film (with its moody rock songs). LANGUAGE 4. Encourage students to be creative and really use their own ideas to complete the sentences, using a gerund in each case. Answers will vary. 5. a. He was playing football when I saw him yesterday. (present participle) b. There is only one great passion in his life: writing books. (gerund) c. Thank you for giving me such a beautiful gift. (gerund) d. What is she doing here? (present participle) e. I hate doing the same thing twice. (gerund) LISTENING OPINIONS FROM MOSCOW 20 6. a. librarian. b. romance. c. fantasy. d. last week. e. people. 7. a. RYM. b. BT. c. RYM. d. RYM. e. BT. SPEAKING 8. (Accept other sensible possibilities).

Juliet: Im sure Ive seen that James Bond film before. Brenda: I think youre wrong. Youve seen 'Casino Royale', but not 'Quantum of Solace'. Juliet: Youre right about 'Casino Royale', but Im not certain if I saw the other film too. Brenda: The two films certainly are quite similar. Juliet: Now that I remember 'Quantum of Solace' was filmed in Latin America, wasnt it? Brenda: Argentina, I think.

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UNIT 2
Juliet: No, I am quite certain it was a different country. Let me thinkChile! Yes, thats right, it was Chile. Brenda: Im not really sure. They filmed it somewhere in the desert, didnt they?
Assign points to the activity according to the following criteria. Speaking
Task Completed the dialogue with seven or eight of the correct alternatives.
Completed the dialogue with five or six of the correct alternatives. Completed the dialogue with three or four of the correct alternatives. Used only one or two of the correct alternatives in the dialogue.

Score 3 2 1 0

Language Practically no language mistakes. A few language mistakes. Language mistakes interfere with comprehension.

Score 2 1

Presentation
Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation.

Score 3 2 1 0

Your score

WRITING 9. Assign points according to the following criteria. Writing


Task Wrote a review including all the required details. Wrote a review with most of the required details.
Wrote a review with some of the required details.

Score 4 3 2 1

Language
Practically no grammar or vocabulary mistakes.

Score 3 2 1 0

Presentation
Correct spelling and neat presentation. A few spelling mistakes and some presentation problems. Several spelling mistakes and quite a few presentation problems. A lot of spelling mistakes and poor presentation.

Score 3 2 1 0

Your score

Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension.

Wrote a review with very few or none of the required details.

PAGE 45 SELF EVALUATION For more information on this section see page 8 of the Introduction. Remind students that there are two main parts in this section: YOUR TEST RESULTS and YOUR GENERAL PERFORMANCE. For YOUR TEST RESULTS they have to work out their score in the TEST YOUR KNOWLEDGE section, read their

results and reflect on them. Help them to think of what they can do to improve results, solve problems, give or get help, etc. YOUR GENERAL PERFORMANCE requires reflection on their involvement with the main OFTs discussed in the lessons and invites them to think about their learning strategies and attitudes.

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EXTRA TEST UNIT 2


READING SLUMDOG MILLIONAIRE

1 Read the review of Slumdog Millionaire.

Four sentences have been removed from it. Put them back in the corresponding places. There is one extra sentence you 4 pts. do not need to use. a. But this is where the typical ends. b. So, if you have not seen it yet I would definitely recommend it. c. The soundtrack is almost impossible to ignore. d. Viewers watch the movie and are moved to tears. e. What results is a story that grabs us.

Slumdog Millionaire
When acclaimed director Danny Boy le wandered into the slums of Mumbai, India, with a rela tively unknown group of actors, it was hard to imagine wh at the f ilmmaker was doing so far from home. However, with the release of Slumdog Millionaire, it is apparent tha t Boyle doesnt need to be on familiar ground to make exc ellent movies. A film like Slumdog Millionaire doe snt come along very often. But when it does, we end up falling in love. Initially the plot appears so typical: a teen from the slums of Mumbai rises from rags to r iches by appearing on a popular game show. (a.) _________ ______________ Slumdog Millionaire is so realistic and moving that you find yourself gripped by the artistry wit h which it was made. The cinematography creates a visually spectacular film, and Boyles team captures on camera, wit h a success shared by perhaps no other foreign director, the sights and sounds of the Indian subcontinent. What truly sets Slumdog Millionaire apart, however, is the plot. Protagonist Jamal Malik (played by talented newcomer Dev Patel) is an 18-year old chai-walla (tea seller) from the slums who a ppears on the Indian version of Who Wants to Be a Millionaire wit h the hope that the love of his life, Latika (played by the stun ning Freida Pinto), will be watching. (b.) ____________ ______ and shows us the beauty of destiny and love.

A review by Srinath R.

Slumdog Millionaire is rounded out by a strong supporting cast and music written by famed Ind ian music director A.R. Rahman. (c.) _______________ _____. It integrates Western music and tunes familiar to Bollywood lovers into a film that is very different from eith er mainstream convention. With our busy lives, it is hard to sit back and genuinely appreciate a film. But in the midst of all that madness, if I were to point to one film that will move you and force you to think, it would be Slumdog Million aire. (d.) _____________________, and you can now rent it in DVD format.

Adapted from: Srinath, R. (2010). Slumdog Millionaire. Teen Ink. Retrieved November 2, 2010 from http://teenink.com/ reviews/movie_reviews/article/ 74447/Slumdog-Millionaire/

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Unit 2

Photocopiable material

UNIT 2
2 Read the review again and match the names in
LANGUAGE

column A with the roles in column B. 7 pts. Name Role a. A.R. Rahman i. Reviewer b. Danny Boyle ii. Music director c. Dev Patel iii. Main male character d. Freida Pinto iv. Main female character e. Jamal Malik v. Main actress f. Latika vi. Main actor vii. Director g. Srinath R. 1 pt. the film? a. It is really good and unique. b. It is quite similar to other Indian movies. c. The film is too realistic and sad.

7 Classify the underlined words into

5 pts. gerunds or present participles. a. Painting and writing are her two great passions. b. She is dreaming of being an actress. c. I dont really like playing cards. gerund of one of the verbs in the box. 5 pts.

8 Fill in the blanks in these sentences with the


canoe disobey eat listen study

3 What is the writers general opinion of

LISTENING AN INTERVIEW WITH ISABEL ALLENDE

4 21 Listen to the interview. Cross out

the books by Isabel Allende that are not 5 pts. mentioned. a. Aphrodite b. Of Love and Shadows c. Paula d. The House of the Spirits e. The Infinite Plan answer these questions. 4 pts. a. What two things does Isabel Allende love doing? b. Which is, in her opinion, the most important book she has written? c. What book would she like to write? d. What kind of journalist was she?

a. One of my favourite sports is _______ down the Mississippi River. b. Jennifer likes _______ to the Rolling Stones. c. I dont think you will pass the driving test without _______ the traffic regulations. d. _______ too much fat and sugar is bad for your heath. e. The soldier was arrested for _______ orders.

SPEAKING

9 Interview a partner about his / her likes


and dislikes in films. Consider the aspects in the box. 10 pts.

5 21 Listen to the interview again and

Chilean v/s foreign films Favourite actors Favourite type of films Music / soundtracks Original language with subtitles v/s dubbed Special effects WRITING

10 Write a review (maximum 90 words) of a

6 21 Listen to the interview once

more and choose the best option. 3 pts. a. The House of the Spirits, was published in Spain in 1982 / 1984. b. I dont think of the book as a job / product. c. Do you have a subject that youre currently interested in / working on?

show you have seen recently. It can be a concert, a play or a film. What did you like / dislike about it? Why? How could it be improved? Would you recommend it to a friend? 10 pts.

0 to 12

13 to 25

26 to 38

39 to 54

54 PTS

Keep trying

Review

Well done! Excellent!

TOTAL

Photocopiable material

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ANSWERS TO EXTRA TEST UNIT 2


READING SLUMDOG MILLIONAIRE 1. a. (a.) b. (d.) c. (c.) d. (X) e. (b.) 2. a. - ii. b. - vii c. - vi. d. - v. e. - iii. f. - iv. g. - i. 3. a. LISTENING AN INTERVIEW WITH ISABEL ALLENDE 21

4. b. and e. are not mentioned. 5. a. Playing with her grandchildren and writing. b. Paula. c. A novel about beauty. d. She wasnt very good. 6. a. 1982. b. product. c. interested in.

TRANSCRIPT - LISTENING - AN INTERVIEW WITH ISABEL ALLENDE

21

Please note that the woman in the interview is not Isabel Allende, but a professional actress. The interviewer speaks with a British accent and the actress playing Isabel Allende speaks with a Chilean accent. Interviewer: She claims to find interviews somewhat problematic and complicated because they keep her from the important work of writing, but Isabel Allende proves to be a great interviewee. Since her first book, 'The House of the Spirits', was published in Spain in 1982, her work has received international recognition. She is the author of 17 books in total, including one work of non-fiction: 'Aphrodite: Recipes, Stories and other Aphrodisiacs'. So, tell us, Isabel, what would you be doing if you were not writing?

Isabel Allende: I would probably be doing something that means not washing dishes! Id be playing with my grandchildren probably. I love playing with them! But above all, I love writing. I love the process. I just love the time I spend alone in a room adding words one by one to create a universe that is mine. And when the book is published, all this craziness starts. Interviewer: Which is your favourite of your own books so far? Isabel Allende: Mm, I dont have a favourite book because I dont think of the book as a product, but the most important book in my life is 'Paula' because it saved me from suicide and it saved Paula from oblivion. In a way, its a celebration of life, a celebration of the things I care for: family, life, love. Interviewer: Do you have a subject that youre currently interested in? Isabel Allende: I like writing about beauty and I would like to write a novel about beauty because in a novel, Im free to do anything I want, and in a book that is nonfiction, I must stick with the facts. I wasnt a very good journalist; really, I was a lousy journalist. I would lie all the time, I could never be objective. And if I didnt have a story, I would make it up, so as a journalist I wasnt any good, but all those things are allowed in fiction..
LANGUAGE 7. a. gerund / gerund. b. present participle / gerund. c. gerund. 8. a. canoeing. b. listening. c. studying. d. eating. e. disobeying.

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Unit 2

UNIT 2
SPEAKING 9. Assign points according to these criteria. Speaking
Task Asked and answered questions about preferences in films mentioning all the required aspects. Asked and answered questions about preferences in films mentioning most of the required aspects. Asked and answered questions about preferences in films mentioning half of the required aspects. Asked and answered 1 or 2 questions about preferences in films, not mentioning the required aspects. Score 4 Language Practically no language mistakes. Score 3 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score Your score 3

Very few language mistakes.

Some language mistakes.

Language mistakes interfere with comprehension.

WRITING 10. Assign points according to these criteria Writing


Task Wrote a review mentioning all the required aspects. Wrote a fairly coherent review, mentioning some of the required aspects. Wrote a fairly coherent review, mentioning a few of the required aspects. Didnt write a coherent review, didnt mention the required aspects. Score 4 3 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 Presentation Correct spelling and format. A few spelling mistakes and incorrect format. Several spelling mistakes and incorrect format. A lot of spelling mistakes and incorrect format. Score 3 2 Your score

LITERATURE AND FILMS

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Unit

TECHNOLOGY

In this unit you will learn to:


Reading: Listening: find and classify information / deduce the meaning of new words. identify information provided prior to listening / discriminate between correct and incorrect information.

You will also learn:


Grammar: Vocabulary: the Subjunctive with different verbs and adjectival phrases / linking words. words from the areas of technology and scientific inventions.

Oral Production: imitate model dialogues / complete conversations with provided information. Written Production: prepare a brochure / summarise information. Functions: introduce yourself and others.

You will use the following text types:


Reading: Listening: a brochure. an interview.

You will pay special attention to these values:


The importance of green technology and the conservation of our environment.

Didactic resources and methodology tips If available, use of additional materials such as instruction manuals for different technological products, brochures, leaflets, advertisements, etc. An excellent source of information on the latest inventions and technology are the following websites: http://www.finesttech.com/ and http://www.squidoo.com/ latestinventions Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, notes.

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Unit 3

PAGE 46 INTRODUCTION Invite students to examine and describe the photograph and relate it to the name of the unit. Form groups and ask them to read the objectives of the unit and make comments on the things they already know, what they can do, what will be new, etc. Draw students attention to the values that will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. PAGE 47 HOW READY ARE YOU FOR THIS UNIT? Explain to students that this page of each unit will contain activities meant to identify and activate their previous knowledge of the topic and related vocabulary to establish the starting point for the activities that will follow. They will also help to detect weaknesses that will require extra work and support, to contextualise the contents that will be developed, and present cognitive challenges. Although all the activities have been assigned points, the results do not indicate success or failure, but help to identify the points mentioned in the previous paragraph. Give students time to form groups and discuss the exercises that have to be done in groups, and encourage them to reflect and be honest to do those that require individual responses. As an introduction, talk to students about the use of technology in their everyday lives and ask them to compare it with their parents or grandparents times. Ask them if they believe that we are getting too dependent on technology.

2 Ask students to read the names of the eight

inventions and decide which ones they know and use in their everyday lives. Can they identify which of them were invented in the 20th century? Do they know who the inventors are? Answers a., c., d., e., h.

1 Ask students to identify the professions of the

people in the pictures. Can they guess by their clothes, equipment, place of work, etc? Tell them to read the introductions. Which ones are more and which ones are less formal? Tell them to match the introductions (a d) and the pictures. Then, students use the expressions to introduce people they know. Examples: Id like you to meet my English teacher, Mrs Prez. Camila, meet Francisco, my best friend. Answers a. 4. b. 3. c. 2. d. 1.

Background information Aeroplane: Orville and Wilbur Wright requested a patent application for a 'flying machine' nine months before their successful flight in December 1903. It became a significant invention very fast and was first used on a large scale in World War One, 1914 1918. It was commercially exploited from the beginning of the 1920s. Diesel engine: it was invented by Rudolf Diesel, a refrigeration engineer from France. The patent was granted in 1898. GPS: the Global Positioning System was invented by the U.S. Department of Defense (D.O.D) and Ivan Getting. The foundations for this invention were laid in the 1950s and later developed in the 70s. It became popular at the beginning of this century. Karaoke: the Japanese word Karaoke is derived from two words: kara, which means 'empty', and oke, short for okesutora, or 'orchestra'. The history of karaoke can be traced back to the early 1970s, and a singer named Daisuke Inoue. Inoue was often asked to provide recordings of his music so that fans could sing along. Realising the potential, Inoue created a tape recorder that played a song for a 100-yen coin. Microwave oven: its invention did not come about as a result of someone trying to find a better, faster way to cook. During World War II (1939 - 1945) two scientists invented the magnetron, a tube that produces microwaves. Installing magnetrons in Britains radar system, the microwaves could spot Nazi warplanes on their way to bomb the British Isles. By accident, several years later, it was discovered that microwaves could also cook or warm food. Telephone: in the 1870s, two inventors, Elisha Gray and Alexander Graham Bell, both independently designed devices that could transmit speech electrically - the telephone. Both men rushed their respective designs to the patent office within hours of each other; Alexander Graham Bell patented his telephone first.

TECHNOLOGY

71

Typewriter: Christopher Latham Sholes, a U.S. mechanical engineer, invented the first practical modern typewriter, patented in 1868 and first produced by the Remington company in 1873. Velcro tape: in 1948, George de Mestral, a Swiss amateur mountaineer and inventor decided to take his dog for a nature hike. When he returned, he noticed that his dogs fur was covered with burrs seed sacks of a common plant. He examined the sacks under his microscope and saw all the small hooks that made the burrs stick to practically any porous surface. This way, the Velcro tape was born.

3 Talk to students about how humans create

energy to power different devices. For example, how do we create the energy to have light and heat in our homes? Is it the same way that we create energy to run our cars and buses? What other sources of energy do they know? Ask them to match the pictures with the different sources of energy. Answers Geothermal Picture 2. Nuclear Picture 3. Solar - Picture 4. Wind Picture 1.

BACKGROUND INFORMATION Non-renewable sources of energy. Oil / petroleum: it was formed from the remains of animals and plants (diatoms) that lived millions of years ago in a marine environment before the dinosaurs. Over millions of years, the remains of these animals and plants were covered by layers of sand and silt. Heat and pressure from these layers helped the remains to turn into what we today call crude oil. Natural gas: the main ingredient in natural gas is methane, a gas composed of one carbon atom and four hydrogen atoms. Millions of years ago, the remains of plants and animals (diatoms) decayed and built up in thick layers. They were later changed into gas. Coal: basically the same process as oil and gas, but solidified. Uranium: nuclear energy is energy in the nucleus of an atom. Atoms are tiny particles that make up every object in the universe. There is enormous energy in the bonds that hold atoms together.

Renewable sources of energy. Biomass: organic material made from plants and animals. Biomass contains stored energy from the sun. Plants absorb the suns energy in a process called photosynthesis. Geothermal: the word comes from the Greek words geo (earth) and therme (heat), so, geothermal energy is heat from within the Earth. We can recover this heat as steam or hot water and use it to heat buildings or generate electricity. Hydropower: it is the energy that is recovered from the power of moving water, such as a river. Solar energy: it is the suns rays (solar radiation) that reach the Earth. This energy can be converted into other forms of energy, such as heat and electricity. Wind: it is simply air in motion. It is caused by the uneven heating of the Earths surface by the sun. Encourage students to work out their score and read what it indicates. Give help to those students who get low scores and praise those who seem to be better prepared for the contents of the unit. Make notes of any useful information about what students already know that you can use later when developing the lessons. PAGE 48 Lesson 1 - READING PLANET SAVING TECHNOLOGY BEFORE YOU READ Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests.

1 (Learning ability: to connect content and


previous knowledge). Tell students to form small groups to answer and discuss the questions. Ask students to go back to Exercise 2 on page 47 and see which of the inventions mentioned they find useful, useless, important, out of fashion, etc.

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2 (Learning ability: to classify key words). 4 (Learning ability: to predict content from

Students read the words, check their meaning and then classify them. Classifying is an everyday activity for most people. When we talk about sports, most of us make distinctions regarding soccer, swimming, etc. First, we usually divide sports into two broad groups or classes: individual sports and team sports; we often classify sports according to seasons, and according to whether the sport is one that we play or watch. Classifying will be used by students throughout their personal and professional life and thus is considered an important skill. Ask students what they notice about the ending of the words that fit under each category. Answers

Discipline / Field Chemistry Design Ecology Engineering Genetics Physics Research Science

People who work in it Astronomer Chemist Designer Ecologist Engineer Geneticist Physicist Researcher Scientist

cognates and familiar words). Students try to predict the content of the reading text based on previous exercises and the meaning of key words. Do not check answers at this point. Remember that When students make predictions, their understanding increases, and they are more interested in the material. Students use their background knowledge as well as clues from the text....to predict and anticipate or logically guess what the text will be about. (Fielding, Anderson, Pearson, 1990) The predicting process must be then rationalised (why?), checked (through reading / listening) and substantiated (proved). This is done in a subsequent exercise in the While you Listen / Read part of the lesson. Always make sure that predictions are checked once students have listened to or read the text.

ADDITIONAL ACTIVITY Ask students to work in groups, choose a common topic, such as food, sports, inventions, school subjects, games, etc. and list at least 18 words for the chosen subject. Tell them to exchange lists with another group and following this, to classify the words in the list they receive into two groups.

WHILE YOU READ 5 (Learning ability: to validate predictions). Students scan the text to find the words from Exercise 2. If predictions were not correct, students should analyse what went wrong. Was their vocabulary too limited? Did they misunderstand some previous exercises? However, the main purpose of making predictions is to focus students attention and raise their interest. Besides, you should consider that some predictions are quite subjective, especially when students predict vocabulary that they believe will appear in a text. Answers astronomer, engineers, chemists, ecologists, researchers, scientists, geneticists.

3 (Learning ability: to identify cognates).

See notes on cognates on page 10 of the Introduction. Answers Only research and researcher are not cognates.

6 (Learning ability: to identify type of text).

Ask students to read the text more carefully and decide on the type of text it is. For this type of activity, it is a good idea to pay attention to: - the length of the text; - text distribution / division; - level of difficulty; - the target audience. Answer b.
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7 (Learning ability: to infer meaning of words and


expressions). Scientific vocabulary: scientific and technical words, terms, formulas, and symbols that are almost universally understood by scientists and similarly used in at least two languages. Generally, scientific words have the same root and vary slightly in spelling and pronunciation; they are cognates. Students will use scientific words both in Spanish and in English throughout their lives, some of them in their everyday lives (bacteria, enzyme, biotechnology, etc.), therefore it is important that they learn to identify scientific words in texts. Answers ozone, bio-fuels, radiation, thermal collector, solar cells, electric grid, power generators, desalination, distillation, hydrologic, re-condense, bacteria, enzyme, bio-remediation.

Answers Conventional inventions: calculator, watch, road signs, power generators. 'Green inventions': solar cells, solar thermal collector, solar panels, desalination plants, toxic waste disposal.
Did you know that...

See page 8 of the Introduction.

10 (Learning ability: to identify textual references).

Ask students to go back to the text and underline the sentences where the highlighted words appear. If necessary, they should read further back in each case, to discover what the words refer to. Answers a. solar energy or solar radiation. b. PV systems. c. humans. d. artificial desalination. e. phyto-remediation. f. the three technologies mentioned in the text.

8 (Learning ability: to match information).

Generally, a title or a heading is a very brief summary of a paragraph or a full text. Summarising is an important skill which is often used when researching, gathering or presenting information and here the process is done in reverse - students must match the 'summary' (title / heading) with the corresponding text. Tell students to concentrate on the key aspects of each part of the brochure. For example: what is the key aspect /main subject of Text I? The summary / heading / title of the text must be related to this key aspect. Answers Text I Heading c. Text II Heading a. Text III Heading d. PAGE 49

11 (Learning ability: to find, support and classify


specific information). To begin the activity, talk to the students about the general advantages and disadvantages of certain subjects. For example, what are the advantages of studying English? What are the disadvantages of using a car? Then ask them to read the text again and find the advantages and disadvantages of the inventions mentioned in the brochure. Check answers on the board. Answers

Invention I. Solar energy

9 (Learning ability: to transfer relevant


information to a visual organiser). Tell students to read the text again and find examples of conventional and green' inventions mentioned.

II. Desalination III. Phytoremediation

Advantage It has many uses and can be converted into other types of energy. It can give us lots of fresh water. It absorbs dangerous toxic waste.

Disadvantage The amount of sunlight is not constant in all areas. It is still quite expensive. It is not available on a large scale.

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UNIT 3
AFTER YOU READ PAGE 52
Learning tip

12 22 (Learning ability: to participate in a guided


oral dialogue). This conversation is an extension of the subject already mentioned in the brochure, but it also draws on students previous knowledge and their own opinions. Students should be able to identify the advantages and disadvantages of certain technologies and match the answers with the questions. Tell them to pay attention to certain key words; for example, in the first question the key words are 'nuclear energy'. To match them with the correct answer, they must look for the correct key words. We all know that nuclear energy is dangerous and can cause significant damage to the environment. The correct answer then will be the one that includes the word dangerous. Play the recording once or twice for students to check their answers and then play it again for students to repeat and practise. Invite some pairs to role play the conversation in front of the class. Answers See transcript. 22

TRANSCRIPT ORAL PRACTICE

Jordan speaks with a British accent and Alice with an American accent. Jordan: What do you think is the biggest disadvantage of nuclear energy? Alice: It is really very dangerous for humans and animals. Jordan: And what do you think is the problem with solar energy? Alice: To use it you need a place with a lot of sunshine. Jordan: Do you think that the invention of the Internet has improved our lives? Alice: I think it has improved our communications. Jordan: And whats the advantage of heating up food in microwaves? Alice: I prefer food cooked and heated on conventional cookers. Jordan: Should we use more geothermal energy in Chile? Alice: Yes, but we must be careful with our environment.

See notes on page 8 of the Introduction. Even though and even if mean basically the same thing: although. We also use even if to indicate something theoretical or hypothetical. We use even though for the Past and Present tense, and even if for the Future tense. Other examples: He met her at the station even though the train arrived at 5 am. Shell continue to live in this town even if she loses her job. Even though he is only 17, he both studies and works. In fact means in reality. Other examples: He is quite tall. In fact, he is 10 centimetres taller than his father. She is an actress. In fact, she is quite well known in local theatres. As long as and provided that can replace if in conditional sentences. These are usually used in the First Conditional, and sound a bit formal. Other examples: You can stay here as long as you keep quiet. We will pay the bills provided that you pay the rent. We could organise a picnic as long as everybody agrees.

13 (Learning ability: to apply new vocabulary and


structures). Revise with the students the linking words provided in the Learning Tip box and ask them to provide further examples. Then refer students back to the text and ask them to find sentences that have similar meanings as statements a c. Check answers orally. Answers a. Even though the rays of the sun are readily available, there are still some disadvantages. b. In fact, as far back as the 1830s, British astronomer John Herschel proposed that a solar thermal collector box be used to cook food during an expedition to Africa. c. Provided that we have salty water available, we can distil or desalinate it.
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Language Note

The Subjunctive with that

In English, verbs are used in contexts called moods. These verbal moods are: the Indicative: simple statement or question. Example: Jenna did the exercises. the Imperative: a command. Example: Jenna, do the exercises! the Subjunctive: a statement contrary to fact; a wish, a mandative statement, indicating a request or demand. Example: I request that Jenna do the exercises. There is a long list of verbs that usually go with the Subjunctive mood. However, at this stage, students should be aware only of those included in the lesson and which express the sense of recommendation, importance, and urgency. Examples: The manager insists that the car park be locked at night. The board of directors recommended that Paul Harper join the company. It is essential that we vote as soon as possible. Draw students attention to the form: Verb (advise, ask, recommend, demand, etc.) + that + infinitive without to. Tell them that the Subjunctive is always the same. It does not matter whether the sentence is in the Past or in the Present tense. Present: The President of the company requests that they stop the work on the new road. Past: The President of the company requested that they stop the work on the new road.

Tell them to read the statements and then match them with the pictures. Finally, ask them to re-write the statements in the Subjunctive, imitating the example. Answers a. Sonia suggested that we all go to the beach. (Picture 3) b. I proposed that we go to the cinema. (Picture 1) c. Dentists advise that we brush our teeth after each meal. (Picture 4) d. The sign requests that we take off our shoes before entering the temple. (Picture 2) PAGE 53

15 Minitest (Learning ability: to evaluate learning).


This minitest allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Read the instructions aloud, make sure that all the students understand them clearly and set a time limit to complete the task. Help students to check their answers and work out their scores. You may ask students to keep track of their progress and then evaluate their overall performance in the Minitests after two or three units. Possible answers a. The teacher suggested that we read Don Quijote de la Mancha as a good example of Spanish literature. b. The doctor recommended that I take the cough mixture after I eat. c. I demand that you return my money! The computer is not working. d. She insisted that we drink some milk before we set off. e. I propose that we fly to Mexico and once there we can rent a car. f. The President urges that we all vote in the next elections.

Answers Point 3 1. Electrical engineers recommend that we install solar panels in areas with stable solar conditions. 2. Scientists insist that we plant forests to clean up toxic waste.

14 (Learning ability: to practise a structure).

Give students time to revise the Language Note. It might take a while before they understand the structure completely. Provide plenty of examples and ask them to offer their own. Ask them to read the example carefully.
Unit 3

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UNIT 3
16 APPLICATION TASK WRITING 2 (Learning ability: to match information and

(Learning ability: to create a new text). See notes on this section on page 7 of the Introduction. Tell students to go back to the brochure on pages 50 and 51. Ask them to identify the main features of a brochure (length, form, etc). Go through the instructions with the class and tell them to choose one topic, which they will have to prepare for the following class in their group. It is important that they consider the ideas mentioned in Point c. Give students time to prepare and proof read their brochure, and to exchange it with other groups. Evaluate performance using the points provided. the lesson and relate them to own experiences). Students are asked to reflect on what they have discussed in the lesson and decide if what they have done has helped them to talk about the topic of the lesson. Encourage students to discuss their answers to the questions in small groups, and to give and support their opinions with respect for their classmates at all times. PAGE 54 Lesson 2 LISTENING THE TECHNOLOGY OF LIVING THINGS

pictures that represent it). Pictures help students to put a situation in a context. In everyday life, we often rely on pictures to help us to understand different situations, for example, buying products in a supermarket, road signs, the icons on our computer, etc. Ask students to look at the pictures (1 4), read the bubbles with the introductions (a d) and finally match them. Answers Picture 1 d. Picture 3 b. Picture 2 a. Picture 4 c.

17 (Learning ability: to reflect on the contents of


BEFORE YOU LISTEN 1 (Learning ability: to connect content and previous knowledge). Remind students to check the learning abilities they will develop with each of the activities and comment on their expectations and interests. Tell students to form small groups to answer and discuss the questions. BACKGROUND INFORMATION DNA: deoxyribonucleic acid is a nucleic acid that contains the genetic instructions used in the development and functioning of all known living organisms and some viruses. The main role of DNA molecules is the long-term storage of information. DNA is often compared to a set of blueprints or a recipe, or a code, since it contains the instructions needed to construct other components of cells, such as proteins and RNA molecules.

BACKGROUND INFORMATION Introductions are an important part of our social language. When you meet someone for the first time, it is common to greet the person with How do you do? for which the correct response is How do you do? We use social language for several purposes. An individual may say words clearly and use the correct words with the correct grammar, but still have a communication problem - if he/she has not mastered the rules for social language known as pragmatics the way in which language is used to express what you really mean in particular communicative situations. The main communication purposes are: greeting: hello, goodbye informing: Im going to buy a book. demanding: Give me some milk. promising: Im going to get you a present. requesting: Can you give me hand, please?
Taken from: Spolsky, B. (1998). Oxford Introductions to Language Study. Oxford, UK: Oxford University Press.

ADDITIONAL ACTIVITY Ask students to use the four different introductions to introduce themselves, their classmates, and other imaginary people.

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3 (Learning ability: to infer the meaning of


PAGE 55 WHILE YOU LISTEN 6 24 (Leaning ability: to validate predictions). Play the recording once or twice to give students enough time to check their predictions in Exercise 5. Check answers orally. You can ask faster students to give examples of the specific uses, for example: We use biotechnology in medicine to try to cure cancer or eradicate the Hanta virus. Answers a., c., d., f.

key words). The concept of key words is one of the most important ones to grasp when trying to optimise reading or listening skills. Increasingly, when you are looking for information on the Internet, you go to the search engines. You type in some words to describe what you are looking for. These words are key words. Students will come across them in all kinds of everyday activities. It is important to stress that finding the right key words might facilitate both their comprehension and their search for information. Answers Biochemistry, biofuel, biological, biomass, biophysics, biotechnology.
Did you know that...

7 24 (Leaning ability: to find specific


information). Go back to Exercise 2 and review the four introductions. Then play the recording again and ask students to write down the one(s) they hear. Answers Let me introduce Dr Desmond OHanlon, biotechnology expert from Trinity College. And Id also like you to meet Greta Byrne, who is my assistant.

See notes on page 8 of the Introduction.

4 23 (Learning ability: to find the meaning of key


words and identify their pronunciation). Give the students some time to check the meaning of these words in a dictionary. You can ask them to write sentences with the words in their notebooks or write some incomplete sentences on the board for them to complete with the new words. Play the recording several times. Students first only listen and then listen and repeat the words. 23

8 24 (Leaning ability: to find specific supporting


TRANSCRIPT PRONUNCIATION boost - breathe out - crop - drought - increase (v.) ore - rise - spoil - wrinkly - yeast

information). Ask students to read statements a e with the two options and then play the recording again. Remember that students will have different levels of listening skills and it might be necessary to play the recording more than once. Answers a. ii. b. i. c. ii. d. i. e. ii.

5 (Learning ability: to predict content from the


9 24 (Leaning ability: to find general and


context). In this exercise students predict the areas in which biotechnology can be used in our lives, from the alternatives given. Students must draw on their previous experience and the introductory exercises in the lesson. Do not check answers at this point.

supporting information). At this stage, students will probably have listened to the recording at least three times, so you can ask them to read the questions and write the answers in their notebooks. Then play the recording again for them to check their answers.

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UNIT 3
Answers a. Biotechnology means the tools for the study of life. b. We use biotechnology in medicine to try to cure cancer or eradicate the Hanta virus. c. Because there is a shortage of water. d. Because it is dangerous to play around with viruses and bacteria.

Greta:

TRANSCRIPT - LISTENING - THE TECHNOLOGY OF LIVING THINGS

24

All the speakers have an Irish accent. Reporter: In our 'Cool Science for Kids' series were visiting a laboratory today. Let me introduce Dr Desmond OHanlon, biotechnology expert from Trinity College, Dublin. Dr OHanlon. Dr OHanlon: Hello. And Id also like you to meet Greta Byrne, who is my assistant. Greta: Hi, there. Reporter: Doctor, a simple question first. What is biotechnology? Dr OHanlon: It comes from three Greek words: bio which means 'life'; techno meaning 'tools'; and ology, which is 'the study of'; so, biotechnology is 'the tools for the study of life'. Reporter: As we are not experts, I think its a good idea that you tell us why biotechnology is of interest to us. How does it affect people? Dr OHanlon: Well, biotechnology has been around for more than four thousand years! Have you ever eaten a toasted cheese sandwich? Reporter: What a strange question! Of course I have! Dr OHanlon: Well, the bread and cheese in it have been created by biotechnology over thousands of years. To make bread, its essential that we add a living organism, yeast, to make the bread rise. The yeast eats the sugar in the bread material and breathes out carbon dioxide, a gas. The gas in the bread mixture causes the bread to rise. The cheese on your sandwich is made by adding another living organism, 'lactic bacteria', to keep milk from spoiling.

Another good example is apples. Even though people have been eating apples for thousands of years, they were about the size of a cherry, wrinkly and extremely sour before biotechnology. Dr OHanlon: And there are many more examples. Reporter: Fascinating! What else can be done with biotechnology? Dr OHanlon: We use biotechnology in medicine to try to cure cancer or eradicate the Hanta virus. We use it to increase energy generation or to get new energy sources, such as biofuels from plants. Its used in agriculture to boost crops such as rice and corn. In fact, in our times, when water shortage is a problem for the future, it is urgent that we plant crops resistant to droughts, and biotechnology can help us achieve it. Greta: And its also used in some mining processes to extract metals from metal ores. Reporter: Isnt it dangerous to play around with viruses and bacteria? Dr OHanlon: It could be if we are not careful. Thats why its imperative that scientists take care when doing their experiments in safe laboratory environments. Reporter: Thank you doctor; this was really interesting.
AFTER YOU LISTEN

10 (Learning ability: to draw conclusions).

Students can work in groups of four students to go over their notes and answers to the listening exercises and reach an agreement on the main conclusions they draw. Emphasise that there are no right or wrong answers to this question, but encourage them to use the information they collected to express their conclusions. Invite different students to share their groups conclusions with the class.

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11 (Learning ability: to consolidate vocabulary).

Words are tools that we use to express feelings or ideas and to develop our knowledge about the world. It is very important that students learn as many words as possible, not only to express themselves correctly, but also to understand others, to understand written information, and to decode spoken messages. The words in this exercise are taken from the text and should be practised in context. Answers a. Humans rely on crops such as rice, wheat, and potatoes. b. Lemonade is a mixture of water, sugar, and lemon juice. c. Most copper ore is mined from large open pit mines. d. My absolutely favourite food is a toasted cheese and ham sandwich. e. There is still no cure for cancer and the common cold. PAGE 56

12 (Learning ability: to consolidate a language point).


Tell students to read both parts of the sentences carefully to match them and then write the complete sentences in their notebooks. Check answers orally.

Answers Christmas is approaching, so its a good idea that we start buying gifts. Your test is next week, so its vital that you begin studying now. Our planet is in danger! Its urgent that we all try to save it. As you are an athlete, its recommended that you take some vitamin supplements. When you drive a car, its imperative that you pay attention to the traffic signs. To be a good musician, its important that you practise every day.

13 25 (Learning ability: to imitate a spoken model).


In this lesson, students have had the opportunity to practise introductions several times. They have come across formal and informal introductions. This exercise deals with very informal introductions students can use with their friends and families. Answers See transcript.

Language Note

The Subjunctive (continued)

This section deals with other uses of the Subjunctive in English. The Subjunctive is a formal construction. It is more commonly used in American English than in British English, and more often in the written form than in the spoken form. Apart from the verbs indicated in the Language Note on page 52 of the Students Book, the adjectives in this Language Note can also be followed by a verb in the Subjunctive. Provide students with lots of examples. Make them fairly formal so that they notice that it is a rather formal structure. Other examples It is urgent that we finish the project immediately. They said it was vital that we speak to the head teacher. Mrs Smith, it is essential that you give your son vitamins and calcium.

TRANSCRIPT ORAL PRACTICE Gina speaks with an American accent, Tony with an Italian accent, Clive with a British accent, Naomi with an Indian accent and Steve with a German accent. Gina: Hi, everybody. Tony: Hi, Gina. Gina: Tony, arent you going to introduce me? Tony: Sorry! Well, first, the guy on your right is Clive. Clive: Hello, Gina. Gina: Hello, Clive. Tony: And the girl on your left is Naomi. Gina: Nice to meet you, Naomi. Naomi: Nice to meet you too. Tony: Finally, the guy sitting next to Naomi is Steve. Steve: How are you doing? Gina: Not too bad, and you?

25

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UNIT 3
PAGE 57

14 (Learning ability: to consolidate grammar and


vocabulary). Refer students to the Learning tip on page 52 of the Students Book before they do this exercise. Answers a. Even though he is not an expert, he knows a lot about biotechnology. b. It is safe to do the experiments provided that / as long as we follow specific safety measures. c. We still need other sources of energy, even if we reduce the use of fossil fuels.

17 APPLICATION TASK SPEAKING

15 Minitest (Learning ability: to evaluate


learning). This minitest allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Read the instructions aloud, make sure that all the students understand them clearly and set a time limit to complete the task. Help students to check their answers and work out their scores. You may ask students to keep track of their progress and then evaluate their overall performance in the Minitests after two or three units. Answers Will vary. Check that the Subjunctive is used correctly.

(Learning ability to discuss an issue). See notes on this section on page 7 of the Introduction. When leading a discussion, as in this exercise, remember the following points: if possible, have people sit in a circle, or at least facing one another; everyone should listen respectfully to the others (even if they disagree); the person who is speaking should not be interrupted; not more than one person should speak at the same time; no ones ideas should be made fun of; if they disagree with someone, they should disagree with their ideas, but should not attack the person. Go through the instructions with students and evaluate the discussion according to the points provided at the end of the instructions. Throughout the exercise, encourage students to use the vocabulary and structures learnt in the lesson. the lesson and relate them to own experiences). Students are asked to reflect on what they have discussed in the lesson and decide if what they have done has helped them to talk about the topic of the lesson. Encourage students to discuss their answers to the questions in small groups, and to give and support their opinions with respect for their classmates at all times.

18 (Learning ability: to reflect on the contents of


16 (Learning ability: to consolidate vocabulary


through a game). This is a pedagogical adaptation of the traditional Noughts and Crosses (Xs and Os) or Tic-Tac-Toe game (as it is known in the USA). Give students some time to make a lists of names they can use in each game (a d). Explain that to play, they must take turns writing the names in the spaces in the 3*3 grid. The player who succeeds in placing three respective names in a horizontal, vertical, or diagonal row wins the game.

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PAGES 58 - 59 CONSOLIDATION ACTIVITIES See notes on this section on page 8 of the Introduction.

1 Students read the content of the six bubbles and


match them in pairs according to similar / same meanings. Ask them to indicate the key words in both bubbles which helped them to decide. Finally they match them with the three pictures. Answers a. b. Picture 2. c. e. Picture 1. d. f. Picture 3.

Answers 1. Answers will vary. 2. a. 4. b. 5. c. 6. d. 2. e. 3. f. 1. g. 7. 3. Answers will vary. 4. Answers will vary. PAGE 61 CHILEAN CONNECTION Let students read the section on their own and then comment on it in their groups. Promote comparison between the foreign and the Chilean contexts encountered in this short text and in the unit, making sure students give each one its own value. Ask students to write down the names of the three bacteria mentioned in the text and do some Internet research to find their meanings. Talk to them about the importance of copper for Chilean economy. Ask them about other products that are essential for Chile and how they contribute to the well-being of the country. Answers Weneln = 'la pionera'. Licanantay = 'la atacamea'. Yagn = 'la fueguina'. PAGES 62 - 64 TEST YOUR KNOWLEDGE Answers READING - GREEN SHIPS FIGHT GLOBAL WARMING 1. c. 2.

2 Students read the introductions (i iv) and

indicate in which of the provided situations they can be used (a d). Then they add two more situations of their own (e f), with the corresponding introductions (v vi). After they finish, tell them to role play the introductions with a partner. Answers a. iv. b. iii. c. ii. d. i.

3 Ask students to read the letter carefully. Ask


Answers a. - iv. b. - i. c. - iii. d. - ii.

them to place the missing information (a d) back into the corresponding spaces (i iv).

4 Ask students to identify the picture that corresponds to the invention described in the letter and to justify their choice.
Answers Picture 2. (it is a poor area, it is very dry, the children are black, they are somewhere in Africa). PAGES 60 - 61 JUST FOR FUN See notes on this section on page 8 of the Introduction. Remind students that they should do the activities on their own, without much intervention from you, but help and support when necessary.

15 2,000 5.3 billion 150 billion

The amount of benefits for each pound spent on stratospheric aerosols. The number of ships to be used in the project. The total cost of cloud whitening. The cost governments are considering spending on the reduction of CO2 emissions.

3. a. True. b. False. c. True. d. False. 4. a. It is much cheaper that other methods. b. The impact it has on different industries.

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LISTENING CUTTING EDGE TECHNOLOGY 26 5. Interview I: b. Interview II: c. 6. c. d. 7. a. light. b. cut. c. on TV. d. tiny. 8. a. A nanometre is 1 billionth part of a metre. b. Invention 1, the molecular clippers, is useful because we can use it to hold very tiny objects. c. Invention 2, the mini laser, is useful because it is used to cure skin cancer.

TRANSCRIPT LISTENING - CUTTING EDGE TECHNOLOGY

26

Reporter: Could you tell us if you know any modern inventions? Something that maybe you saw on television or read about in the newspaper? Woman: Im not sure How about laser treatment? I saw it on TV the other day. Reporter: Can you tell me more about it? Woman: It is a mini laser used to cure skin cancer. Doctors rub a tiny amount of special cream into the skin and then they use the mini laser to activate the healing ingredients. I thought it sounded fantastic! Reporter: Thank you.
LANGUAGE 9. a. The doctor suggested that I drink lots of water and have three light meals a day. b. The teacher insisted that we submit the paper on Monday at the latest. c. Marie proposed that we sell the tickets at three pounds each. d. The scientist recommended that we take the necessary steps to reduce global warming now. 10. a. In fact. b. as long as. c. Even though. 11. Answers will vary. Check the use of that + the Subjunctive.

The interviewer speaks with a British accent and Dr Takuzo has a Japanese accent. I Interviewer: Dr Takuzo, thank you for inviting us to see your invention. Dr Takuzo: You are welcome. The lab is really the best place to see it the worlds smallest scissors. Interviewer: Are they really scissors? Dr Takuzo: Well, they are really molecular clippers that are opened and closed with light. Interviewer: And what can we use them for? Dr Takuzo: For lots of experiments we do in the laboratory. For example, we can use the clippers to hold and even to cut molecules, genes and other tiny objects. Interviewer: How big are the clippers? Dr Takuzo: They are just three nanometres, which means they are 3 billionth parts of a metre. Interviewer: So it is smaller than a hair! Dr Takuzo: A hair? It is as small as a bacterium! II The reporter is American and the woman is English. Reporter: Excuse me. Can I talk to you for a moment? Woman: Yes? Reporter: We are making a programme about how much an average person in the street knows about cutting edge technology. Woman: I must say Im not sure what cutting edge means. Reporter: It means ultra modern. Woman: Oh, I see.

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SPEAKING 12. Assign 1/2 points for each correct match picture - introduction. Answers: a. Picture 2. b. Picture 3. c. Picture 1. d. Picture 4. Assign the rest of the points according to these criteria: Speaking
Task Role played the four dialogues appropriately. Role played three of the dialogues appropriately. Role played two of the dialogues appropriately. Role played only one or none of the dialogues appropriately. Score 3 2 Language Practically no language mistakes. A few language mistakes. Score 2 1 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score Your score 3 2

1 0

Language mistakes interfere with comprehension. 0

1 0

WRITING 13. Refer students back to the brochure on page 62 and tell them to summarise it in no more than 100 words. Tell them to use the Subjunctive mood in the summary. Writing
Task Wrote a summary following all the indications. Wrote a summary following most of the indications. Wrote a summary following some of the indications. Wrote a summary, but followed very few of the indications. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Correct spelling and neat presentation. A few spelling mistakes and some presentation problems. Several spelling mistakes and quite a few presentation problems. A lot of spelling mistakes and poor presentation. Score 3 2 1 0 Your score

PAGE 65 SELF EVALUATION See notes on this section on page 8 of the Introduction. Help students to notice that there are two main parts: YOUR TEST RESULTS and YOUR GENERAL PERFORMANCE. For YOUR TEST RESULTS they have to work out their score in the TEST YOUR KNOWLEDGE section, read

their results and reflect on them. Help them to think of what they can do to improve results, solve problems, give or get help, etc. YOUR GENERAL PERFORMANCE requires reflection on their involvement with the main OFTs discussed in the lessons and invites them to think about their learning strategies and attitudes.

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Unit 3

EXTRA TEST UNIT 3


READING - USING CO2 TO EXTRACT GEOTHERMAL ENERGY

UNIT 3

By Peter Fairley

USING CO2 TO EXTRACT GEOTHERMAL ENERGY

Carbon dioxide captured from power plan ts could make geothermal energy more prac tical. Carbon dioxide generated by power plan ts may find a second life as a working fluid to help to recover geothermal heat from kilometres underground. Such a system would not only capture the carbon diox ide and keep it out of the atmosphere, it wou ld also be a cost-effective way to use the gree nhouse gas to generate new power. The idea: carbon dioxide that is cycled thro ugh hot regions, kilometres undergroun d, can efficiently bring heat to the surface, whe re it can be used to generate electricity. The concept was first proposed as a way to improve systems that pump water dee p underground to fracture hot rocks, then bring the heated water up via a second well to generate pow er, and then cycle the water back down. The tech nology has been thwarted to date because it is so difficult to fracture rock to get at the geo thermal heat and sustain its flow. The most important question is how sup ercritical carbon dioxide will interact with rock and minerals. Supercritical CO also has a part icularly complex relationship with water. 2 On its own, supercritical CO is not expected to dissolve 2 minerals from rocks - a major problem enc ountered in the water-based approach. However, experts recommend that they add a frac tion of water to supercritical CO to form a super-dissolving 2 'acidic soda water'. Instead of adding CO to geothermal ene rgy plans, the University of Minnesotas geo 2 fluids research group suggests that they add geo thermal energy extraction to existing plan s for carbon capture and storage. They insist that they eliminate the need to fracture rocks. The group is researching how supercritica l CO2 interacts with rock, minerals, and wat er. Understanding this is critical to the grou p scheme. If the lab work confirms their pred ictions, they could be testing CO geothermal in the field in as few as three years. 2
Adapted from: Fairley, P. (2009) Usin g CO2 to extract geothermal energy, Technology Review, published by MIT. Retrieved November 18, 2011, from http://www.technologyr eview.com/energy/23953/

Thwart : (verb) to stop sth from happening. Well : (noun) a deep hole in the ground from which you can get water, oil, or gas.
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1 Read and decide what kind of text this is.


Choose one option. a. An article. b. A brochure. c. A web page.

1 pt.

LISTENING PLANTING FOR THE FUTURE BIOFUEL IN CHILE

4 27 Listen to the recording. What is the


speaker doing? Choose an option. a. Advertising a product. b. Giving a lecture. c. Reporting news.

1 pts.

2 Read the text again and decide if these

sentences are true (T), false (F), or not 5 pts. mentioned (NM). a. ____ Greenhouse gas could be an effective alternative source of energy. b. ____ Experts do not have the necessary technology to develop this project. c. ____ Researchers know very well how supercritical CO2 will interact with rock and minerals. d. ____ Researchers are asking for scientists opinions all over the world. e. ____ Minnesottas researchers do not like the idea of fracturing rocks.

5 27 Listen to the recording again and

3 Read the text again and answer these

questions. 5 pts. a. What is the most important question experts ask themselves? b. What is the position of the researchers from the University of Minnesota? c. What is critical for them to find out? d. Why do they need to test CO2 in the field? e. What are the two advantages of capturing CO2 from power plants?

9 pts. circle the word you hear. a. The growing of crops such as corn, wheat, rape-seed and barley to produce ethanol / methanol and biodiesel might / may lead to big changes in the Chilean agricultural/ industrial sector at a time when cheaper and cleaner alternatives to petroleum derivatives are in high demand. b. Ethanol is a type / kind of alcohol derived from grains such as wheat or corn which can be used to partly fuel petrol-powered cars / vehicles. c. On the other hand, biofuel / biodiesel is similar to the diesel obtained from petroleum, and can be used in diesel powered machines / engines. d. The idea is to initially plant close to 7,000 / 70,000 hectares of wheat for ethanol production / consumption. 3 pts. fill in the blanks in these sentences. a. _______ multinationals are also closely examining a possible incursion into the _______ market. b. This model is similar to that being used in _______ at present.

6 27 Listen to the recording again and

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Unit 3

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UNIT 3
LANGUAGE SPEAKING
4 pts.

7 Use the linking expressions in the box


to join each pair of sentences.

9 Choose an issue from box A and discuss

as long as

even though

in fact

a. You can leave early. You must finish the work first. ____________________________________. b. Mark told the truth. I didnt believe him. ____________________________________. c. I will go to the concert. I must get the money for the tickets. ____________________________________. d. The presentation was very boring. I fell asleep half way through it. ____________________________________.

it with your partner. Talk about the actions that you would like to propose and the recommendations you would like to give. Use the language structures in box B to express your ideas and to agree / disagree 10 pts. with them. A

Body health Sports Technology The environment Your own idea


B

8 Rewrite these sentences using the

Its essential Its necessary Its urgent Its vital As long as Even though However In fact WRITING

appropriate introductory opening. 4 pts. a. Lets go out tomorrow evening. Anne proposed. ____________________________________. b. You should go to see that film. George suggested. ____________________________________. c. Eat lots of fruits and vegetables, the dietician recommended. ____________________________________. d. Come on, join us! my classmates insisted. ____________________________________.

10 Read the brochure on page 50 of your book

again and write a leaflet to promote the concept of 'green technology'. Include information about how it can affect our planet, its advantages and disadvantages and what would be our most important contributions to protect our planet. 10 pts.
0 to 12 13 to 26 27 to 40 41 to 51 51 PTS

Keep trying

Review

Well done! Excellent!

TOTAL

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ANSWERS TO EXTRA TEST UNIT 3


READING - USING CO2 TO EXTRACT GEOTHERMAL ENERGY 1. c. 2. a. True. b. True. c. False. d. Not mentioned. e. True. 3. a. The most important question for experts is how supercritical carbon dioxide will interact with rock and minerals. b. They insist that they eliminate the need to fracture rocks. c. For them it is critical to understand how supercritical CO2 interacts with rock, minerals and water. d. They need to confirm their lab work predictions. e. It captures the carbon dioxide and keeps it out of the atmosphere. It is a cost-effective way to use greenhouse gas to generate new power. LISTENING - PLANTING FOR THE FUTURE BIOFUEL IN CHILE 27 4. c. 5. a. ethanol / may / agricultural. b. type / cars. c. biodiesel / engines. d. 70,000 / production. 6. a. Spanish; Chilean. b. Brazil.

Spanish multinationals are also closely examining a possible incursion into the Chilean market, particularly in the production of ethanol and biodiesel. Ethanol is a type of alcohol derived from grains such as wheat or corn which can be used to partly fuel petrol-powered cars. On the other hand, biodiesel is similar to the diesel obtained from petroleum, and can be used in diesel powered engines. Expectations for the development of these two products are extremely high. The key objective is to blend ethanol and biodiesel with petrol and diesel respectively. If no more than 10% of the fuel in the tank is biofuel, car engine modifications are not necessary. This model is similar to that being currently used in Brazil. The idea is to initially plant close to 70,000 hectares of wheat for ethanol production. However, sources familiar with the subject warn that legislation needs to be passed to eliminate any specific tax on this type of fuel and to prevent future imports of subsidised biofuels.

TRANSCRIPT - LISTENING - PLANTING FOR THE FUTURE BIOFUEL IN CHILE

27

The reporter speaks with a British accent. Reporter: The growing of crops such as corn, wheat, rape-seed and barley to produce ethanol and biodiesel may lead to big changes in the Chilean agricultural sector at a time when cheaper and cleaner alternatives to petroleum derivatives are in high demand. Ever since 2006, when Chilean sugar company IANSA and state owned petroleum company ENAP decided to begin studies on the possibility of producing biofuels in Chile, there has been an ever growing interest by other companies to jump on the bandwagon.

LANGUAGE 7. a. You can leave early as long as you finish the work. b. Even though Mark told the truth, I didnt believe him. c. I will go to the concert as long as I can get the money for the tickets. d. The presentation was very boring; in fact, I fell asleep half way through it. 8. a. Anne proposed that we go out tomorrow evening. b. George suggested that we go to see that film. c. The dietician recommended that I eat lots of fruits and vegetables. d. My classmates insisted that I join them.

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UNIT 3
SPEAKING 9. Assign points according to these criteria. Speaking
Task Exchanged ideas and opinions appropriately. Exchanged some ideas and opinions appropriately. Exchanged a few ideas and opinions. Expressed very few ideas and opinions. Score 4 3 Language Practically no language mistakes. Very few language mistakes. Score 3 2 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score Your score 3 2

2 1

Some language mistakes.

1 0

1 0

Language mistakes interfere with comprehension.

WRITING 10. Assign points according to these criteria. Writing


Task Wrote leaflet containing all the relevant information. Wrote leaflet containing most of the relevant information. Wrote leaflet containing some of the relevant information. Wrote leaflet containing very little of the relevant information. Score 4 3 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 Presentation Correct spelling and organisation of the paragraphs. A few spelling mistakes and unclear organisation of the paragraphs. Several spelling mistakes and incorrect organisation of the paragraphs. A lot of spelling mistakes and incorrect organisation of the paragraphs. Score 3 2 Your score

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Unit

YOUNG ART

In this unit you will learn to:


Reading: locate and classify specific information. Listening: identify speakers, find specific information. Oral Production: talk about art forms and preferences. Written Production: write an article on art. Functions: express likes and preferences.

You will also learn:


Grammar: the Past Perfect tense (affirmative, negative and interrogative). Vocabulary: words related to art forms such as music, painting, sculpture, and others.

You will use the following text types:


Reading: Listening: an article. a conversation.

You will pay special attention to these values:


Paying attention to, respecting and practising art in different forms.

Didactic resources and methodology tips You can use visual aids such as art books, cut-outs from magazines, postcards with paintings, music CDs to listen to different types of music. Google Image can provide a wealth of pictures, paintings and works of art from all parts of the world. Visit the following pages for famous museums www.museodelprado.es www.tate.org.uk www.moma.org www.louvre.fr

Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, notes.

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Unit 4

PAGE 66 INTRODUCTION Invite students to examine and describe the photograph and relate it to the name of the unit. Ask them to read the objectives of the unit. Draw students attention to the values that will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. PAGE 67 how ready are you for this unit? Explain to students that this page of each unit will contain activities meant to identify and activate their previous knowledge of the topic and related vocabulary to establish the starting point for the activities that will follow. They will also help to detect weaknesses that will require extra work and support, contextualise the contents that will be developed, and present cognitive challenges. Although all the activities have been assigned points, the results do not indicate success or failure, but help to identify the points mentioned in the previous paragraph.

3 Ask students to copy the table in their

notebooks and then read the list of words to place them under the correct category.

Answers People: arranger, cellist, composer, disc jockey, singer, vocalist. Instruments: accordion, drums, flute, piano, recorder, trumpet. Styles: ballad, classical, country, gospel, jazz, reggae. PAGE 68 Lesson 1 - READING URBAN RHYTHMS experiences). Ask students to form groups and read the three questions. Give them a few minutes to discuss them and then share answers with the rest of the class. ADDITIONAL ACTIVITY At this stage of learning, students are ready to do some analytical work on the unit. At the beginning of each lesson in Units 4, 5, and 6, ask them to prepare a chart like the one provided below and fill in the corresponding parts at different stages of the learning cycle. The first and second parts of the table should be filled in at the beginning of the lesson. You should do it together with the students. The final part of the chart is filled in at the end of the last lesson to see what students learning process was like and if their expectations were met.

1 (Learning ability: to connect topic and personal

1 Students will be familiar with the shapes, so this


exercise should not be too difficult to solve. You can also ask them to name some other objects with similar shapes. Answers a. Picture 3. b. Picture 2. c. Picture 1. d. Picture 5. e. Picture 4.

2 Students identify the shapes of the instruments.


Answers Picture 1 The cello is an oval. Picture 2 The tambourine is a circle. Picture 3 The harp is a triangle. Picture 4 The keyboard is a rectangle. Encourage students to work out their score and read what it indicates. Give help to those students who get low scores and praise those who seem to be better prepared for the contents of the unit. Make notes of any useful information about what students already know that you can use later when developing the lessons.

What I know

KWL CHART What I want to know

What I learnt

2 (Learning ability: to match information and


ADDITIONAL ACTIVITY Ask students to follow your instructions and draw something made up of several shapes, for example, the face of a clown. Example: Draw a circle for the face. Draw two oval eyes. Draw a triangle for the nose and another oval for the mouth.

pictures that represent it). It is not really important if students can or cannot place the different styles along the time line. This exercise is preparation for Exercise 3, where students should compare the styles according to their personal opinions. Tell students to use the pictures to help them to do the exercise. Answers Classical music Folk music Rock and roll Pop Heavy metal Hip hop.
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BACKGROUND INFORMATION Classical music: art music produced in, or rooted in the traditions of Western liturgical or secular music from more or less the 9th century until the present. Folk music: the term originated in the 19th century, although the tradition of folk music has existed for much longer. Rock and roll: often written as rock & roll or rock n roll. It is a genre of popular music that originated and evolved in the United States during the late 1940s and early 1950s. Pop: it is a music style that developed from the mid-1950s as a softer alternative to rock and roll. Heavy metal: often referred to simply as metal. It is a genre of music that developed in the late 1960s and early 1970s, largely in the United Kingdom and the United States. Hip hop: genre of urban music that developed in the 1970s in the streets of cities in the United States.

Answers All the words are cognates, except audience = pblico, not audiencia. ADDITIONAL ACTIVITY Choose a text on this occasion one on art or music - and read it aloud to the students. As you read, ask students to raise their hand when they think they hear a cognate. Stop reading and discuss that cognate. Point out the subtle differences you hear between the Spanish and the English words.

5 (Learning ability: to predict using previous


knowledge). Students use the title of the lesson and their discussion results to predict the subject of the text they are about to read, from the alternatives offered. Do not check answers at this stage.

3 (Learning ability: to express opinions).

WHILE YOU READ

Comparing is an important language function. This exercise gives students the opportunity to learn and practise comparing ideas using different expressions such as: as _____ as, better than, worse than, not so ____ as, etc. Answers Will vary.

6 (Learning ability: to validate predictions).


Answer b.

Ask students to skim the text to validate their predictions. Set a short time limit.


Did you know that...

7 (Learning ability: to identify type of text).

See page 8 of the Introduction. PAGE 69

4 (Learning ability: to identify cognates).

As students already know, cognates are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, 30-40% of all words in English have a related word in Spanish. For Spanish-speaking students, cognates are an obvious bridge to the English language. Ask students to repeat the words aloud and check the meaning of the ones they do not know in the dictionary.

Reading material is language input. By giving students a variety of materials to read, we provide multiple opportunities for them to absorb vocabulary, grammar, sentence structure, and discourse structure as they occur in authentic contexts. Students thus gain a more complete picture of the ways in which the elements of the language work together to convey meaning. Ask students how they came to the conclusion about the type of text. What were the main indicators? Answer a.

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Unit 4

UNIT 4
8 (Learning ability: to find and match specific
Answers a. Connection bridge. b. Source origin. c. Bad name notoriety. d. Differentiate distinguish. e. Words of a song lyrics. f. Locality, area where one lives neighbourhood. PAGE 72 AFTER YOU READ

information). Generally, a title or a heading is a very brief summary of a paragraph or a full text. Summarising is an important skill which is often used when researching, gathering, or presenting information and here the process is done in reverse - students match the 'summary' (title / heading) with the corresponding text. Tell students to concentrate on the key aspects of each paragraph. For example: what is the key aspect / main subject of Paragraph I? The answer is: different types of music in different decades, so the first title would be e. Answers a. Paragraph V. b. Paragraph IV. c. Paragraph III. d. Paragraph II. e. Paragraph I.

11 (Learning ability: to summarise information in a


9 (Learning ability: to find and transfer relevant


information to a visual organiser). Ask students to read the text in more detail. They may work in pairs or groups. Check how students are doing while walking around the classroom. Monitoring comprehension helps students to detect inconsistencies and comprehension failures, helping them to learn to use alternate strategies.

Answers

a. Mentions different types of music b. Mentions female rappers. c. Mentions what a toast is. d. Lists the bad sides of rap. e. Describes the typical rapper look.
Did you know that...

I II III IV V

graphic organiser). One of the teachers tasks throughout the course should be to teach students to use graphic organisers such as webs, Venn diagrams and charts, to help them to understand written and spoken texts better, guiding them to organise information in different ways. They are like mind maps which promote active learning. Graphic organisers can also help students to develop higher level thinking skills and promote creativity. This summarisation technique is a tool to see if students can interpret what was being taught and state it in concise, accurate terms. Post-instruction graphic organisers also encourage elaboration; if students can connect prior knowledge with what is being learnt, and identify relationships between those ideas, they are actively learning. Be flexible to accept some variation in the answers. Possible answers a. General topic: the development of rap music. b. Three types of music in different decades: rock and roll, folk, disco. c. Two different origins of rap music: Jamaica and Africa.

See page 8 of the Introduction.

10 (Learning ability: to identify synonyms).

Ask students to give examples of synonyms and antonyms in Spanish. There is a very good resource on synonyms to be found at www.synonym.com

Language Note

The Past Perfect tense

This tense is used to indicate that one action occurred before another action in the past; the Past Perfect tense indicates the first of the two actions. Provide plenty of examples before students do the exercises.

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Answers Point 4. Example b. The action that happened first is in the Past Perfect tense: We had discussed it in class. Point 5. We had seen Queen Latifahs latest film when we discussed it in class. Point 6. Before rap music became popular, it had evolved from African people in general. Before the slightly violent and aggressive rap of the eighties and nineties, early raps had been tales and insults directed at other rappers. Other early rappers had been Jamaicans such as U Roy, Duke Reid, Sir Coxsone, and Prince Buster, followed by the next decade of rappers. PAGE 73

PAGE 74

14 28 (Learning ability: to consolidate grammar


and vocabulary). This is another exercise where students practise what they have learnt in the Language Note and expand on the topic of the reading text. Ask them to work in pairs and give them plenty of time to fill in the blanks in the dialogue. Play the recording for them to check their answers. Answers See transcript.

TRANSCRIPT ORAL PRACTICE

28

12 (Learning ability: to consolidate a language


point). Ask students to look at the pictures and to read the incomplete sentences carefully to identify the clues that will help them to determine which action took place first. Answers a. He only understood the film because he had read the book. b. After we had eaten at the cafeteria, we went to class. c. Marie watched TV once she had done her homework. d. Carlos had studied English before he travelled to New York.

13 (Learning ability: to consolidate vocabulary


through a game). This game requires preparation before the class. Ask a student who is keen on music to prepare a CD or two with music students like and are likely to know. Bring a CD player to class. The chosen student plays some 15 seconds of each song and the rest of the class, divided into groups, guess the title of the song. The game is made more entertaining when there are bells or buzzers available for each group to ring when they guess the song.

Joanne and Eric speak with an American accent. Joanne: So, Eric, are you a music fan? Eric: I wouldnt call myself that. I just like music. Joanne: Do you like pop music? Eric: Not really, but I had listened to it before I discovered rap. Joanne: What do you mean, 'discovered' rap? Eric: I met a great rap musician when I lived in New York. Joanne: Yeah? Who is he? Eric: His name is Sean Paul. Joanne: Is he American? Eric: He was born in Kingston, and moved to New York after hed lived in Jamaica for more than twenty years. Joanne: Whats so special about him? Eric: Before he became a rapper in the Bronx he'd been a 'toaster' in Kingston. Joanne: A toaster? Eric: Yes, a singer who tells stories in songs. Joanne: I think I know him. Hes the singer who gave his money to charity after hed won a Grammy. Eric: The same one. Joanne: Youre right. Hes a great musician.

15 28 (Learning ability: to participate in a guided


dialogue imitating a spoken model). Play the recording once or twice with pauses for students to repeat. Give the pairs a few minutes to practise the dialogue and invite some to role play it for the class.

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Unit 4

UNIT 4
16 (Learning ability: to consolidate a language

point in writing). Invite students to read the incomplete text carefully before attempting to put the verbs in brackets in the correct tense, so that they have a clear idea of what it is about. You can ask the whole class to do the complete text, or you can divide the class into three big groups and assign one paragraph to each group. You can then ask different students to write the answers on the board. All the students copy the completed text in their notebooks. Answers a. got. b. submitted. c. showed up. d. had arrived. e. had already filled in. f. tried. g. wanted. h. had had. i. ended. j. decided. k. had gone. l. looked.

18 APPLICATION TASK WRITING

(Learning ability: to write a new text following instructions). See notes on Application Tasks on page 7 of the Introduction. This task requires quite a lot of preparation, so some of the work should be assigned for homework. Go through the instructions with the students. Ask them to distribute roles in class and then agree on a date when they must bring the assigned work. Students should finish writing the article in class. Make sure that there is not too much blatant plagiarism from the Internet; they can use material from the net, but the work should be their own, written in simple language and according to their level of English. the lesson and relate them to own experiences). After discussing the questions, paying special attention to the questions that have to do with values students should share, ask them to fill in the last part of the KWL chart (page 91 of this book). PAGE 76 Lesson 2 LISTENING MOBILE ART

19 (Learning ability: to reflect on the contents of


PAGE 75

17 Minitest (Learning ability: to evaluate


learning). This minitest allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Read the instructions aloud, make sure that all the students understand them clearly and set a time limit to complete the task. Help students to check their answers and work out their scores. You may ask students to keep track of their progress and then evaluate their overall performance in the Minitests after two or three units. Answers a. were / had lost. b. moved / had worked. c. played / had left. d. spoke / had studied. e. was / had gone.

BEFORE YOU LISTEN

1 (Learning ability: to connect content and


previous knowledge). In this exercise, students talk about their preferences, likes, and dislikes in connection with free time activities related to art. Go through the list of expressions with them and offer examples of your own likes, dislikes, and preferences. Draw their attention to the ing form after prefer / like / dont like. and opinions). Ask students to work in pairs to describe and exchange opinions about the paintings, using the questions and expressions provided. Answers Picture 1- Cubism. Picture 2 - Futurism

2 (Learning ability: to express personal attitudes


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95

BACKGROUND INFORMATION Cubism was one of the most influential visual art styles of the early 20th century. It was created by Pablo Picasso (Spanish, 18811973) and Georges Braque (French, 18821963) in Paris, between 1907 and 1914. The French art critic Louis Vauxcelles coined the term Cubism after seeing the landscapes Braque had painted in 1908 and called the geometric forms in the highly abstracted works cubes. The Cubist painters rejected the inherited concept that art should copy nature, or that they should adopt the traditional techniques of perspective, modelling, and foreshortening. They wanted instead to emphasise the two-dimensionality of the canvas, so they reduced and fractured objects into geometric forms, and then realigned these within a shallow, relief-like space. They also used multiple or contrasting vantage points. Futurism was an artistic and social movement that originated in Italy in the early 20th century. It was largely an Italian phenomenon, though there were parallel movements in Russia, England, and other countries. The founder of Futurism and its most influential personality was the Italian writer Filippo Tommaso Marinetti. Marinetti expressed a passionate loathing of everything old, especially political and artistic tradition. We want no part of it, the past, he wrote, we the young and strong Futurists! The Futurists admired speed, technology, youth and violence, the car, the aeroplane, and the industrial city; everything that represented the technological triumph of humanity over nature.

TRANSCRIPT PRONUNCIATION affordable - application - brush - canvas - cheerful colourful - saturation - stroke - thumb - walker

29

ADDITIONAL ACTIVITY To further practise pronunciation and make the class more entertaining, you can play Pronunciation Bingo. Think up a number of words that sound similar, like bath, bass, Beth, Bess, bus, but, bat, path, pat, bit, pit, etc. Then make a stack of cards with all the words in a different order. Students prepare Bingo cards (you decide the number of divisions) and choose words to write on them. Read out the words in random order and students cross them out as they appear on their Bingo cards. PAGE 77 non-verbal content). Ask students to look at the three pictures. What do we use these devices for? Do they have one of them at home? How often do they use them? Are they necessary in everyday life? What other uses do they think they might have? Tell them to predict which device will be mentioned in the recording. Do not check answers at this point. WHILE YOU LISTEN

Source http://www.metmuseum.org/TOAH/HD/cube/hd_cube.htm

4 (Learning ability: to predict messages using

5 30 (Learning ability: to validate predictions).


Play the recording and ask students to check their prediction in Exercise 4. What is the use given to that device?

Source: http://en.wikipedia.org/wiki/Futurism

3 29 (Learning ability: to get general meaning


Answer b. the iPhone it is used to paint virtual pictures.

from cognates). Ask student to close their books and play the recording. Ask them to listen to the words and try to write them down. Are they similar in pronunciation and spelling to Spanish? Can students write them down? How many? Ask them to check with the box and look up the meaning in a dictionary.

6 30 (Learning ability: to find specific supporting


information). First ask students to describe the two pictures in pairs. What are the key features in both? What style do they think is used? Which one do they prefer? Play the recording again and ask students to identify the picture mentioned. What key words helped them to decide? Answer Picture 1. Key words: circular heads, rectangular walkers, briefcases, suits, ties.

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7 30 (Learning ability: to match specific

information). Ask different students to read the statements aloud. Play the recording once or twice to allow students to write the names related to the statements. Check answers orally. Answers a. Renata. b. Matthew Watkins. c. Jorge Colombo. d. Belinda.

10 30 (Learning ability: to infer information).

Remind students that in this case, the information required to answer the questions is not explicitly stated in the conversation, but they have to deduce it from what is said. Play only the last part of the recording (last four exchanges), more than once if necessary, for students to pick up the clues that will help them to answer. Answer b.
Did you know that...

Draw students attention to the American v/s British English box, and help them to notice that the word is spelled and pronounced differently in each variety of English. Students can find more examples of differences between American and British English at http://www.michigan-proficiency-exams.com/ american-and-british-english-difference.html PAGE 78

See page 8 of the Introduction.

TRANSCRIPT - listening - MOBILE ART

30

8 30 (Learning ability: to discriminate between


correct and incorrect information). Draw students attention to the fact that the sentences in the exercises might not always be identical to the sentences in the recording; therefore, they should listen to the meaning and then choose the correct option. For example, in the case of sentence a. the recording says: I bought it for 15 less than you would pay for many posters. This means that the picture is cheaper than a poster. To check answers, ask different students to read the complete statements with the correct option. Answers a. i. b. ii. c. i.

9 30 (Learning ability: to find specific information).


Encourage students, especially the keener ones, to try and answer the questions before listening again. Then play the recording for them to check. Answers a. 15 pounds. b. In a small art gallery in London. c. 30 minutes. d. On the underground.

Giovanni speaks with an Italian accent and Renata speaks with a British accent. Giovanni: Hi, Renata. I see youve bought a new sofa for the living-room, and thats a nice painting you have on the wall. Renata: Do you really think so? I bought it in a small gallery off Camden Road before I left London last month. Giovanni: I like the circular heads on the rectangular walkers. They look like a group of bankers with their briefcases and their suits and ties! Whos the artist? Renata:You wont believe it. Its no one famous. The painting was created on an iPhone and it is as good as any picture in an Arts museum Giovanni: Youre joking! Renata: No, its true. I bought it for 15 less than you would pay for many posters. And apparently these paintings are very easy to do. You can now create pictures with an application called Brushes using your fingers and thumbs. Giovanni: Can you use different styles and colours? Renata: Yes, you can choose any colour using the saturation colour wheel on the phone. And unlike canvas, you can undo and redo strokes as often as you like. As each stroke is recorded, you can also watch how your painting has built up over time. Giovanni: How did you discover this gallery?

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Renata: I met Belinda, a girl Id gone to school with. Shes the owner of the gallery. Giovanni: Belinda? Is she the girl who came to your birthday party wearing a plaster cast on her leg, after shed had a really nasty accident? Renata: The very same. Anyway, she told me about the new iPhone application and she introduced me to some of the amateur painters whose work shes selling. One of them, Matthew Watkins, told me hed already made 20 and sold most of them. Giovanni: Im not surprised. They look as nice and affordable as the ones you buy from street artists. Renata: Watkins explained hed painted the one I bought while on the underground. He said he hadnt needed more than 30 minutes to finish it. Giovanni: Did they have any other pictures? Renata: Yes, some great futuristic stuff with lots of hexagons, pentagons, and triangles, and colourful ovals. Giovanni: I might buy some for myself. Im redecorating my bedroom and a reasonably-priced cheerful canvas would be great for the wall above the bed. Renata: When I was at the gallery, Belinda told me that a New York artist, Jorge Colombo, had painted one of the New Yorkers covers on his iPhone application. Giovanni: It looks as if iPhone is becoming hotter than iPod!
AFTER YOU LISTEN

12 (Learning ability: to expand vocabulary).

Ask students to work on their own and fill in the gaps in the sentences with some of the words in Exercise 11. Tell them to pay attention to the form of the word, i.e. plural, tense, etc. Answers a. styles. b. circular. c. amateur. d. canvas. e. application. f. owner. g. gallery. PAGE 79

Language Note

The Past Perfect Tense (continued)

This part of the lesson draws students attention to the need for a tense change in Reported Speech. When we report something that was said (past tense) we must pay attention to the change of tenses. Sentences introduced with words such as said, told, informed, explained, etc. must use the Past Perfect Tense if the original sentence was in the Past or in the Present Perfect tense. Examples: Pamela: I saw Tony last week. Pamela said she had seen Tony the week before. The teacher explained: We have finished the project. The teacher explained that we had finished the project. Provide students with lots of examples before going on to the exercises.

11 (Learning ability: to identify synonyms).

Ask students to read the words in the two boxes. Box A contains words from the recording and box B their synonyms. Ask them to write the pairs of synonyms in their notebooks. Students can work in pairs or small groups. Answers amateur non-professional application program canvas fabric circular round futuristic ultramodern gallery exhibition room owner- proprietor painter visual artist style technique

13 (Learning ability: to consolidate vocabulary


and structures). Ask students to look at the pictures and to read the bubbles with the corresponding parts of sentences. Tell them to write the complete sentences in their notebooks using the pictures as clues. Check answers orally.

Answers a. d. Renata said she had gone to school with Belinda. (Picture 1). e. b. Terrence said he had lived in Paris as a child. (Picture 4). f. h. The children explained they had played football in the park. (Picture 3). g. c. The painter told us he had painted the picture on the subway. (Picture 2).

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UNIT 4
PAGE 80 PAGE 81

14 31 (Learning ability: to expand content


expressing opinions). Students should use their own imagination and initiative to complete this exercise. Ask them to form pairs and first look at the pairs of pictures. Tell them to say what they see and then agree on how to complete the conversation. This is an instance where they can practise discussion skills apart from practising what they have learnt in the lesson. Play the recording for students to compare it with their versions. Be flexible to accept the inclusion of their ideas. Play the recording, now with pauses, for students to repeat and imitate pronunciation and intonation. Ask them to get ready to role play the conversation, either the recorded one or their own version, for the class.

16 Minitest (Learning ability: to evaluate learning).

15 31 (Learning ability: to imitate a spoken model).


This minitest allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Read the instructions aloud, make sure that all the students understand them clearly and set a time limit to complete the task. Help students to check their answers and work out their scores. You may ask students to keep track of their progress and then evaluate their overall performance in the Minitests after two or three units. Answers a. Laurie said she had seen Casino Royale on TV. b. The man told me he had sent the packet three days ago. c. The scientist explained that the Neanderthal had lived thousands of years ago. d. The university authorities announced that they had uploaded the exam results on their website.

TRANSCRIPT ORAL PRACTICE

31

Camila speaks with a Russian accent and Andy with an American accent. Camila: Which art form do you prefer, painting or sculpture? Andy: I much prefer painting. Camila: Which do you prefer, modern or traditional art? Andy: I think modern art is fantastic. Camila: Do you think that the colours used in futuristic paintings are more or less vivid than in traditional paintings? Andy: Theyre definitely more vivid. Camila: Are foreign artists better than national ones? Andy: In my opinion, foreign artists can be as good or as bad as national artists. Camila: Which is more interesting: the Fine Arts or the Modern Arts museum? Andy: I think that both museums have interesting, but different works of art. Camila: Who do you think is a better painter, Leonardo da Vinci or Picasso? Andy: It depends, but personally, I prefer Leonardo. Camila: And if you could buy one painting, what style would you choose? Andy: I would choose modern art.

17 APPLICATION TASK SPEAKING

(Learning ability: to talk about art forms and preferences). This is a round-up exercise to help students to master talking about preferences, likes, and dislikes using what they have learnt in this unit. Go through the instructions with the class and make sure they all know what they have to do. Tell them the discussion will take place the following class. At home, they should prepare cut-outs with different art forms or they might bring an art book either from a local library or from the school library. The following class, tell them to place the pictures on the desk and then write a list of adjectives (they may use dictionaries) to describe the works of art and their own feelings. Go to the different pairs to check pronunciation and listen to their presentations.

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18 (Learning ability: to reflect on the contents of


the lesson and relate them to own experiences). Give students at least 15 minutes to discuss the questions and share answers with other groups or with the whole class. Encourage them to express their own preferences while all the time respecting their classmates choices. PAGES 82 - 83 CONSOLIDATION ACTIVITIES

PAGES 84 - 85 JUST FOR FUN See notes on this section on page 7 of the Introduction. Remind students that they should do the activities on their own, without much intervention from you, but help and support when necessary. Answers 1. (V): England, Italy, France, Switzerland, China, India. (P): England, the USA, Holland. 2. China Picture 4. England Picture 1. France Picture 6. Holland Picture 8. India Picture 2. Italy Picture 5. Switzerland Picture 7. The USA Picture 3. PAGE 85 CHILEAN CONNECTION Let students read the section on their own and then comment on it in their groups. Promote comparison between the foreign and the Chilean contexts encountered in this short text and in the unit, making sure students give each one its own value. Before students read the article, ask them to answer the questions provided in their groups. You can also ask: would they let people paint graffiti on their house walls? On a subway train? On their schoolyard walls? Why? Why not? Have they seen graffiti that has really impressed them? What did it depict? Where was it? Do they know who painted it?

See notes on this section on page 8 of the Introduction.

1 The idea behind the graphs is to use adjectives

for comparison. The central idea in each graph is art-related and students choose four adjectives from the list provided to fill in the spaces. They then use the four adjectives to compare rap with other types of music, and iPhone art with other, more traditional forms of art. learnt about the use of the Past Perfect tense. All the sentences are questions. Answers a. Had you finished. b. Had you had. c. Had she lived. d. Had he washed. e. Had you met.

2 This exercise consolidates what students have

3 This text about art and a great artist, Pablo


Answers a. had painted. b. had lived. c. had seen. d. had come. e. had seen. f. had learnt.

Picasso, is to further practise the use of the Past Perfect tense.

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PAGES 86 - 88 TEST YOUR KNOWLEDGE Answers READING - WHO IS BANKSY? 1. a. (3). b. (2). c. (5). d. (4). e. (1). 2. a. VI. b. IV. c. III. d. IV and V. e. I. f. II. 3. a. A monkey wearing a sandwich board, Mona Lisa with a rocket launcher. b. Brad Pitt, Christina Aguilera. c. A pizza box. d. No, they dont. LISTENING - CONCERT FANS 32 4. a. ii. b. ii. c. i. d. ii. 5. a. Jen. b. Dani. c. Dani. d. Jen. 6. a. chance. b. important. c. cannot. d. can.

Dani: So, are you coming? Jen: Id love to go, but I have to study. Dani: Oh, cmon. This is your only chance! The best ballad singer, who always plays great music. And they are saying that her guitarist and drummer are tops. You must come! Jen: No, Dani. My maths exam is more important now. Dani: Hello? What are you saying? I cant hear you! Jen: I cant go. Dani: Dont be a spoilsport! Shes such a great singer. You cannot miss her. Jen: No, Dani, I cant. Maybe next time. Dani: Sorry, but there is no next time. It's now or never. Jen: My mum will kill me if I fail the exam! Dani: Hey, how about this? You come to the concert with us and I can help you with maths tomorrow. I love maths! Jen: Really? Can you help me? Dani: Cross my heart! So, are you in? Jen: You bet I am! Im a concert fan!
LANGUAGE 7. a. By the time he arrived at the train station, the train had left. b. By the time he arrived at the theatre, the play had started. c. By the time he arrived at his friends house, she had gone out. d. By the time he arrived at the football stadium, the gamed had finished. 8. a. John complained that the phone had rung at 3 oclock in the morning. b. Tina told us that the exam had begun 10 minutes late. c. Fred said that he had lived in Dublin before moving to Los Angeles. d. Marian explained that the doctor had asked her to describe her typical day.

TRANSCRIPT - LISTENING - CONCERT FANS

32

Jen speaks with an American accent and Dani speaks with a British accent. Jen: Hello? Dani: Jen, is that you? Jen: Hi, Dani. Yes, its me. Dani: What are you doing? Jen: Im studying for my maths exam. You know I hate maths and Im not doing that great in it. Dani: Yeah, I know. Listen, Carol and I are going to a concert tonight. Want to come? Jen: Sorry, Dani, but I am busy today. Im cramming for the test on Monday. Dani: Cmon, Jen. I have a spare ticket to a Nelly Furtado show. Jen: I love Nelly Furtado!

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SPEAKING 9. Give students a short time to prepare. Allow them to take notes but do not let them read the written sentences - they should use their notes as props only. Assign points according to these criteria. Speaking
Task Compared the paintings in detail and expressed preferences appropriately. Compared the paintings with a few details and expressed some preferences appropriately. Compared the paintings in general and expressed a few preferences. Compared the paintings vaguely and didnt express preferences. Score 4 3 Language Practically no language mistakes. Very few language mistakes. Score 3 2 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score Your score 3 2

2 1

Some language mistakes.

1 0

1 0

Language mistakes interfere with comprehension.

WRITING 10. The idea behind the exercise is not historical truth, so dont worry about correct dates and real names. Students should use their previous knowledge of the band or singer. Assign points according to the following criteria. Writing
Task Wrote three paragraphs following all the indications. Wrote three paragraphs following most of the indications. Wrote two paragraphs following some of the indications. Wrote one or two paragraphs following very few of the indications. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Correct spelling and organisation of the paragraphs. A few spelling mistakes and unclear organisation of the paragraphs. Several spelling mistakes and incorrect organisation of the paragraphs. A lot of spelling mistakes and incorrect organisation of the paragraphs. Score Your score 3 2 1 0

PAGE 89 SELF EVALUATION See notes on this section on page 8 of the Introduction. Help students to notice that there are two main parts: YOUR TEST RESULTS and YOUR GENERAL PERFORMANCE. For YOUR TEST RESULTS they have to work out their score in the TEST YOUR KNOWLEDGE section, read

their results and reflect on them. Help them to think of what they can do to improve results, solve problems, give or get help, etc. YOUR GENERAL PERFORMANCE requires reflection on their involvement with the main OFTs discussed in the lessons and invites them to think about their learning strategies and attitudes.

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UNIT 4 EXTRA TEST UNIT 4


READING - LI ANG

given a small toy piano Li Ang is a young Chinese artist who was ing the piano at the age when she was only one and started play of four. she liked to play the Every time her parents sang together, of four, she started piano to accompany them. At the age h like music and bot formally learning to play. Her parents _______________. (1) ______________________________ family to support a child In China, it is not easy for an ordinary ic considerations, learning the piano. Apart from econom deal of attention and even parents have to give the child a great 10 years old, her parents make great sacrifices. Before Li Ang was ) ____________________ had decided to send her to the USA (2 ___________________. difficulties. Apart from the At the beginning, Li Ang found many of teaching is very language and customs, the western way had decided to learn different from the Chinese one, but she and succeed. _______________, (3)______________________________ er to accompany her Li Angs mother gave up her own care cult for Li rs. The learning experience was very diffi daughter abroad for more than 10 yea ies were had already understood that the difficult She ed. idat intim not was she but , Ang part of the process. School of ous piano professor from The Juilliard Li Ang studied with Y. Kaplinsky, a fam d her to confirmed her abilities and encourage Music in New York City. The professor studying rs yea 10 petitions. Li Ang feels her attend all kinds of performances and com abroad were very fruitful. she is international stage. As a Chinese pianist, Now Li Ang frequently performs on the ese folk Chin two ed to the west. This year, she play also trying to introduce Chinese music her, this is a bold attempt. music pieces in recitals in the USA. For _____, she e hours every day. (4) _______________ Li Ang keeps playing the piano for thre well as not is and swimming. Although she has other hobbies, like watching movies the in she has the faith to be a piano master known as other world-famous pianists, just begun. future. After all, her musical career has
Created by: Publishing team.

Photocopiable material

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1 Read the text and put the following

missing information (a d) back in the corresponding blanks (1 4). a. for her further piano studies. b. In her free time c. they supported her in studying it. d. To take care of the little girl with the artists personal information.

LISTENING A SYMBOL OF A NEW GENERATION


4 pts.

4 33 Listen to the recording and choose

2 Read the text again and complete the fact file


NAME NATIONALITY PROFESSION SCHOOL FAVOURITE ACTIVITIES

5 pts.

3 Read the text again and answer these

questions. 4 pts. a. How old was Li Ang when she got her first piano? b. What three difficulties did Li Ang have to face abroad? c. How long did she live abroad? d. What is Li Ang trying to do now?

the correct answer for the questions. 4 pts. a. Where does this recording take place? i. In the school cafeteria. ii. In the school yard. iii. In the classroom. b. What is the content of the listening text? i. Young sports people. ii. Young scientists. iii. Young artists. c. What is Martha referring to? i. Personal information. ii. Professional information. iii. Personal and professional information. d. What is Ray referring to? i. Personal information. ii. Professional information. iii. Personal and professional information. 4 pts. circle the word you hear. th a. He left school after he failed 9 grade three/ two times. b. His first album was called Infinite / Infinitive. c. 'The Slim Shady' LP got double / triple platinum. d. He won three awards: Best Male Artist, Best Album and Best Rap / Hip-Hop Artist.

5 33 Listen to the recording again and

6 33 Listen once more. Are these

statements true (T) or false (F)? 4 pts. a. ____ Eminem was a very good student in High School. b. ____ He has known his ex-wife since they were children. c. ____ In 2000, Eminem wasnt very successful with his album Marshall Mathers. d. ____ It took him five years to release a new album.

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UNIT 4
LANGUAGE SPEAKING

7 Rewrite these sentences with the correct

4 pts. form of the verbs in brackets. a. We (never see) such a beautiful beach until we (go) to Playa Blanca. ____________________________________. b. I (not have) any money for lunch because I (lose) my wallet that morning. ____________________________________. c. Susan ever (study) Spanish before she (come) to Chile? ____________________________________. d. We ( not get) a good hotel room because we (not book) in advance. ____________________________________. 4 pts. provided. a. I didnt feed the dog, my brother admitted. My brother admitted that ______________. b. I hurt my leg while I was skateboarding, Mike said. Mike said that ________________________. c. You broke the window! my father complained. My father complained that _____________. d. You didnt read the text carefully, the teacher explained. The teacher explained that _____________.

9 Answer and discuss these questions

with your partner. 10 pts. a. What do you think about rap and hip hop as musical expressions? b. Do you like these two music styles? c. What is your opinion of rappers who use inappropriate language in their songs? Do you think it is necessary? d. Do you agree that rap is a social tool which young people use to express themselves? e. What do your parents say about the kind of music you like?

WRITING

8 Rewrite these sentences using the openings

10 Use the information below to write a short

biography of this Chilean artist. (maximum 120 words). Organise the information chronologically and combine your ideas with appropriate sequence and linking words, such as: first, then, finally, but, and, also, etc. 10 pts. Mahani Teave Chilean pianist 14th February, 1983: born on Easter Island. 1993: began studies with Erica Putney. 1992: met Roberto Bravo. 1993: moved to Valdivia with her mother to study. 1999: won the first prize in the Claudio Arrau International Piano Competition. 2001: obtained her Bachelors degree. Became the islands first classical musician. 2005: obtained Masters of Music degree at Cleveland Institute of Music. 2006: won the Corpus Christi International Competition in Texas, USA. Now: continues studying at the Cleveland Institute of Music with Sergei Babayan.

0 to 12

13 to 27

28 to 42

43 to 53

53 PTS

Keep trying

Review

Well done! Excellent!

TOTAL

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ANSWERS TO EXTRA TEST UNIT 4


READING LI ANG 1. a. 2. b. 4. c. 1. d. 3. 2. NAME Li Ang

Chinese Pianist The Julliard School of Music, New York FAVOURITE ACTIVITIES Watching movies, swimming

NATIONALITY PROFESSION SCHOOL

3. a. She was only one. b. The different language, customs and teaching method. c. She lived abroad for more than ten years. d. She is trying to introduce Chinese music to the west. LISTENING A SYMBOL OF A NEW GENERATION 33 4. a. iii. b. iii. c. i. d. ii. 5. a. three. b. Infinite. c. triple. d. hip-hop. 6. a. False. b. True. c. False. d. True.

TRANSCRIPT LISTENING A SYMBOL OF A NEW GENERATION

33

were at school. They divorced in 2001 and married again in 2006, but got divorced again only three months later. They had one daughter. Now, Ray is going to tell us a bit more about Eminems career. Ray: His first album was called Infinite and was released in 1996. In 1999, he released The Slim Shady LP and it got triple platinum. Eminem had the same commercial success in 2000 with The Marshall Mathers LP, which sold 8 million copies in the USA. He won 3 Grammies with this album and it was the first rap album nominated Album of the Year. By this time, this rapper and hip-hop star had distinguished himself by his aggressive lyrics and had become a symbol of a new generation. At the MTV Europe Music Awards, he won three awards: 'Best Male Artist', 'Best Album' and 'Best Hip-Hop Artist'. Five years after his album 'Curtain Call', he released his album 'Relapse', in May 2009. Teacher: Thank you, Martha and Ray. It was a very complete presentation. Lets see if your classmates have any questions (fade)
LANGUAGE 7. a. had never seen / went. b. didnt have / had lost. c. Had Susan ever studied / came. d. didnt get / hadnt. 8. a. My brother admitted that he hadnt fed the dog. b. Mike said that he had hurt his leg while he was skateboarding. c. My father complained that I had broken the window. d. The teacher explained that we hadnt read the text carefully.

All the speakers have a British accent. Teacher: Good morning, class. Are we ready for the presentations about young artists? Well start with Martha Carter and Ray Marshall. Come to the front, please. Martha: We are going to talk about my favourite rapper, Eminem. His birth name is Marshall Bruce Mathers, and he was born on 17th of October 1972, in Kansas City. When he was 12, he and his mother settled in Warren, Michigan, where he attended Lincoln High School. He had become a fan of rap music before he began to get very serious about his rapping, but it wasnt until he was 17 that he actually made a name for himself, becoming M& M, which would later become Eminem. He left school after hed failed 9th grade three times. Eminem had a stormy relationship with his wife, Kim. They got married in 1999, but they had known each other since they

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UNIT 4
SPEAKING 9. Assign points according to these criteria. Speaking
Task Asked and answered all the questions appropriately. Asked and answered most of the questions appropriately. Asked and answered some of the questions appropriately. Asked and answered only one of the questions appropriately. Score 4 3 Language Practically no language mistakes. Very few language mistakes. Score 3 2 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score Your score 3 2

2 1

Some language mistakes.

1 0

1 0

Language mistakes interfere with comprehension.

WRITING 10. Assign points according to these criteria. Writing


Task Wrote short biography that contained all the required information. Wrote short biography that contained most of the required information. Wrote short biography that contained some of the required information. Wrote short biography that contained very little of the required information. Score 4 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 Presentation Correct spelling and sequencing. Score 3 Your score

A few spelling mistakes and unclear sequencing. Several spelling mistakes and incorrect sequencing. A lot of spelling mistakes and incorrect sequencing.

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Unit

Science

In this unit you will learn to:


Reading: Listening: fill in graphic organisers with specific information / identify the source of a text / identify scientific language. find specific information / transfer information to a graphic organiser / identify Internet language.

You will also learn:


Grammar: reporting verbs and indirect questions. Vocabulary: words related to science and scientific discoveries.

Oral Production: discuss a scientific topic. Written Production: write a scientific article. Functions: forming and substantiating hypotheses.

You will use the following text types:


Reading: Listening: a scientific article. a web cam lecture.

You will pay special attention to these values:


Why and how science can change our lives for the better.

Didactic resources and methodology tips Additional materials such as scientific articles, books from the library and website pages. Students can also use their own science books to validate some points mentioned in the unit. Inviting the science teachers to class would also be a valuable contribution. Recommended websites: http://www.sciencenewsforkids.org/ http://www.bbc.co.uk/sn/ http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, notes.

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PAGE 90 INTRODUCTION Invite students to examine and describe the photograph and relate it to the name of the unit. Form groups and ask them to read the objectives of the unit and make comments on the things they already know, what they can do, what will be new, etc. Draw students attention to the values that will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. PAGE 91 HOW READY ARE YOU FOR THIS UNIT? Explain to students that this page of each unit will contain activities meant to identify and activate their previous knowledge of the topic and related vocabulary to establish the starting point for the activities that will follow. They will also help to detect weaknesses that will require extra work and support, to contextualise the contents that will be developed, and present cognitive challenges. Although all the activities have been assigned points, the results do not indicate success or failure, but help to identify the points mentioned in the previous paragraph.

heading. Make them notice what is special about the endings of the words. Instruments end in meter or scope. People end in ist, er / or. Disciplines end in y. Answers Instruments: barometer, microscope, speedometer, stethoscope, telescope, thermometer. People: geologist, inventor, palaeontologist, researcher, scientist. Disciplines: astronomy, biotechnology, chemistry, geography, microbiology, neurology. Encourage students to work out their score and read what it indicates. Give help to those students who get low scores and praise those who seem to be better prepared for the contents of the unit. Make notes of any useful information about what students already know that you can use later when developing the lessons. PAGE 92 Lesson 1 - READING THE MAGIC OF DNA

1 Students look at the pictures showing different

scientists. They match them with their names and then read the descriptions of the disciplines they practise. The one they might find difficult is enology/enologist (study of wine and of the making of wine). Explain what an enologist does and tell them that it is an important profession in Chile given that wine and grapes are a major Chilean export. Answers Scientist Archaeologist Astronomer Enologist Entomologist Geneticist Ornithologist Picture 2 6 1 5 4 3 Are of study a. c. f. e. d. b.

BEFORE YOU READ 1 (Learning ability: to connect content and previous knowledge). Ask students to work in small groups. Give examples of scientific terms to let students become familiar with the concept. Ask them if they use scientific words and where. Tell them to read the questions in their group and discuss all the points. Then they can present their findings to the rest of the class. ADDITIONAL ACTIVITY Ask students to make a table with two columns - in one they write the English cognates and in the other their equivalent in Spanish. Tell them to compare the spelling of the two words which letters are different? Is it mainly consonants or vowels that differ? After they finish comparing the spelling, read the words aloud so that they can compare pronunciation.
Learning tip

2 Ask students to read the words in the box. Many

will be cognates and frequently used in Spanish. They list the corresponding words under each

See notes on page 8 of the Introduction.


SCIENCE

109

2 (Learning ability: to connect pictures and topic).

At this stage, do not ask students to name the animals in English. They can draw a simple concept map represented by three circles with lines to classify the animals. Invite different students to complete the diagram on the board. If students are interested, you can give them the names of the animals in the pictures and some information, but encourage them to find further information on the Internet or in the library. Answers Animals

Living: 1, 2, 4, 6, 8, 9, 10, 12, 13, 14.

Extinct: 3, 5, 7, 11, 15.

BACKGROUND INFORMATION 1. Armadillo: small placental mammal, known for having a leathery armour shell. 2. Chimpanzee (chimp): great ape closely related to humans. These intelligent primates live in a variety of environments in western and central Africa. Because of the rapid deforestation of their habitats, chimpanzees are an endangered species. 3. Dodo: it was a flightless bird endemic to the Indian Ocean island of Mauritius. Related to pigeons and doves, it stood about a metre tall, weighed about 20 kilograms, lived on fruit, and nested on the ground. 4. Elephant: it is a large land animal. Three species of elephant are living today: the African Bush Elephant, the African Forest Elephant and the Asian Elephant, also known as the Indian Elephant. 5. Ichtosaurus: ichthyosaurs were aerodynamic marine reptiles that ranged in size from 2 to 10 metres long. They had sharp teeth in long jaws, and big eyes. They had four crescent-shaped fins, a stabilising dorsal fin, and a fish-like tail with two lobes. They breathed air with lungs through nostrils, which were close to the eyes, near the top of the snout. 6. Kangaroo: a common marsupial from the islands of Australia and New Guinea. There are

47 species of 'roos'. Kangaroos can hop up to 74 kilometres per hour and hop over 9 metres in one go. They live about 6 years in the wild and up to 20 in captivity. Most roos are nocturnal and many are in danger of extinction, but they are also considered pests, due to the way they damage crops. 7. Mammoth: a mammoth is any species of the extinct genus Mammuthus. These proboscideans are members of Elephantidae, the family of elephants and mammoths, and close relatives of modern elephants. They were often equipped with long curved tusks and, in northern species, a covering of long hair. They lived from the Pliocene epoch from around 4.8 million to 4,500 years ago. 8. Rhinoceros: often colloquially abbreviated rhino. It is a name used to group five extant species of odd-toed ungulates in the family rhinocerotidae. Two of these species are native to Africa and three to southern Asia. Three of the five species - the Javan, Sumatran and Black Rhinoceros - are critically endangered. The Indian Rhinoceros is endangered, with fewer than 2,700 individuals remaining in the wild. The White is registered as 'vulnerable', with approximately 17,500 remaining in the wild, as reported by the International Rhino Foundation. 9. Owl: it is a type of bird that has a round head, large eyes, and a short, hooked bill. Owls usually fly and hunt at night. They catch and eat mice, other small animals, and birds. 10. Penguin: aquatic, flightless bird living almost exclusively in the southern hemisphere, especially in Antarctica. Highly adapted for life in the water, penguins have dark and white plumage, and their wings have become flippers. Most penguins feed on krill, fish, squid, and other forms of sea life caught while swimming underwater. 11. Pterodactylus: (meaning 'wing finger'). It was a small, flying reptile that lived during the time of the dinosaurs. It was not a dinosaur, but a type of flying reptile that lived during the late Jurassic period. Fossils have been found in Tanzania, England, France, and Germany. This reptile lived on lake shores and reproduced by laying eggs.

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12. Sea lion: Member of seven species in seven genera of modern pinnipeds including one extinct species, the Japanese sea lion. They are characterised by the presence of external ear -flaps, long front flippers, and the ability to walk on all four flippers on land. Their range extends from the subarctic to tropical waters of the global ocean in both the northern and southern hemispheres, with the notable exception of the Atlantic Ocean. 13. Shark: A type of fish with a full cartilaginous skeleton and a highly aerodynamic body. The earliest known sharks date from more than 420 million years ago, before the time of the dinosaurs. Sharks range in size from the small dwarf lanternshark, a deep sea species of only 17 centimetres in length, to the whale shark, the largest fish, which reaches approximately 12 metres. Sharks are found in all seas and are common down to depths of 2,000 metres. They generally do not live in freshwater, with a few exceptions such as the bull shark and the river shark, which can live both in seawater and freshwater. They breathe with the use of five to seven gill slits. They have several sets of replaceable teeth. Well-known species such as the great white and the hammerhead are at the top of the underwater food chain. However, their survival is under serious threat from fishing and other human activities. 14. Tasmanian devil: it is the largest carnivorous marsupial in Australia. The Tasmanian devil is a nocturnal animal that lives alone. It is usually black with a white patch around its neck. It is the size of a small terrier dog, very solid and stout, and weighs between 6 and 8 kilograms. The Tasmanian devil is now only found on the island state of Tasmania. 15. Tyrannosaurus rex: (meaning 'tyrant lizard') was a genus of theropod dinosaur. The species Tyrannosaurus rex (rex meaning king in Latin), commonly abbreviated to T. rex, lived throughout what is now western North America. Fossils are found in a variety of rock formations dating approximately 68 to 65 million years ago. It was a bipedal carnivore with a massive skull balanced by a long, heavy tail. Relative to the large and powerful hind limbs, Tyrannosaurus forelimbs were small, though unusually powerful for their size, and bore two clawed digits. It was the largest known tyrannosaurid and one of the largest known land predators, measuring up to 13 metres in length, up to 4 metres tall at the hips, and up to 6.8 metric tons in weight.
http://www.enchantedlearning.com/subjects http://en.wikipedia.org/wiki http://42explore.com/owls.htm http://australian-animals.net/devil.htm

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3 (Learning ability: to express opinions).

This activity is more than just pointing to the word that should not be included in the line. Once students decide on the odd one out, they should justify their choice. Is it the meaning or the form of the words they have taken into consideration? Answers a. Dangerous - it is an adjective, while the other words are nouns. b. Species the other words are all related to reproduction. c. Happy all of them are adjectives, but the meaning of happy does not fit in with the rest. d. Baker the other three are scientists.

4 (Learning ability: to predict content from the


context). Making good predictions is the first step to becoming a successful reader. When students predict the content of what they are about to read, they actively prepare for understanding. Additionally, they formulate a hypothesis that can be either substantiated or discarded after they read. Research has shown that the most effective readers in a class are those students who are actively involved, asking and answering questions, and making predictions, rather than just passively reading. Do not check answers at this stage.

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WHILE YOU READ


Did you know that...

7 (Learning ability: to find specific supporting


See notes on page 8 of the Introduction.

5 (Learning ability: to validate predictions).

information). Ask students to read the instructions to the exercise. Tell them it is important to indicate which key words helped them to decide.

Students read the text once and check their predictions. Ask them to discuss their findings with other students. Who got the closest prediction? Answers Mentioned in the text: the mammoth, the dodo, and the Tasmanian Tiger.

6 (Learning ability: to identify purpose of a text).

Why is it important to recognise the purpose of a text that students read? Each text has a different purpose and recognising it will increase the possibilities of improving comprehension. For example: An advertisement is generally written to persuade you to buy something. An article is usually written to inform about something. A manual might instruct you how to do something. An encyclopaedia entry generally gives a brief definition of something. Ask students to identify the type of text and establish its communicative purpose. Answer b.

Answers Picture 1: mammoth - woolly, elephant as surrogate mother. Picture 2: sabre-toothed tiger daggersharp fangs. Picture 3: moa relative of the ostrich. Picture 4: Irish elk antlers, elk. Picture 5: Neanderthal relative of humans. Picture 6: short-faced bear compared to polar bear, related to the spectacled bear of South America.

8 (Learning ability: to identify references).

Ask students to read the words in bold and then deduce, from the context, what they refer to. Ask them to compare with other students. Check answers orally. They can circle the words they refer to and then join them to the corresponding word in bold, to make the connection visually explicit. Answers a. it (paragraph 4, line 1) - it refers to the resurrection list. b. he (paragraph 5, line 3) - it refers to scientist Schuster. c. she (paragraph 8, line 1) - it refers to geneticist Jenny White. d. it (paragraph 10, line 3) - it refers to the shortfaced bear. e. its (paragraph 11, line 2) - it refers to the Neanderthal. f. he (paragraph 13, line 5) - it refers to the expert. PAGE 96

ADDITIONAL ACTIVITY Ask students to match the type of text in column A with the communicative purpose in column B.

A Type of text

B Purpose

A recipe An instruction leaflet To instruct A university brochure offering courses To describe A travel book To persuade To inform A newspaper article on music types An invitation to a party

9 (Learning ability: to transfer relevant

information to a visual organiser). Tell students that each part of the table should include only a short summary. Tell them that not all the information required might have been provided in the text. If necessary, they can copy the chart into their notebooks.

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Answers a. Woolly mammoth. 5,000 years ago. DNA has already been decoded. African elephant. b. Dodo. Late 17th century. Not found yet; scientists are looking for suitable DNA. Pigeon. c. Sabre-toothed tiger. 10,000 years ago. DNA samples preserved in permafrost or tar could be used to create clones. African lion. d. Tasmanian tiger. In the 1930s. From museums around the world. Tasmanian devil. e. Irish elk. 7,700 years ago. Information not given. European deer. f. Short-faced bear. 11,000 years ago. Specimens from permafrost. Spectacled bear of South America. g. Neanderthal. 25,000 years ago. A draft of its genome is expected to be published later this year. Humans. h. Woolly rhinoceros. 10,000 years ago. Hair, horns and hooves from permafrost. Modern rhino. i. Giant ground sloth. 8,000 years ago. Several specimens with hair have been found. Finding a suitable surrogate mother would be a challenge. j. Moa. 508 years ago. Information not given. Ostrich. Hundreds of people turned up at the rock concert and most of them came to pay tribute to the band and their long history. Answers a. Fact. b. Opinion. c. Fact. d. Opinion. e. Fact.

ADDITIONAL ACTIVITY Provide more fact / opinion sentences not taken from the text and ask students to identify each. More and more women are deciding to give birth to their children at home. A hospital, after all, is not the best place for a baby to be born. The President seemed nervous.Then he took out his pen and wrote something in his notebook. Scientists discovered water on the Moon. It is quite possible that in the future we will have a human colony there. PAGE 97

11 (Learning ability: to discriminate between


correct and incorrect information). Students read the statements (a d) and decide which ones are correct and which ones are not, basing their decision on the information provided in the text. Check answers orally. Answers a. True. b. True. c. False. d. True.

10 (Learning ability: to differentiate between fact


and opinion). In real life, we must offer opinions all the time not only about written texts, but also about other peoples actions, different situations, classmates performance, etc. Much of what we read in newspapers or magazines, or what we see on television is a mix of factual information and the opinions of the author. Often the opinions are disguised as fact, to make the authors argument seem more believable. It is important that students distinguish between fact and opinion in order to be discriminating readers and listeners. Here is an example; the parts in bold are facts (situations that exist, are known to be true and can be proved) while the parts in italics are opinions (somebodys attitude, feelings or thoughts about something).

AFTER YOU READ

Language Note

Reporting verbs

There is a long list of verbs that are used for reporting what someone has said. These verbs give us the meaning of the original words without actually using them all. A list is provided in the Students book. Mention to students that, apart from using a reporting verb, they must also pay attention to important changes in the structure of the sentence.

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BACKGROUND INFORMATION a. Changes in verb tenses Im going home. He said he was going home. b. Changes in expressions of time Im going home tomorrow. He said he was going home the following day. c. Changes in personal pronouns and possessive adjectives Im going to my uncles home tomorrow. He said he was going to his uncles home the following day.

Exercises can be found at http://valenciaenglish.netfirms.com/reportingex.htm (on-line) or http://valenciaenglish.netfirms.com/pdffiles/worksheetreporting.pdf (downloadable in pdf)

Answers a. Picture 4. Wanda told Jack that she couldnt go to the party on Wednesday with him. b. Picture 3. She explained that she had some really important homework to do. c. Picture 5. He insisted that they had to go out some time soon. d. Picture 1. She promised that she would go to the cinema with him at the week end. e. Picture 6. She suggested that he called her on Friday to decide on the film. f. Picture 4. She agreed that the best films were romantic comedies.

14 34 (Learning ability: to participate in a guided


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12 (Learning ability: to apply new vocabulary and


structures). Refer students to the Language Note before doing this exercise. Make sure to provide lots of examples and clarify doubts. You should be aware that at first students will probably concentrate on the change of tenses, but will not do the other corresponding changes (pronouns, time expressions).

oral activity). Students listen to the dialogue to check their answers. Then they listen and repeat, taking turns to say the parts of Wanda and Keiko. Give them a few minutes to practise the dialogue and then invite some pairs to role play it for the class. 34

TRANSCRIPT ORAL PRACTICE Wanda and Keiko are American, but Keiko has a slight Japanese accent. Wanda: I texted Jack the other day. Keiko: Did you? What did you tell him? Wanda: I told him that I could not go to the party on Wednesday with him. Keiko: Did he ask why? Wanda: Yes, and I explained that I had some really important homework to do. Keiko: Did he get angry? Wanda: No, but he insisted that I had to go out with him some time soon. Keiko: What did you answer? Wanda: I promised that I would go to the cinema with him on the weekend. Keiko: What kind of film are you going to see? Wanda: I suggested that he should phone me on Friday to decide on the film. Keiko: I bet he said he liked comedies. Wanda: Yes, and I agreed that the best films were romantic comedies! Keiko: Im sure he was happy to hear that.

Answers a. Once sequenced, the DNA can be used to create clones, brought to the world with the help of Tasmanian devil surrogate mothers, she replied. b. If this could be turned into fresh materials, the creatures could be cloned with the African elephant acting as a surrogate mother, he added. c. How feasible is it to resurrect it? we asked an expert. d. There are specimens encased in permafrost from which DNA can be recovered, he responded.

13 (Learning ability: to consolidate grammar


and vocabulary). First students match what Wanda said with the pictures and then they re-write the direct sentences as indirect ones.

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PAGE 99

17 (Learning ability: to reflect on the contents of


15 Minitest (Learning ability: to evaluate learning).

This minitest allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Read the instructions aloud, make sure that all the students understand them clearly and set a time limit to complete the task. Help students to check their answers and work out their scores. You may ask students to keep track of their progress and then evaluate their overall performance in the Minitests after two or three units. Answers a. that her name was Carla. b. she did. c. I went to Alexander Fleming school d. his name was George. i. I told her / I said she had a lovely name. ii. I added that I was from Benton City too. iii. She exclaimed that her boyfriend also went to that school. iv. I shouted that my name was George too.

the lesson and relate them to own experiences). Start this section asking students to evaluate what they have learnt throughout the lesson. Do they think their vocabulary has improved? Have they learnt a new grammar structure? Have they learnt something new about the topic in question? You can ask students to do some kind of checklist where they write how many new words they have learnt and other contents from the lesson. Remember, however, that the final evaluation should reflect the stated learning objectives / abilities. Encourage them to analyse and answer questions c, d and e. with what they truly think about these issues. PAGE 100 Lesson 2 LISTENING ASKING THE RIGHT QUESTIONS

16 APPLICATION TASK Writing

(Learning ability: to create a new text). Discuss with students the structure of an article: The introduction is very important the text should start well enough to interest the readers to keep on reading. Students should use drama, emotion, quotations, questions, descriptions. The body of the article needs to keep any promises or answer any questions raised in the introduction. Students should try to maintain an 'atmosphere' throughout the text. While the introduction draws the reader in, the conclusion should be written to help the reader to remember the story. The use of a strong punch line is a good strategy. Go through the instructions with students and analyse them step by step. Always be willing to help out. Make sure that students have enough time to write the article and to proofread it. Help them to evaluate their writing according to the points provided in the Students book.

BEFORE YOU LISTEN 1 (Learning ability: to connect content and previous knowledge). Write the steps of the scientific method on the board and ask students to read their definition in their book. Ask them if they have ever used such processes in real life. Give real life examples. Classifying - letters in the post office. Experimenting trying to make a new dish in the kitchen. Hypothesising making a supposition on how long it will take us to get from point A to point B by bus. Measuring - buying fabric for curtains. Observing looking at a plane flying over our heads. Ask students to give their own examples.

2 (Learning ability: to connect the topic and


personal experience). Ask students to look at the pictures and identity the processes they illustrate. Answers Picture 1: measuring. Picture 2: observing. Picture 3: experimenting. Picture 4: classifying. Picture 5: hypothesising.
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ADDITIONAL ACTIVITY Ask students to tell their science teacher to carry out the five stages of a scientific process in their next science class. It could be something really simple, such as heat exchange between a cup full of hot water and a cup of cold water, or you can ask the science teacher what he/she is teaching your students at that time and carry out the corresponding processes of the scientific method in your class.

5 (Learning ability: to predict content from


cognates and familiar words). Students read the words in the box in Exercise 4 again and try to predict which of them will appear in the lecture they will listen to. Do not check answers at this point. PAGE 101

WHILE YOU LISTEN

3 (Learning ability: to express opinions).

6 36 (Learning ability: to validate predictions).

After students have seen lots of examples of the steps of the scientific method, ask them to work in pairs or groups and write a list of areas where we can also use them. Tell them to compare with another pair and discuss, offering their opinions.

4 35 (Learning ability: to infer the meaning of


Play the recording and ask students to check their predictions. It is important to do so and you can remind them that in our lives we predict all the time and then validate our predictions. One example is playing the lottery. There would be no sense in playing the lottery if we did not check if the numbers are the winning ones. Answers All the words in the box in Exercise 4 appear in the lecture.

key words and identify their pronunciation). This is an exercise that links pronunciation practice, finding out the meaning of key words and cognates. Ask students to close their books while you play the recording for them to listen and repeat the words. Play the recording again and ask them to write the words as they think they are written and then compare their version with the correct version in the book. Answers All the words are cognates, except for the word journal = a newspaper or magazine that deals with a particular subject or profession = revista, publicacin, not jornal or jornada.

7 36 (Learning ability: to find specific supporting


information). Ask students to look at the pictures and talk about the scientists. Offer information if students are not familiar with them, in Spanish if necessary. Then play the recording again and tell them to write the questions each of them asked. Answers a. Columbus wondered what the shortest way to India was. b. Newton asked what made an apple fall. c. Darwin wanted to know why caterpillars are sometimes so beautifully and artistically coloured. d. Palaeontologists wanted to discover when exactly dinosaurs disappeared. e. Lemaitre asked where the universe was expanding to.

TRANSCRIPT PRONUNCIATION analyse - conclusion - experiment - hypothesis - journal method - palaeontologist - universe

35

OPTIONAL ACTIVITY - GAME Cognates are quite common in scientific language given that their root is generally Latin or Greek. Divide the class into groups of four or five students and give them five minutes to write a list of words in Spanish which they think will look or sound similar in English. Check orally for each group and award a prize to the group with the most correct guesses.

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BACKGROUND INFORMATION Christopher Columbus (1451-1506): Italian explorer who sailed across the Atlantic Ocean in 1492, hoping to find a route to India, in order to trade for spices. He made a total of four trips to the Caribbean and South America during the years 1492-1504. Sir Isaac Newton (1642-1727): English mathematician and physicist, one of the foremost scientific intellects of all time. According to the wellknown story, it was on seeing an apple fall in his orchard some time during 1665 or 1666 that Newton conceived that the same force governed the motion of the Moon and the apple. He calculated the force needed to hold the Moon in its orbit, as compared with the force pulling an object to the ground. Charles Robert Darwin (1809 1882): English biologist and naturalist. During his trip to the Galapagos Islands in the Pacific Ocean he noticed many variations among plants and animals. Based on his observation during the trip and back in London in 1836, Darwin concluded that: one, evolution of the species took place; two, evolutionary change was gradual, requiring thousands to millions of years. Palaeontologists: scientists who investigate the whole history of life on Earth from fossilised remains, starting from its earliest stages millions of years ago. Georges Lematre (1894 1966): Belgian professor of physics and astronomer at the University of Leuven. He proposed what became known as the Big Bang theory of the origin of the Universe, which he called his hypothesis of the primeval atom. Answers Ask yourself the right question. Construct a hypothesis. Test your hypothesis. Analyse your data and draw your conclusions. If hypothesis is correct Communicate your results. If hypothesis is wrong - Think again and construct a new hypothesis. PAGE 102

9 36 (Learning ability: to find special words).

Tell students to read the expressions (a f). Are they familiar with Internet jargon? Do they know what they mean? If not, explain. Then play the recording again and ask them to tick the ones used by Prof. Jones. Answers a. - d. - e.

8 36 (Learning ability: to transfer information to


a graphic organiser). It is said that a picture is worth a thousand words. A graphic organiser forms a powerful visual picture of information and allows the mind to see undiscovered patterns and relationships. We use them every day in our lives. The most common example is the calendar. Tell students to study the graphic organiser before playing the recording at least twice again. Go around the classroom and check pupils work.

BACKGROUND INFORMATION Blogger: a person who writes in a blog. Chilax: chill out and relax. Cu soon: see you soon. To text: to send a written message using a mobile phone. To tweet: to post your opinions on the Twitter social network. To unfriend: to remove someone from your Facebook account. Internet slang (Internet language, Internet shorthand, leet, netspeak or chatspeak): a type of slang that Internet users have popularised and, in many cases, have coined. Such terms often originate with the purpose of saving keystrokes. Many people use the same abbreviations in texting and instant messaging, and on social networking websites. Acronyms, keyboard symbols and shortened words are often used as methods of abbreviation in Internet slang. Many items of Internet jargon cross from computermediated communication to face-to-face communication. For example, The New York Times Buzzwords of 2008 article includes: FAIL (failures, big mistakes), longphoto, (a term coined by Flickr for videos less than 90 seconds long), DWT (Driving While Texting) and various terms starting with tw-, inspired by the web service Twitter.
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Teenagers now sometimes use Internet acronyms in both spoken and written communication, for example, ROFL (Rolling on Floor Laughing). David Crystal says that the crossover from written slang to speech is a brand new variety of language evolving, invented really by young people, within five years. Other linguists disagree.

10 36 (Learning ability: to discriminate between


correct and incorrect information). Ask students to read the statements and decide if they are true or false; they can do this in pairs. Then play the recording again for them to check their answers. Answers a. True. b. True. c. False. d. True. e. False.

11 36 (Learning ability: to identify textual clues).


Ask different students to read the statements aloud. Then play the recording again for them to identify what the words in bold refer to. Answers a. the bloggers. b. the question we ask ourselves. c. scientists who find out their hypothesis is false. d. the results of your findings.


36

TRANSCRIPT LISTENING ASKING THE RIGHT QUESTIONS

Prof Jones speaks with an American accent. Prof Jones: Hello, bloggers. Once again via our web cams we can discuss science and your interests. In your mails and texts, some of you asked me to explain a typical scientific process. The scientific process actually starts when you ask a question about something that you observe. In other words: how, what, when, who, which, why, or where? For example, Newton asked what made an apple fall. Darwin wanted to know why caterpillars are sometimes so beautifully and artistically coloured. Columbus wondered what the shortest way to India was. Palaeontologists wanted to discover when exactly dinosaurs disappeared. Lemaitre asked where the universe was expanding to.

In order for the scientific process to answer the question, it must be about something that you can measure, preferably with a number. It must be something that, once measured, will give you some data that you will later analyse. Now that weve asked ourselves the right question, we must construct a hypothesis. A hypothesis is an educated guess about how things work: for example, I can ask myself what will happen if I do something. You must state your hypothesis in a way that you can easily measure, and of course, your hypothesis should be constructed in a way that will help you to answer your original question. Step three is testing your hypothesis by doing an experiment. Your experiment checks if your hypothesis is true or false. Its important for your experiment to be a fair test. You conduct a fair test by making sure that you change only one factor at a time, while keeping all other conditions the same. You should also repeat your experiment several times to make sure that the first results werent just an accident. Important scientists test their hypothesis hundreds of times before drawing conclusions. And that is your next step: analysing your data and drawing your conclusions. Once your experiment is complete, you collect your measurements and analyse them to see if your hypothesis is true or false. Scientists often find that their hypothesis was false, and in such cases theyll construct a new hypothesis starting the entire process of the scientific method over again. Even if they find that their hypothesis was true, they may want to test it again in a new way. And last, but not least, is communicating your results. You wouldnt be a scientist if you kept the results just to yourself. To complete your science project, you must communicate your results to others in a final report or a display. Professional scientists do almost exactly the same thing by publishing their final report in a scientific journal or by presenting their results on a poster at a scientific meeting. In modern days, you can even tweet or text your results to your colleagues.

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AFTER YOU LISTEN

12 (Learning ability: to consolidate vocabulary).

Tell students that when we create sentences, we can make them more interesting by using words that mean the same as the word you are speaking about. This allows us to add variety to our vocabulary. You can give them an example of two sentences, one of which uses synonyms and the other which does not. Which one is better? a. I live in a nice little house and the house is in a nice little town in Canada. b. I live in a lovely little house and it is in a nice small town in Canada. Answers data information. discover find out. factor aspect. process method. result consequence. test examine.

Language Note

Reporting verbs indirect questions.

ADDITIONAL ACTIVITY Take students to the computer lab. Prepare a text with some 10 words suitable for synonym replacement. Tell them to locate a thesaurus online or in a word processing program. Tell them to select the word, click 'Tools' on the menu bar at the top of the screen and choose 'Language' and 'Thesaurus.' The computer will present a list of words students can substitute for their own word.

This is a continuation of the work on reporting verbs, concentrating more on indirect questions. Explain to students that if we do not begin a question directly, but begin it with something like: He asked, She enquired, They would like to know, the word order is the same as in an affirmative statement. Direct question: What is he doing? she asked. Indirect question: She asked what he was doing. She wanted to know what he was doing. Indirect questions do not close with a question mark, but with a period. Like direct questions, they demand a response, but they are expressed as declarations without the formal characteristics of a question. That is, they have no inversion and they do not use auxiliaries do, does, did. We often use indirect questions to be more polite. Examples: I would like to know how to get to the museum. Please tell me when your friend is going to be back.

PAGE 104

15 (Learning ability: to consolidate a language item).


Refer students to the Language Note before doing this exercise. Check answers orally. Answers a. The child asked why the teacher got angry so often. b. I wondered when we used a microscope. c. I enquired when I should talk to the coach about the match. d. My mother wanted to know how much meat we needed for the meat pie. e. Georgina wondered which colour Susan preferred, blue or green.

13 (Learning ability: to apply new vocabulary).


In this activity, students use the words they previously identified, in context. Answers a. results. b. data / information. c. methods / processes. d. factor / aspect. PAGE 103

14 (Learning ability: to consolidate key words and


16 37 (Learning ability: to consolidate a language


expressions). Ask students to work in pairs. Tell them to read the statements and provided options and then choose the best ones. Check answers orally. Answers a. i. b. iii. c. iii. d. ii. e. i. f. iii. g. ii.

item and imitate a spoken model). Students apply what they have learnt about indirect questions in a real life complete dialogue. Encourage students to pay attention to the introductory phrases in the dialogue and then change the direct questions. Students can do this in pairs. Play the recording several times, first for students to check their indirect questions
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and then for them to repeat and practise, taking turns to be the tourist and the guide. Answers See transcript.

PAGE 105

18 APPLICATION TASK SPEAKING

TRANSCRIPT ORAL PRACTICE

37

The tourist speaks with a British accent and the guide with a Chilean accent. Tourist: Excuse me; I wonder if you could give me some information. Guide: Of course, what would you like to know? Tourist: Id like to know what time museums generally close. Guide: At half past five. Tourist: Then do you happen to know where I can buy a map? Guide: You can get one at the Tourist Information Centre on the corner. Tourist: Great. And could you tell me how I can get to a handicrafts centre from here? Guide: Walk along this street and turn right at the corner. There is a small handicrafts market very near the big building you can see there. Tourist: Do you have any idea who designed that magnificent building? Guide: Yes. It was designed by Juan Jos de Goycolea y Zaartu.

(Learning ability: to discuss a scientific topic). See notes on Application Tasks on page 7 of the Introduction. In this exercise, students will take part in a discussion. In order for a group discussion to be successful, it is important for all members to know how to discuss a topic. The first thing that the group will need to have is a topic they feel comfortable with. In each discussion group, there will be dominant and quiet participants; dominant members will be outspoken and will want to take over the discussion; they will be quick to let the other members know what they think. The quiet members are just the opposite; it will be difficult to get a word out of them. As the leader of your class, you must help quiet members to present their thoughts to the rest of the group and keep the dominant ones in check. Go through the instructions with students before embarking on the discussion and then help them to evaluate their performance using the suggested ideas. language through a game). Help students to form groups and then go through the instructions for the game with the class. Check that everyone knows what they have to do. If necessary, you can brainstorm and write on the board: a. Names of famous people they would like to interview. b. Direct questions they could ask. c. Opening for indirect questions that they could use. Give the groups time to rehearse and then invite them to show their radio interview to the class. the lesson and relate them to own experiences). You could start this section asking students to evaluate what they have learnt throughout the lesson. Do they think their vocabulary has improved? Have they learnt a new grammar structure? Which? Have they learnt something new about the topic? You can ask students to

17 Minitest (Learning ability: to evaluate learning).

19 (Learning ability: to practise and consolidate


This minitest allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Read the instructions aloud, make sure that all the students understand them clearly and set a time limit to complete the task. Help students to check their answers and work out their scores. You may ask students to keep track of their progress and then evaluate their overall performance in the Minitests after two or three units. Possible answers a. My son asked me why I was so tired / sad. b. I wanted to know when we would go on holiday. c. My young wife wondered where we would buy our first home. d. I asked dad how much the TV cost. e. My teacher enquired how many students knew the answer.

20 (Learning ability: to reflect on the contents of


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do some kind of checklist where they write how many new words they have learnt and other contents from the lesson. However, remember that the final evaluation should reflect the stated learning objectives/abilities. Invite groups or individual students to share their answers to questions c. and d. with the class and promote discussion of these controversial issues. PAGES 106 - 107 CONSOLIDATION ACTIVITIES Answers a. Picture 5. b. Picture 3. c. Picture 2.

d. Picture 4. e. Picture 1.

1 This exercise reviews science terms and

reporting verbs. Students read the blog and write the questions Professor Digby was asked, based on the information in the blog. If students find it difficult, tell them to go back to the Language Notes on pages 97 and 103.

Possible answers a. What is palaeontology? What does palaeontology study? b. Can we clone dinosaurs? c. Does the film Jurassic Park show reality? Is the story in the film Jurassic Park real? d. What new hypothesis are you working on? What are you working on at the moment? e. Can we visit you at the laboratory?

a. John:What is the soup of the day? Waiter: You can have tomato, vegetable, or chicken soup. b. Belinda: When will the car be ready? Mechanic: It will be ready next Monday. c. Emily: How many pills should I take? Doctor: You should take three pills a day. d. Fred: Why are you arresting this young man? Police officer: Because he has stolen a woman's wallet. e. Gillian: What time will the film start? Usher: The film will start in 10 minutes.

4 Students rewrite the direct sentences in their


indirect form using the corresponding reporting verbs. Answers a. Aunt Sybil recommended that I take a digital camera with me. b. Ursulas father warned her not to talk to strangers. c. Vivians mother told her to send her an e-mail when she arrived. d. Richards brother suggested he should buy a Yankees T-shirt. JUST FOR FUN See notes on this section on page 7 of the Introduction. Remind students that they should do the activities on their own, without much intervention from you, but help and support when necessary. PAGE 109 CHILEAN CONNECTION Talk to students about astronomy and why it is important. Why are so many observatories located in the north of Chile? Have they ever been to an observatory? What is the difference between an astronomer and an astrologist?
SCIENCE

2 Ask students to read the sentences on the left

first (a d). Do they understand them? Then ask them to read the sentences on the right to form synonymous pairs. You can ask them to write the matching pairs in their notebooks, or you can ask different students to read them aloud. Answers a. iii. b. iv. c. i. d. ii.

3 This exercise has three parts: first, students

match sentences a e. with pictures 1 5 to establish the setting of the dialogues. Then they write the questions the people in the pictures were asked. Finally, they answer the questions using their own ideas. Check orally and then tell different pairs of students to role play the mini-dialogues for the class.

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An astronomer is a scientist that studies the universe and the movements of celestial bodies according to the laws of physics. An astrologist is a person who predicts the future by the positions of the planets, the Sun and the Moon. the size of the Euler telescope. the size of the Max Planck telescope. the size of the New Technology Telescope. 3.6: the size of the ESO telescope. 4: (metres) the class of telescope ESO operates at La Silla. 27: (kilometres) the distance between La Silla and Las Campanas Observatory. 100: (kilometres) the distance between La Silla and the Cerro Tololo Observatory. 160: (kilometres) distance between La Silla and La Serena. 300: the number of publications attributable to the work of La Silla observatory. 600: (kilometres) the distance between La Silla and Santiago. 1960: (1960s) the decade in which the observatory was established. 2,400: the altitude at which the La Silla observatory is located. 67 million: the number of pixels of the Wild Field Imager on one of the telescopes. Answers 1.2: 2.2: 3.58:

PAGES 110 - 112 TEST YOUR KNOWLEDGE Answers READING FINDING WATER ON THE MOON 1. b. 2. (Be flexible to accept other correct answers). a. Scientists said they were surprised to find out there was water on the moon. b. They also revealed that it was not enough moisture to foster / support life. c. Scientists argued for months to find out what the problem with the instruments was. d. Lunar senior scientist Paul Spudis called the new find exciting. e. He also asked the question where the water came from. The moon. 3. a. b. To see if it could bring up buried ice. c. (1) The water came from comets or asteroids that crashed into the moon. (2) The solar wind carries hydrogen atoms that bind with oxygen, this way making water. SPEAKING 4. This exercise draws on what students learnt in this unit and links it to their own experience, asking them to use their imagination. Students work in pairs. First both students complete column A with their own ideas and then they ask each other questions to complete column B. Assign points according to these criteria.

Speaking
Task Asked and answered all the questions using appropriate reporting verbs. Asked and answered some of the questions using some reporting verbs. Asked and answered half of the questions using one or two reporting verbs. Asked and answered only one or two of the questions using only one reporting verb. Score 4 3 Language Practically no language mistakes. Very few language mistakes. Score 3 2 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score Your score 3 2

Some language mistakes.

Language mistakes interfere with comprehension.

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LISTENING MYSTERIES OF SCIENCE 5. 38

A Spanish Geologist A British researcher Low ozone levels Global warming Acoustic resonance Various instruments
6. a. incident. b. 200. c. resonance. d. size.

II

TRANSCRIPT Listening MYSTERIES OF SCIENCE

38

Speaker I has a Spanish accent. Speaker II has a British accent. Speaker I: It was a sunny, cloudless day in Spain when a footballsized ball of ice fell out of the sky and smashed through the windshield of a parked car in the village of Tocina. Jess Martnez-Fras, a planetary geologist with the Centre for Astrobiology in Madrid, went to investigate the incident, and several others, in the region at that time. The phenomenon is not unique to that region; ice balls have fallen in other parts of the world, some up to 200 kilograms in weight. Many researchers suggest they may have a simple explanation. Maybe they fell from aircraft passing overhead, or maybe theyre simply a hoax. But Martnez-Fras has constructed a theory that could explain them. Atmospheric observations of the region around Tocina during the time of the falls show that the ozone level was depressed. Low ozone levels cause the lower atmosphere to cool, and Martnez-Fras suspects an ice particle, possibly created from the remains of jet exhaust, began to fall from high altitude, building up mass in the humid lower atmosphere until impact. He believes that global warming may be contributing to the conditions that create them.

Speaker II: One of the interesting small mysteries of science is that of the booming dunessand dunes that make a variety of loud sounds, compared by witnesses to trumpets, low-flying aircraft, organs, flutes and so on. While sand structures that make small sounds are fairly common, booming dunes are rare. The phenomenon is clearly caused by an acoustic resonance of the sands moving in the dunes. Squeaking sands make high-pitched, harmonically pure sounds that last for a fraction of a second; booming dunes generate low-pitched sounds that last from a few seconds to many minutes. Some booming dunes can be heard 10 kilometres away. The first studies of booming dunes were performed late in the last century, and the first comprehensive paper on the subject was published by British researcher R.A. Bagnold in 1966. But why dont all sand dunes create such sounds? One clue is that, in many booming dunes, the sand grains are unusually uniform in size and unusually smooth, though this is not universally the case. It is generally true that booming dunes are unusually dry. Intermittent rainfall washes fine dust out of the sand.
LANGUAGE 7. a. Jane asked what programme I had seen on Saturday. b. The shop assistant asked if she could help me. c. The customer asked how much the computer cost. d. Sandra said it was not a good idea to leave so late. 8. Check that students use the correct tenses and appropriate pronouns. Possible answers a. The tourist asked me where the museum was. b. I told Susan I was happy. c. The policeman said he wanted to see my documents. d. The astronomer explained that the telescope was working again.

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WRITING 9. Ask students to read the interview and then rewrite it in no more than 150 words, using the reporting verbs provided in the box. Tell them to pay attention to word order in the sentences and to any other necessary changes. Assign points according to these criteria. Writing
Task Wrote the text following all the indications and using all the reporting verbs correctly. Wrote the text following most of the indications and using most of the reporting verbs correctly. Wrote the text following some of the indications and using half of the reporting verbs correctly. Wrote the text, but followed very few of the indications and not using the reporting verbs. Score 4 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 Presentation Correct spelling and organisation of the paragraphs. A few spelling mistakes and unclear organisation of the paragraphs. Several spelling mistakes and incorrect organisation of the paragraphs. A lot of spelling mistakes and incorrect organisation of the paragraphs. Score Your score 3

PAGE 113 SELF EVALUATION See notes on this section on page 8 of the Introduction. Help students to notice that there are two main parts: YOUR TEST RESULTS and YOUR GENERAL PERFORMANCE. For YOUR TEST RESULTS they have to work out their score in the TEST YOUR KNOWLEDGE section, read their results and reflect on them. Help them to think of what they can do to improve results, solve problems, give or get help, etc.

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UNIT 5 EXTRA TEST UNIT 5


READING TRACING OUR ANCESTORS

ARDIPITHECUS RAMIDUS AND THE PALEOBIOLOGY OF EARLY HOMINIDS


By Tim D. White Charles Darwin and Thomas Huxley were forced to study human origins and evolution without a relevant fossil record. With only a few Neanderthal fossils available to supplement their limited knowledge of living apes, they speculated about how essential human features such as upright walking, small canines, capable hands, and our special intelligence had evolved through natural selection to provide us with our complex way of of stone tools and animal butchery life. Today we know of early Homo from more than two million years ago (2 Ma) and have a record natural history. that reaches back to 2.6 Ma. These demonstrate just how deeply technology is embedded in our in 1924 and it is now recognized to Australopithecus, a predecessor of Homo that lived about 1 to 4 Ma, was discovered in South Africa represent an ancestral group from which Homo evolved. is the Afar Rift region of northeastern The Ardipithecus ramidus, a hominid species, is dated to 4.4 Ma, and the habitat in which it lived ties about early human evolution, Ethiopia. This species, substantially more primitive than Australopithecus, resolves many uncertain chimpanzees and bonobos. including the nature of the last common ancestor that we shared with the line leading to living izing the isotopic composition of soil By collecting and classifying thousands of vertebrate, invertebrate, and plant fossils, and character patches of forest. We have also learned samples and teeth, we have learned that Ar. ramidus was an inhabitant of woodland with small in trees and on the ground. that it probably was more omnivorous than chimpanzees (ripe fruit specialists) and likely fed both s, including a partial female Ar. ramidus, first described in 1994 from teeth and jaw fragments, is now represented by 110 specimen 120 cm tall. Brain size was as small skeleton rescued from erosional degradation. This individual weighed about 50 kg and stood about Ar. ramidus had a small face and a as in living chimpanzees. The numerous recovered teeth and a largely complete skull show that pelvis, and legs collectively reveal that reduced canine/premolar complex, indicative of minimal social aggression. Its hands, arms, feet, of the suspension, vertical it moved capably in the trees, supported on its feet and palms, but lacked any characteristics typical of bipedality more primitive than that climbing, or knuckle -walking of modern gorillas and chimps. Terrestrially, it engaged in a form of Australopithecus, and it lacked adaptation to 'heavy' chewing related to open environments. chimpanzee-like and that both Ar. ramidus thus indicates that the last common ancestors of humans and African apes were not ary pathways. hominids and extant African apes are each highly specialized, but through very different evolution
of Adapted from: White, T.D. (2009). Ardipithecus ramidus and the Paleobiology http:// from 2009, 3, er Novemb Early Hominids. Science 2, vol. 326. Retrieved on www.sciencemag.org/content/326/5949/64.short

Extant : (adj.) something very old that is still in existence. Knuckle : (noun) one of the joints in the hand where your fingers bend, especially where your fingers join on to the main part of your hand. Skull : (noun) the bones of the head which surround the brain and give the head its shape.
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1 Read the text and tick () the correct answer.


Where does the text come from? a. ____ An encyclopaedia. b. ____ A newspaper. c. ____ A scientific magazine. this fact file.

1 pts.

LISTENING - GRAND DESIGNS FOR INTERSTELLAR TRAVEL

2 Read the text again and complete

Draw in dark matter

4 pts.
DARK MATTER

Squeeze dark matter until it annihilates

Energy and annhilation by products provide thrust

Name: Ardipithecus ramidus Date of living: __________________ Place of living: __________________

ENGINE ROOM DIRECTION OF TRAVEL

THRUST

MIRROR

MIRROR

Weight: ________________________ Size: __________________________


Black hole emits Hawking radiation

Hawking radiation reected

3 Read the text once more. Are these

statements true (T) or false (F)? 5 pts. a. ____ Charles Darwin and Thomas Huxley based their conclusions on fossil records that they had collected. b. ____ Archaeologists have found records of stone tools that are approximately 2.5 million years old. c. ____ Records of the Ardipithecus ramidus let us know about how humans evolved. d. ____ The Ardipithecus ramidus ate meat and plants. e. ____ The Ardipithecus ramidus was able to climb trees, like gorillas and chimpanzees. these is the main conclusion you can 2 pts. draw from it? a. Fossils are essential to know about human evolution. b. Having discovered the Ardipithecus ramidus is a very important stage in scientists attempts to know where humans come from. c. Humans and chimpanzees do not share common ancestors.

BLACK HOLE STARSHIP SUN

DIRECTION Hawking OF TRAVEL radiation propels spacecraft BLACK HOLE forms at focal point of laser and is loaded into spacecraft

SOLARPOWERED LASER

MIRROR

Crew module joins later

5 39 Listen to a scientist giving a lecture to some


students. Tick the correct speaker.

6 pts.

4 Read the text again carefully. Which of

a. So what could humans do to reach the stars within a lifetime? b. Lets take Lius dark matter starship. c. Whats exactly his plan? d. Dont you think Lius idea depends on speculative physics? e. Who knows what dark matter is actually made of? f. What do you think is the weakest point in Dr Lius design?

Lecturer Student 1 Student 2

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UNIT 5
6 39 Listen again and circle the word 9 Transform these questions into indirect questions
5 pts. using the provided openings. a. Excuse me, how can I get to the post office from here? Do you know ________________________. b. How does this printer work? Can you explain ______________________. c. Does Annie know about computers? I wonder whether _____________________. d. Where are you from? Id like to know _______________________. e. Are you coming to the party? Could you tell me if ___________________?

you hear. 5 pts. a. Our nearest / closest star - Proxima Centauri is a staggering 4.2 light years away. b. Dr Liu imagines a rocket that need not carry its own fuel / petrol. c. His plan is to drive the rocket using the energy released when dark matter particles join / destroy each other. d. They will convert all their mass into energy / power. e. Two mathematicians / astronomers proposed plans for a craft powered by an artificial black hole. these statements true (T) or false (F)? 5 pts. a. ___ Our nearest star, Proxima Centauri, is closer to the Earth than the Sun. b. ___ Most astronomers are sure that dark matter exists. c. ___ There is a lot of dark matter throughout the universe. d. ___ The journey to Proxima Centauri would take about two years. e. ___ The greatest concentration of dark matter is very near the centre of the Milky Way.

7 39 Listen to the recording once more. Are

SPEAKING

10 Ask and answer these questions in groups of

LANGUAGE

8 Report what these people said using

the proper reporting verb. 5 pts. a. Wine comes from grapes, the teacher explained. ____________________________________. b. I will never take your things again, Bill promised. ____________________________________. c. Ill call you when I get back, Mary told me. ____________________________________. d. I dont feel well, my mother complained. ____________________________________. e. Gina can help you with the shopping bag, my sister said. ____________________________________.

three. After giving your opinions, encourage your classmates to respond by asking questions like: What do you think? Do you agree? Do you disagree? Why? All the participants should present their ideas logically and listen respectfully to the others, even if they disagree. The person who is speaking should not be interrupted until he / she finishes expressing his / her opinions. 10 pts. Student A: Do you think science is important in our lives? Student B: Yes / No. I think that ____________. Do you agree? Student C: Yes / No, because _____________. Student A: Do you think its important to learn about human evolution? Student B: Yes / No, because ______________. What do you think? Student C: In my opinion _________________. Student A: Do you think we should be worried about the possibility of life in space? Student B: Well, I believe _________________. Do you agree / disagree? Student C: ____________________________.

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WRITING

11 Write two short paragraphs (maximum

150 words) with the information in the interview opposite. Use the reporting verbs in the box. 10 pts.

asked answered enquired explained indicated replied said told wanted to know

Fiona Brinkman Interviewed by David Bradley Reporter: Fiona Brinkman is a genetist and Research Associate at the University of British Columbia, Canada. She works in the field of microbial genomics.What first inspired you to go into your field, Fiona? Fiona: My parents are scientists and love the outdoors, so I was naturally attracted to areas of research that combine the two. Reporter: What do you enjoy about your work? Fiona: The variety of work I get to do: writing, reading, presenting, travelling, and the fact that Im learning something new all the time. Reporter: What advice would you give young scientists? Fiona: I would tell them something my uncle told me: Dont worry about trying to go into this or that research field because it is the appropriate or hot field to get into at the time. Just work in whatever field you enjoy. If you enjoy it, youll find you naturally do well. Reporter: Which scientist from history would you like to meet? Fiona: Leonardo da Vinci. Reporter: In your opinion, what was the greatest scientific discovery last century? Fiona: Penicillin. Reporter: And what will be the great discoveries of this century? Fiona: Truly great discoveries cannot be predicted, in my opinion. I would guess that sentient artificial intelligence is around the corner, and there will likely be significant insights into the workings of the human body.
0 to 12 13 to 27 28 to 42 43 to 58 58 PTS

Keep trying

Review

Well done! Excellent!

TOTAL

128

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ANSWERS TO EXTRA TEST UNIT 5


READING TRACING OUR ANCESTORS 1. b. 2. Name: Ardipithecus ramidus Date of living: 4.4 Ma. Place of living: Afar Rit, Ethiopia. Weight: 50 kg. Size: 120 cm 3. a. F. b. T. c. T. d. T. e. F. 4. b. LISTENING - GRAND DESIGNS FOR INTERSTELLAR TRAVEL 5. a. Student 1. b. Lecturer. c. Student 1. d. Student 2. e. Lecturer. f. Student 1. 6. a. nearest. b. fuel. c. destroy. d. energy. e. mathematicians. 7. a. F. b. T. c. T. d. T. e. F.

UNIT 5

TRANSCRIPT - LISTENING Grand designs for interstellar travel

39

The lecturer has an American accent. Student 1 has an Australian accent. Student 2 has a German accent. Lecturer: Space is big, wrote Douglas Adams in his book The Hitchhikers Guide to the Galaxy. You just wont believe how vastly, hugely big it is. Let me tell you he wasnt exaggerating. Even our nearest star - Proxima Centauri - is a staggering 4.2 light years away - more than 200,000 times the distance from the Earth to the sun. It would take 74,000 years to reach Proxima Centauri - safe to say we wouldnt be around to enjoy the view. Student 1: So what could humans do to reach the stars within a lifetime? Lecturer: There are two radical new possibilities on the table that might just enable us - or rather our distant descendants - to reach the stars. The famous physicist Jia Liu, of New York University, outlined his design for a spacecraft powered by dark matter, and two mathematicians from Kansas State University in Manhattan proposed plans for a craft powered by an artificial black hole.

Lets take Lius dark matter starship first. Most astronomers are convinced of the existence of dark matter. Because dark matter is so abundant throughout the universe, Dr Liu imagines a rocket that need not carry its own fuel. Student 1: Whats his plan exactly? Lecturer: His plan is to drive the rocket using the energy released when dark matter particles destroy each other. Student 2: Dont you think Lius idea depends on speculative physics? Lecturer: Well, who knows what dark matter is actually made of? If dark matter particles extinguish in the way we think they do, they will convert all their mass into energy. Dr Liu points out that the faster his rocket travels, the quicker it will collect up dark matter and accelerate, so the journey time to Proxima Centauri would be reduced from tens of thousands of years to just a few. Student 1: What do you think is the weakest point in Dr Lius design? Lecturer: I think there is just one small problem with this project. To work most efficiently, Lius rocket would have to fly through dense regions of dark matter. As far as we know, the greatest concentration of dark matter is 26,000 light years away, at the centre of the Milky Way. Still, Liu points out that no one has made a detailed map of the dark matter in our galaxy and he hopes that nearer concentrations will be found. Student 2: What can you tell us about the other project? Lecturer: Two mathematicians from Kansas State University in Manhattan proposed plans for a craft powered by an artificial black hole. ....(fade)

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LANGUAGE 8. a. The teacher explained that wine came from grapes. b. Bill promised that he would never take my things again. c. Mary told me that she would call me when she got back. d. My mother complained that she didnt feel well. e. My sister said that Gina could help me with the shopping bag. Speaking
Task Exchanged opinions respectfully, presenting all ideas logically. Exchanged opinions respectfully, presenting most ideas logically. Exchanged opinions respectfully, presenting asome ideas logically. Didnt exchange opinions, didnt present ideas logically. Score 4 3 Language

9. a. Do you know how I can get to the post office from here? b. Can you explain how this printer works? c. I wonder if Annie knows about computers. d. Id like to know where you are from. e. Could you tell me if you are coming to the party? SPEAKING 10. Assign points according to these criteria.

Score 3 2

Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation.

Score Your score 3 2

Practically no language mistakes. Very few language mistakes.

2 1

Some language mistakes.

1 0

1 0

Language mistakes interfere with comprehension.

WRITING 11. Assign points according to these criteria. Writing


Task Wrote paragraphs reporting all the information in the interview. Wrote paragraphs reporting most of the information in the interview. Wrote paragraphs reporting some of the information in the interview. Wrote paragraphs, but didnt report the information in the interview. Score 4 3 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 Presentation Correct spelling and organisation of the paragraphs. A few spelling mistakes and unclear organisation of the paragraphs. Several spelling mistakes and incorrect organisation of the paragraphs. A lot of spelling mistakes and incorrect organisation of the paragraphs. Score 3 2 Your score

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NOTES

UNIT 5

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131

Unit

INBUSINESS

In this unit you will learn to:


Reading: define and infer. Listening: identify specific information. Oral Production: discuss professions and occupations. Written Production: write a business letter. Functions: complain / disagree / apologise / warn.

You will also learn:


Grammar: Vocabulary: reporting verbs questions / indirect questions. words related to business activities and commercial letters.

You will use the following text types:


Reading: Listening: business / commercial letters. conversations.

You will pay special attention to these values:


The importance of following specific procedures in formal situations.

Didactic resources and methodology tips If available, use of additional materials such as illustrations, pictures, diagrams, charts, complaint letters, business letters about job interviews, etc. An excellent source of information on the topic of the lesson are the following websites http://www.unc.edu/ depts/wcweb/handouts/business.html and www.writeexpress.com/Espanol/sample-business-letters.html Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries, definitions, printed handouts, library material, and notes.

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Unit 6

PAGE 114 INTRODUCTION Invite students to examine and describe the photograph and relate it to the name of the unit. Form groups and ask them to read the objectives of the unit and make comments on the things they already know, what they can do, what will be new, etc. Draw students attention to the values that will be paid more attention to, and ask them to anticipate what issues will be discussed in connection with them. PAGE 115 HOW READY ARE YOU FOR THIS UNIT? Explain to students that this page of each unit will contain activities meant to identify and activate their previous knowledge of the topic and related vocabulary to establish the starting point for the activities that will follow. They will also help to detect weaknesses that will require extra work and support, contextualise the contents that will be developed, and present cognitive challenges. Although all the activities have been assigned points, the results do not indicate success or failure, but help to identify the points mentioned in the previous paragraph.

Possible answers To apply for a job. To provide / ask for information. To complain about something. To keep in touch. To apologise. To confess something. To declare love. Encourage students to work out their score and read what it indicates. Give help to those students who get low scores and praise those who seem to be better prepared for the contents of the unit. Make notes of any useful information about what students already know that you can use later when developing the lessons. PAGE 116 Lesson 1 - READING BUSINESS LETTERS BEFORE YOU READ 1 (Learning ability: to connect content and previous knowledge). Ask students to prepare a chart like the one provided below and fill in the corresponding parts at different stages of the learning cycle. The first and second parts of the table should be filled in at the beginning of the lesson. You should do it together with the students. For example, for this lesson, in the first part students might write in different types of letters and jobs they know. In the second part of the chart they might want to write: other verb tenses, more vocabulary related to work and letters, etc. The final part of the chart is filled in at the end of the last lesson to see what students learning process was like and if their expectations were met.

1 Ask students to work in small groups. Each group


Possible answers a. Athlete, builder, luggage handler, lumberjack, miner. b. Doctor, lawyer, musician, scientist, teacher. c. Artist, nurse, secretary, shop assistant, teacher. d. Pilot, soldier, tourist guide, train driver, travelling salesperson. e. Diver, fireman, stuntman, window cleaner, zoo keeper.

selects at least two jobs in the categories indicated.

What I know

KWL CHART What I want to know

What I learnt

2 Students look at the cartoons, read the


Answers a. 1. b. 3. c. 2. d. 4

statements and match them with the situations. Ask students to work in groups; go from group to group and monitor discussion. Ask for and offer specific situations, such as the purchase of a faulty product, a delayed train, etc.

3 You can start with a short general discussion,

asking students if they send or receive letters. Do they believe that the Internet has affected the way people communicate? Why or why not? Students then work in groups and list reasons why people write letters.

2 (Learning ability: to identify communicative


purpose). Talk to students about using formal and informal language. Ask them if they would use the same expressions when they talk to their friends as
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133

when they talk to the school headmaster. Ask them to give examples and provide your own. Write them on the board. Tell students to match the sentences and then write both in their notebooks. Answers a. v. b. iv. c. ii. d. iii. e. i.

they really are, thus boosting their confidence. Ask students to read the words aloud. Do they know what they mean? Which ones are similar in Spanish? They should check the meaning of the ones they do not know in a dictionary. Answers The cognates are: client, department, discriminate, justifiably.

BACKGROUND INFORMATION Informal language may make use of slang and colloquialisms, employing the conventions of spoken language. Formal language often uses complex, complete sentences; it is impersonal, it avoids colloquial or slang vocabulary and phrasal verbs, and consistently prefers learned words, often derived from Latin. Formal language is also often used in writing. ADDITIONAL ACTIVITY Write a list of statements on the board and ask students to indicate which ones are formal and which ones are informal. In what kind of situations would they use each one? Ask them to match the formal with the informal sentences. a. Can you help me? (Informal Formal: f.) b. For Petes sake, you have messed up again. (Informal Formal: e.) c. Good morning, Mr Stevens, how are you today? (Formal Informal: d.) d. Hi John, how are you doing? (Informal Formal: c.) e. I am sorry to say it, Susan, but I can see that you have created a problem for us again. (Formal Informal: b.) f. I would like to ask you for help, if you dont mind. (Formal Informal: a.) g. The cop pounced on the thief and handcuffed him. (Informal Formal: h.) h. The Police Officer quickly approached the robber and arrested him. (Formal Informal: g.)

Learning tip

Read notes on this section on page 8 of the Introduction.

4 (Learning ability: to deduce the communicative


purpose of texts). Students first read the types of letter in the box, then match them with the descriptions. Answers a. Letter of complaint. b. Resignation letter. c. Thank you letter. d. Order letter. e. Letter of apology.

3 (Learning ability: to infer the meaning of key


words). Working with cognates is very important and makes students think that they are actually much more familiar with the language than
Unit 6

BACKGROUND INFORMATION Thank you letter: it thanks someone for services received, gifts, etc. The format for this type of letter depends on how well you know the receiver. A thank you letter to a company would require a more formal format such as Block Format, while a thank you letter to a friend would be correct with a Simplified Block Format. Letter of complaint: it is used to lodge a complaint about a product or service you are unhappy with. This type of letter normally uses the Block Letter Format. The writer does not know the receiver, but needs to make a case why the product or service is faulty. The letter is very formal and straight to the point. Letter of apology: it shows that you are sorry and says that you value your relationship with the other party. The sooner an apology letter is written and sent out, the better it is for the relationship. Depending on the nature of the letter, it can either be written in a friendly format or in the business letter format.

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UNIT 6
Order letter: we write one when we want a product or a service. It is almost always a commercial letter and it is very formal and straight to the point. Resignation letter: it should be written in the formal business letter format and be directed to the manager / supervisor. At a minimum, the letter should state that the person is leaving, when he / she is leaving, and thank them for the time that they have employed the person. PAGE 117 Answers a., e., f., g.

8 (Learning ability: to identify definitions).

Refer students back to page 116 and the definitions of the letters. Ask them to match them with the letters they have just read.

5 (Learning ability: to predict general information


using previous knowledge). Students work in small groups or in pairs and discuss the characteristics of a business letter. Monitor their work, but do not check answers at this point.

Answers Letter I: resignation letter. Letter II: letter of complaint. Letter III: thank you letter. Letter IV: order letter. Letter V: letter of apology.

9 (Learning ability: to find and support specific

6 (Learning ability: to identify format of business


letters). You can share the background information with the class before they attempt to do the exercise. Ask them to look at the diagrams carefully and then compare them with the letters they are going to read. Answers Letters I and II a. block style. Letters III and IV b. semi-block style. Letter V c. modified block style.

information). Ask students to read the items in the chart and then go back to the letters. They should tick the correct column. Check answers orally.

a. A product required by a certain date. b. An inconvenience caused by a new staff member. c. A request for an explanation. d. Someones plans for the future. e. Someones positive qualities. PAGE 120

I II III IV V

BACKGROUND INFORMATION Block style letter: all words and sentences start at the left margin. The same margin is used on all sides of the letter. We use open punctuation (no punctuation after salutation or at the end of the letter). Semi- block letter: the senders address, date and closing salutation are indented - moved to the right of the page. It is also acceptable to indent the paragraphs, but it is not necessary to do so. Modified block letter: the return address, date, complimentary closing and the signature line are to the right of the paper. The rest is not indented. WHILE YOU READ 7 (Learning ability: to validate predictions). Students quickly read the five letters and check their predictions in Exercise 5.

10 (Learning ability: to discriminate between


correct and incorrect information). Students read the statements and then read the letters again to decide if the statements are true or false. Ask fast learners to correct the false statements. Check answers orally.

Answers a. True. b. False (Michelle Ortega is the writer of letter II; the recipient is Mr Ray Daniels). c. True. d. False (she has a bank account and the number was in a previous invoice). e. False (they have given a 10% discount to the client as a way of apologising).
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11 (Learning ability: to identify explicit and implicit


He/she is saying The sky is quite dark and the clouds look heavy. I'd better take out my umbrella. The gun was found in the butler's pocket and his hands were bloodstained. Jenna studied really hard for the exam. She revised all the exam questions and did extra tests.

Im inferring

information). Explain to students that explicit means that the words tell you exactly what the situation is. These are things like rules, the weather on a specific day, and other concepts that are very specific and not open to interpretation (two and two is four). Implicit is something you understand from the choice of words or otherwise figure out from your own experience. For instance, if you are reading a book and a sentence says: she looked at the sky and could feel wetness stream down her face we can either understand that it was raining or that she was crying. Answers a. Implicit. b. Implicit. c. Explicit. d. Implicit. e. Implicit.

12 (Learning ability: to infer information).

Inferring is the process of making an inference, an interpretation based on observations and prior knowledge; in other words, guessing the meanings of words or phrases on the basis of the context in which they occur. People can also infer from gestures, intonation, etc: I can infer from the look on your face that you are not happy. Answers a. i. b. i. c. iii. d. ii. e. i.

Other sentences you can use: Sue blew out the candles and opened her presents. John ran into the street without looking. Stewart was the star player, but he had a broken finger. We bought tickets and some popcorn and when the lights went out we stopped talking. I forgot to set my alarm clock last night. PAGE 121 AFTER YOU READ

optional ACTIVITIES - INFERRING gameS Game 1: Hold up a picture of a person showing an obvious emotion or demonstrate an emotion yourself. Ask students to infer what the person is feeling. Do all people infer the same? Why? Why not? Game 2: Draw two bubbles on the board one with a sentence and one with nothing in it, as in the following examples.

13 (Learning ability: to consolidate key vocabulary).


Students go back to Exercise 3 and fill in the gaps. Check answers orally. Answers a. purchase. b. department. c. account. d. issues. e. clients.

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UNIT 6
14 (Learning ability: to identify and classify differences
between American and British English). Throughout the course, students have gradually been exposed to differences between American and British ways of spelling and pronouncing words. This exercise brings together several words that appear in the five commercial letters. Ask them to write the missing British version of the word and then identify whether it is a spelling or vocabulary difference. ADDITIONAL ACTIVITY Students match the direct questions with the reported questions. a. John asked me if I had ever been to Alaska. b. He asked me what it was like. c. He asked me when I had gone. d. He asked me if it had been cold. e. He asked me how long I had stayed. f. He asked me if I would go back. i. Have you ever been to Alaska? ii. What is it like? iii. When did you go? iv. Was it cold? v. How long did you stay? vi. Would you go back? PAGE 122

Answers

American Apologize Center Learned Organization Pants Specialize

British Spelling Vocabulary Apologise Centre Learnt Organisation Trousers Specialise

15 (Learning ability: to practise a language item).


Refer students to the Language Note before doing this exercise. Check answers orally. Answers a. Sally wanted to know what time it was. b. My brother asked who my maths teacher was. c. The child asked his father where the bathroom was. d. The doctor enquired how tall I was. e. I wanted to find out how much the Coldplay CDs were.

Language Note

Reporting verbs questions (continued)

This is additional information on reporting verbs and how to make indirect questions. We use reported questions to tell what other people have asked. There are two kinds of questions: Yes/No questions and Wh questions. Yes/No questions: we use if. Fred asked Gillian if she was hungry. For Wh questions you have to use an embedded question. Hellen asked the teacher what the capital of Brazil was. The verb order is changed in indirect / reported questions.

16 (Learning ability: to use information to


complete a conversation). Students first read the part of the conversation said by Marina and then go back to letter I to find the information that will permit them to complete the dialogue. Answers See transcript on page 138.

17 40 (Learning ability: to imitate a spoken model).


Students check their answers and then role play the conversation taking turns to be Marina and Valeria. Check pronunciation and intonation.

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TRANSCRIPT ORAL PRACTICE Marina speaks with an American accent and Valeria has an Italian accent. This transcript uses American spelling. Marina: So Valeria, I understand that youre leaving the Call Center. Valeria: Yes, sadly Im leaving the Center. Marina: And when exactly are you planning to leave? Valeria: Ill be working until March 1st. Marina: What are your plans for the future? Valeria: Ill be starting a course in computer science. Marina: I believe that you liked working for us. Valeria: Yes, I enjoyed it very much and I learned a lot. Marina: And what is the most important thing that you learned here? Valeria: I think that my English has improved enormously. Marina: And what other skills have you learned from working with us? Valeria: Ive learned how to work in a team. Marina: Do you think you could help us train your replacement? Valeria: Of course, Ill be happy to do that.

40

Answers (Accept variations in the reporting verbs). a. Mollys mother wanted to know where her father was. b. The teacher asked how we had found the information to write the report. c. Sarah enquired how many languages we could speak / spoke. d. Kelly wondered why I didnt answer her messages. e. The interviewer wanted to find out what my experience with learning disabilities was. PAGE 123

19 APPLICATION TASK WRITING


(Learning ability: to write a text following a model). Go through the instructions with students and clarify each point separately. Review the different types of letters. Ask students to choose from the situations presented (i. iii.). Ask them to write the letter on a separate sheet of paper and check for grammar errors, spelling, and punctuation mistakes.

18 MINITEST (Learning ability: to evaluate learning).


This minitest allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Read the instructions aloud, make sure that all the students understand them clearly and set a time limit to complete the task. Help students to check their answers and work out their scores. You may ask students to keep track of their progress and then evaluate their overall performance in the Minitests after two or three units.

20 (Learning ability: to reflect on the contents of


the lesson and relate them to own experiences). Students are asked to reflect on what they have discussed in the lesson and decide if what they have done has helped them to talk about the topic of the lesson. Encourage students to discuss their answers in small groups, and to give and support their opinions with respect for their classmates at all times. Pay special attention to questions c. and d. and the value issues they will raise. This is also the place where students can fill in the third part of the KWL chart. PAGE 124 Lesson 2 LISTENING DESCRIBING JOBS

BEFORE YOU LISTEN 1 (Learning ability: to connect content and previous knowledge). Ask students to draw a chart like the one indicated in Exercise 1, Lesson 1 of this unit and follow the instructions provided.

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Unit 6

UNIT 6
Students work in small groups or pairs and share their findings and opinions with other pairs or groups. mentioning the name of the job. The partner must try to guess the job from the description. Possible answers a. A fireman is a person who extinguishes fires and rescues people from accidents. He or she usually wears a special uniform. b. A policeman is a person who keeps order in our streets and arrests criminals. He or she usually wears a uniform. c. A musician is a person who plays an instrument professionally. He or she must usually study for many years. d. An actress / actor is a person who performs on the stage, on television, or in films. He or she is usually famous. PAGE 125

2 (Learning ability: to connect pictures and content).


A job description is a list of the general tasks, functions and responsibilities of a position. Typically, it also includes to whom the employee reports, specifications such as the qualifications needed by the person in the job, salary range for the position, etc. A job description is usually developed by conducting a job analysis, which includes examining the tasks and sequences of tasks necessary to perform the job. The analysis looks at the areas of knowledge and skills needed for the job. In this exercise, a job description is just a brief note of the duties of a person and some outstanding characteristics. Possible answers a. A security guard is a person who guards money and valuables or places such as offices, supermarkets, and others. He or she usually wears a uniform. b. A postman is a person who delivers letters. He or she usually walks a lot. c. A pilot is a person who flies a plane. He or she usually spends a lot of time away from home. d. A sports commentator is a person who talks about sports events on the radio or TV. He or she usually knows a lot about sports.

4 41 (Learning ability: to infer the meaning of


key words). Students read the words in the box, compare them with their Spanish equivalents, and check the meaning of unknown words in a dictionary. Dictionary work is important for students not only in language learning, but also in other subjects; using dictionaries, students increase their vocabulary and learn more about other subjects. Warn them that there are several false cognates in the box. Answers The cognates are: committee, maintenance, qualifications, require. The false cognates are: Applicant = postulante, not aplicador (applicator). Salary = sueldo, not salario (wages).

Draw students attention to the American v/s British English box, and help them to notice the differences in vocabulary. Students can find more examples of differences between American and British English at http://www.michigan-proficiency-exams.com/differencebetween-british-english-and-american-english.html

3 (Learning ability: to describe and guess jobs).

TRANSCRIPT PRONUNCIATION

41

Ask students to work in pairs. One of the main motivations to encourage pair work in the English language classroom is to increase the opportunities for learners to use English in the class. Most activities of this type aim at reducing the amount of TTT (Teacher Talking Time). Tell students to choose two pictures each and then talk about them to their partners without

applicant - committee - loan - maintenance - qualifications require - salary - supplies

5 (Learning ability: to predict content). Students predict the common subject of the conversations they will listen to based on previous exercises, the title of the lesson, and the options provided. Do not check answers at this point.
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WHILE YOU LISTEN

PAGE 126

6 42 (Learning ability: to validate predictions).


Answer a.

Students listen to the three conversations and check their predictions.

9 42 (Learning ability: to match non-textual


7 42 (Learning ability: to find specific information).


Ask students to look at the pictures depicting various jobs, read the names aloud, and then play the recording again. Students tick the jobs mentioned in the three conversations. Answers b., f., c.

information and visuals that represent it). Students study the pictures and then listen to the conversation again. Encourage them to identify the picture that best represents each conversations before listening again. Then play the recording again for them to identify the clues in the recording, more than in the words, in the people speaking, the background noise, the formality or informality of language used, the situation, etc.). Answers Picture 1: Conversation III. Two girls talking informally; they are in shopping centre. Picture 2: Conversation I. Boy and girl talking, friends, it sounds as if they were in a park. Picture 3: Conversation II. A formal situation, two adults talking, a man and a woman.

Draw students attention to the American v/s British English box, and help them to notice the differences in vocabulary. Students can find more examples of differences between American and British English at http://www2.gsu.edu/~wwwesl/egw/jones/differences.htm

8 42 (Learning ability: to find and match specific


information). Students first read statements a c. You might start the exercise asking them what kind of words they think will go into the gaps (noun, adjective, verb, etc.). Then, ask them to write the word in pencil if they can guess it. They listen again and check or insert the missing words. Finally, they write the corresponding job title using the clues provided in the descriptions. Answers a. Loans officer: this person usually interviews loan applicants, analyses credit reports and prepares and reviews loan documents. b. Safety officer: this person will investigate accidents and suggest preventive solutions; he /she will examine potential unsafe working conditions, direct the activities of a safety committee, and may provide safety training. c. Office assistant: this person will run the photocopying machine and perform special services such as distributing ,binding, cutting, and stapling documents. He / she will be responsible for the maintenance of the machine and ordering supplies.

10 42 (Learning ability: to find and classify


information). Ask students to listen to the recording again and tick the conversation that mentions the specific issues. Answers

a. A diploma. b. A job counsellor. c. An application form. d. Maintenance e. Maths skill f. The salary. g. Training. h. Two years experience.

I II III

11 42 (Learning ability: to find specific supporting


information). Make sure that students carefully read the questions and the alternatives before playing the recording again. You can ask them to choose alternatives before listening again, and then you play the recording for them to check their choices. Check answers orally. Answers a. ii. b. i. c. i. d. ii. e. i. f. ii.

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Unit 6

UNIT 6
TRANSCRIPT LISTENING DESCRIBING JOBS Clerk: Thats great. Let me find the job description Oh, here it is. The successful applicant will conduct investigations of accidents, and suggest preventive solutions. He or she will examine potential unsafe working conditions. Additionally, the chosen person will direct the activities of a safety committee and may provide safety training. The applicant will report to the Safety Manager. Applicant: Sounds like the job for me. Clerk: Would you like to fill in this application form with your personal information and . Conversation III The speakers have an American accent. This transcript uses American spelling. Judy: Look, I found this ad in this weeks newspaper. They need someone to help in the office. Helen: What does it say exactly? Judy: It says: Busy city center office requires an office assistant to run a photocopy machine and produce high quality multiple copies of documents. The applicant will also be required to set up the photocopying machine and perform special services, such as distributing, binding, cutting and stapling documents. The person will be responsible for the maintenance of the machine and ordering supplies. Must be able to work fast and under pressure. Helen: You phoned them, didnt you? Judy: Yes, I did. Helen: What did they ask? Judy: They asked if I could start next week. Helen: And what did you ask them? Judy: I asked if I needed any experience and they said I didnt. Helen: How about the salary? Judy: Its a part-time position, five days a week, three hours a day at 6 dollars per hour. Helen: 6 by 3 by 5 that gives us (fades)

42

Conversation I Claire speaks with a British accent and Gary speaks with an Irish accent. Claire: How did the interview with the job counsellor go? Gary: Fine, I think. Claire: What did she ask? Gary: She wanted to know if I was good at specific school subjects. Claire: What did you tell her? Gary: I told her I was good at maths. Claire: And what did she suggest? Gary: That I should think of a career where I can use my maths skills, for example in the banking sector. Claire: In what kind of position? Gary: She said I could be a loans officer, for example. Claire: What is a loans officer? Gary: She said that a loans officer usually interviews loan applicants, analyses credit reports, and prepares and reviews loan documents. Claire: How did you react to that? Gary: I asked her if I had to take a special course for that, but she explained that a high school diploma was usually enough, but my first job would probably be assisting a loans officer with some experience. Claire: Sounds like a great idea. Gary: Yeah, I think Ill do some research and see which banks are looking for new staff. Conversation II The speakers have an American accent. The transcript uses American spelling. Clerk: Therere several positions available. Have you had a look at the bulletin board? Applicant: Yes, I have and Im interested in a couple of them. Clerk: Could you tell me which ones? Applicant: The one that would be most suitable to my qualifications is the safety officer. Clerk: Do you have any experience in that area? Applicant: Yes, Im a qualified risk prevention officer and I worked as one for nearly two years.

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PAGE 127 AFTER YOU LISTEN

13 (Learning ability: to use new vocabulary


12 (Learning ability: to use new vocabulary).

Refer students back to Exercise 4 to revise the new words, and then ask them to use some of them to complete the sentences. Answers a. qualifications. b. loan. c. supplies. d. committee. e. applicants. f. maintenance.

and structures). Refer students to the Language Note first. Give plenty of other examples before doing the exercise.

Answers a. Emily asked if I could take her to the station. b. The man enquired if I had a spare pen. c. Annie wondered if the new employee knew anything about computers. d. Helen asked if we had switched off the lights at home. e. Stephen wanted to know if we were coming to his party. f. The interviewer asked me if I had ever applied for a scholarship to study abroad.

Language Note

Indirect questions

In yes / no questions, we use if or whether (more formal) and the word order is the same as in reported questions. If the reporting verb (i.e. asked, wanted to know, enquired) is in the past, the reported clause will be in a past form. This form is usually one step back into the past from the original. If Simple Present, Present Perfect or the Future tense is used in the reporting verb (i.e. asks, wants to know, has said, will enquire, etc.) the tense is retained. Students must also pay attention to the change of pronouns when changing the direct question into an indirect one.

Learning tip

See notes on this section on page 8 of the Introduction. PAGE 128

14 (Learning ability: to reinforce a grammar point).


Students work in pairs. They read the conversation and use the answers provided to complete it. Answers See transcript on page 143.

Most important tense changes Simple Past Simple Present Do you live near her? Jenny asked Jenny asked if I lived near here. Past Continuous Present Continuous Are you watching TV? Kate wanted to know. Kate wanted to know if I was watching TV. Past Perfect Simple Past Did we switch off the lights? Leo enquired. Leo enquired if we had switched off the lights. Past perfect Present perfect Have you applied for a loan? the woman asked. The woman asked if I had applied for a loan. Present Conditional Future Will you go with me? Maureen wanted to know. Maureen wanted to know if I would go with her.

15 43 (Learning ability: to participate in a guided


conversation). Play the recording once for students to check their answers and then several times with pauses for them to listen and repeat. Give them a few minutes to practise the dialogues in pairs and then invite different pairs to role play them for the rest of the class.

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Unit 6

UNIT 6
TRANSCRIPT ORAL PRACTICE
PAGE 129

43

Rosa speaks with an American accent and the assistant with a British accent. I Rosa: Can you tell me if Mrs White is in the office today? Assistant: Sorry, Mrs White is not in at the moment. Rosa: Would you mind telling me what time she is coming back? Assistant: Yes, she will be back in about half an hour. Rosa: I was wondering if I could leave her a message. Assistant: Of course you can leave her a message. Tell me. Peter speaks with a Russian accent and the tourist guide with a British accent. II Peter: Id like to know if the Fine Arts museum is open now. Tourist guide: Sorry, the Fine Arts museum is closed right now. Peter: Can you tell me if it opens on Mondays? Tourist guide: Yes. It opens at 10 am on Mondays. Peter:: I cant remember if it is in the city centre. Tourist guide: No, no, its not in the city centre. It is in Marylebone. Peter: Id also like to know if you have to pay admission. Tourist guide: Yes, you have to pay an entrance fee, but it's not much.

17 APPLICATION TASK SPEAKING

(Learning ability: to summarise (ideas, information) through discussion and oral work). Review the instructions with students and ask them to copy the worksheet into their notebooks, leaving plenty of space between the points to write their findings. After they have written their information, they should make a short presentation to the class about the job of their choice.

18 (Learning ability: to reflect on the contents of


the lesson and relate them to own experiences). Students are asked to reflect on what they have discussed in the lesson and decide if what they have done has helped them to talk about the topic. Encourage students to discuss their answers to the questions and to give and support their opinions with respect for their classmates at all times. Pay special attention to question d., which raises important value issues. This is also the place where students can fill in the third part of the KWL chart. PAGES 130 - 131 CONSOLIDATION ACTIVITIES

16 Minitest (Learning ability: to evaluate learning).


This minitest allows students to evaluate their performance in the grammar aspect of the lesson and also to consider evaluation as a continuous process throughout the book. Read the instructions aloud, make sure that all the students understand them clearly and set a time limit to complete the task. Help students to check their answers and work out their scores. You may ask students to keep track of their progress and then evaluate their overall performance in the Minitests after two or three units. Answers Check each students answers individually or ask them to exchange Minitests with a partner and correct each others answers.

See notes on this section on page 8 of the Introduction.

1 Students read the beginning of three letters and


choose an alternative from the box to decide what types of letters they are. Answers I - a letter of complaint. II - a thank you letter. III - an application letter.

2 This is a follow up to Exercise 1. Students must


match the answers (a c)with the letters on page 130 (I III). Answers Answer a. Letter III. Answer b. Letter I. Answer c. Letter II.

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3 Students read the bubbles corresponding to


each cartoon and rewrite the questions as indirect questions.

Answers (the beginning may vary, but the reported questions must be these.) a. The woman asked the policeman where the nearest post office was. b. Susan asked me if I was having a good time. c. The young couple asked how much the car cost. d. The salesman asked the child how old he was. PAGE 132 JUST FOR FUN See notes on this section on page 7 of the Introduction. Remind students that they should do the activities on their own, without much intervention from you, but help and support when necessary. Answers 1. Answers provided in the Students book. 2. 1 b. 2 c. 3 a. PAGE 133 CHILEAN CONNECTION Ask students if they know any foreign people. How did they meet them? In what situations? What nationalities were they? What kind of ideas did they have about that nationality before meeting the people? Did their perception change? Do they know what the word prejudice mean? How do they think foreigners see Chileans? Help them to notice that these points refer to business, formal situations. PAGES 134 - 136 TEST YOUR KNOWLEDGE Answers READING THE BUSINESS OF LETTER WRITING 1. I c. II a. III b. 2. a. iii. b. ii. c. ii. 3. a. False. d. True. b. True. e. False. c. True. f. True.

LISTENING PLACING A JOB ADVERTISEMENT 44 4. a. 5. a. i. b. ii. c. i. d. ii. e. ii. 6. Name: Pauline. Surname: Brown. Position: Human Resources manager. E-mail address: pbrown@nationalair.co.uk Telephone number: 44 028 786765.

TRANSCRIPT - LISTENING - PLACING AN ADVERTISEMENT

44

Pauline speaks with a British accent. The clerk speaks with an American accent. Pauline: Id like to place an advertisement in your paper. Clerk: Certainly. How many words? Pauline: Im not sure. Id better read it out to you and then we can check. Clerk: No problem. Which section of the classifieds do you want to place it in? Pauline: The jobs section. Clerk: Right. Whats the text? Pauline: It says: Important national airline is seeking a flight attendant. The successful candidate will ensure the safety of the flying public and make flights comfortable and enjoyable for passengers. Clerk: Anything else? Pauline: Yes, please add: The selected person will attend preflight meeting with the captain and conduct pre-flight check of first-aid and safety equipment. Clerk: OK, got it all. Any contact details? Pauline: Yes, could you please put my name and position in the ad? Im the Human Resources manager and my names Pauline Brown. Could you also write that contact should be done by telephone or e-mail? Clerk: Can I have the e-mail and phone number, please? Pauline: Of course. My e-mail address is pbrown@nationalair. co.uk and the telephone number is 44 028 786765. Clerk: Let me count the number of words. 1,2,3 . 65 words in total, including your contact details. Pauline: Do you think I should put anything else in the ad? Clerk: How about experience? Will the candidate need any experience?

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Unit 6

UNIT 6
LANGUAGE 7. a. I wonder if Sean has been to New Zealand. b. The football fans asked the commentator if Manchester United were winning the match. c. I cant remember if I left my umbrella at home. d. The music teacher asked if I played / could play the accordion. e. Our new friends enquired if we had learnt English at school. 8. a. his parents were b. his name was c. old he was d. he knew his home address e. he was from

Pauline: No, experience is not necessary, but candidates must be over 18 and must have a high school diploma. And the airline will offer further training. Clerk: Lets put it in the ad then. Thats an additional 15 words making it a total of 80. Pauline: When can you print the ad? Clerk: Let me seeI will send it to the design department this afternoon, so it can appear tomorrow. Pauline: Youve been very helpful. Thanks a lot. Clerk: Any time.

SPEAKING 9. Ask students to work in pairs taking turns to be the interviewer and the interviewee. They both look at the suggestions for an interview and the interviewer prepares the questions while the interviewee prepares the answers. They role play the interview. Assign points according to these criteria. Speaking
Task Asked and answered all the questions appropriately. Asked and answered some of the questions appropriately. Asked and answered half of the questions appropriately. Asked and answered only one or two of the questions appropriately. Score 4 3 Language Practically no language mistakes. Very few language mistakes. Score 3 2 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score Your score 3 2

Some language mistakes.

Language mistakes interfere with comprehension.

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WRITING 10. Students read the instructions carefully and then write a letter of complaint with a maximum of 150 words. Check each letter individually. Assign points following these criteria. Writing
Task Wrote a letter following all the indications, using indirect questions / reporting verbs correctly. Wrote a letter following most indications, using some indirect questions/ reporting verbs correctly. Wrote a letter following some indications, using a few indirect questions / reporting verbs correctly. Wrote a letter, but followed very few of the indications and did not use indirect questions / reporting verbs. Score 4 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 Presentation Correct spelling and organisation of the paragraphs. A few spelling mistakes and unclear organisation of the paragraphs. Several spelling mistakes and incorrect organisation of the paragraphs. A lot of spelling mistakes and incorrect organisation of the paragraphs. Score 3 Your score

PAGE 137 SELF EVALUATION See notes on this section on page 8 of the Introduction. Help students to notice that there are two main parts: YOUR TEST RESULTS and YOUR GENERAL PERFORMANCE. For YOUR TEST RESULTS they have to work out their score in the TEST YOUR KNOWLEDGE section, read their results and reflect on them. Help them to think of what they can do to improve results, solve problems, give or get help, etc. YOUR GENERAL PERFORMANCE requires reflection on their involvement with the main OFTs discussed in the lessons and invites them to think about their learning strategies and attitudes.

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UNIT 6 EXTRA TEST UNIT 6


READING BUSINESS SITUATIONS
th, 2011

III

May 25 Mr. Bruce Atkinson The Evanston Agency I 620 Maywiew Ave. January 12th, 2011. Pineville, WV 24874 Ms. Miranda Robertson Dear Mr. Atkinson, 110 Riverbend Drive to make delivery on This is to inform you that we are unable Stamford, CT 06907 the date indicated. the above referenced purchase order on Dear Ms. Robertson, to ship within 15 days your account We should have our merchandise ready Thank you for your recent correspondence regarding that you can hold on and have of the original delivery date and we hope number 14963. We were able to track down the error effect has also until that time. credited your account accordingly. A report to this order to give you as We wanted to inform you of this delay in been sent to our credit reporting company. ngements, if arra nate much time as possible to make alter As of this date, your account balance is $5,890. your order if that , ever inconvenience necessary. We can assure you, how as soon as we you to ery You are a valued customer and we apologize for any deliv remains in force we will expedite er assistance, this mix-up may have caused. If we may be of furth have received the merchandise. please contact this office at your convenience. thank you for your Please accept our apology for this delay and Yours faithfully, understanding. Morgan Christen Yours faithfully, Marketing and Sales Department Alphonse Germanian Allied Industries Inc. Unit Manager Bio Dynamics Llc. II July 9th, 2011 IV Mrs. Belinda Asher ctor Dire g agin Man August 27th, 2011 Bank of Canada Mr. Roger Moriarty 2906, Peel St. 1500 Congress St. Montreal, QC Austin, TX 78701 Dear Mrs. Asher, Dear Mr. Moriarty, to you This is the third letter that I have written Mixmaster, I would like to unt. acco my Having received your letter regarding your Chambers regarding the status of It is heartwarming to know rs to avoid thank you for your kind words about our products. I am enclosing copies of my previous lette for ly twenty years and never near for ly fami ance remained with your appli tion this rma that info e sam the h fort set to having let you down. you again. and that occurred in the new all of the We only updated our Chambers Mixmaster once, I am beginning to get quite annoyed by to would have to be our error and 1999 models. Therefore, the model you are referring notices you have been sending to me in ld do not have any of the wou original style, model # 3309. I regret to say that we would greatly appreciate it if someone held sentimental value for you. your end. discontinued models and I can understand why it straighten out the problem that exists at which is available in finer have in However, I can assure you that our current model, I do understand the difficulty you must same fine believe that if department stores and appliance centers, has been made with the maintaining all of your records, but I do may be surprised to know that the attention quality to which you have grown accustomed. You you would bring my correspondence to we have to suspend the it comes with the same guarantee of workmanship and high quality that of your credit manager, he may decide ess. busin ed start Appliances problem is been providing since 1946, the year when Chambers mailing of these letters to me until this for writing to us. resolved. I wish I could be of more help to you. Thank you again Thank you. Marilyn French Marketing and Communications Edith Hampton ctor Dire Chambers Appliances. Executive Inc. s strie Indu Riviera
Created by: Publishing team.

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1 Read the four letters (I IV) and match them


with what they express (a d). a. A complaint. b. An apology. c. Congratulations. d. Gratitude.

LISTENING THREE DIFFERENT JOBS

4 pts.

4 45 Listen to three people talking about

their jobs. Match them with the pictures. 3 pts. a. Speaker _____________

2 Read the four letters and tick the correct


column.

6 pts.

b. Speaker _____________

a. The company regrets a mistake. b. The company expresses a good opinion of the customer. c. The customer is very angry about a situation. d. The company is expressing understanding of an unpleasant situation. e. The company is saying thank you in advance. f. The company is expressing gratitude about a previous situation.

I II III IV

c. Speaker _____________

5 45 Listen to the recording again. Which

3 Read the letters once more. Do these sentences

4 pts. express a fact (F) or an inference (I)? a. ___ Morgan Christen has sent a report to a credit company. b. ___ The Unit Manager of Bio Dynamics Llc. does not know if the customer can wait for the products. c. ___ Edith Hampton wrote two previous letters. d. ___ Model 3309 of Chambers Mixmaster is not produced anymore.

Speaker, 1, 2, or 3 do these sentences refer to? 6 pts. a. ________ Doesnt have much work in winter time. b. ________ Thinks the salary is poor, but the job will be very satisfying. c. ________ Will sleep very little at night. d. ________ Is happy when people return home. e. ________ Would like to have another job in the future. f. ________ Can wear informal clothes at work.

6 45 Listen to the recording once more.

Are these statements true or false? 6 pts. a. ________ Speaker I will earn a lot of money. b. ________ Speaker III wants to work indoors in the future. c. ________ Speaker II will live far from work. d. ________ Speaker III always enjoys his work. e. ________ Speaker I thinks salary is a positive aspect of her job.

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UNIT 6
LANGUAGE SPEAKING

7 Choose the correct option to complete

5 pts. the indirect questions. a. Why is Nadia angry? Peter asked why ____________. i. Nadia is angry. ii. was Nadia angry. iii. Nadia was angry. b. Whats the weather like? My sister asked ____________. i. what is the weather like. ii. what the weather was like. iii. what the weather is like. c. Where is the party? My mother wanted to know ____________. i. where is the party. ii. where the party is. iii. where the party was. d. What is Frank doing? She asked what ____________. i. Frank is doing. ii. Frank did. iii. Frank was doing. e. Are you enjoying the tour? My father asked me if ____________. i. I am enjoying the tour. ii. I was enjoying the tour. iii. I were enjoying the tour. direct questions into indirect ones. Use a 5 pts. different phrase for each question.

9 Choose a job from the box and imagine

that you have to start working next week. With your partner, role play a conversation in which you describe and report what your future boss said about this new job. Then 10 pts. change roles.

Bar tender Museum guide Gym instructor

Journalist Taxi driver Any other you choose

WRITING

10 Choose one of these situations (a c) and

8 Choose a phrase from the box to change the

Can you tell me if Could you tell me if I'd be interested to hear if I'd like to know if Would you mind telling me if
a. b. c. d. e. Did Josephine cause the accident? Has the article been printed? Can this number be divided by three? Is this the truth? Did you leave your bag here last night?

write a suitable letter in which you express apology, gratitude or complaint. 10 pts. a. A customer has ordered a home appliance for Christmas, which is in ten days, and your company is not able to comply with the order.The company you work for is: Deluxe Home Appliances, 785 South Street, Los Angeles, USA. Invent a name and address for the customer. b. An employee is leaving his / her job and he / she has sent a letter saying how much he / she enjoyed working at the company. You work as human resources manager for YMC Department Store, and the employee is Ms Kate Olsen, who lives in 268 Park Avenue, Manchester, England. c. You went to your local Municipal Office to renew your passport. You found the employees exceptionally rude and are not satisfied at all with the service. Address the letter to your local municipality.

0 to 15

16 to 29

30 to 44

45 to 59

59 PTS

Keep trying

Review

Well done! Excellent!

TOTAL

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ANSWERS TO EXTRA TEST UNIT 6


READING BUSINESS SITUATIONS 1. Letter I b. Letter II a. Letter III b. Letter IV d. 2.

I II III IV a. The company regrets a mistake. b. The company expresses a good opinion of the customer. c. The customer is very angry about a situation. d. The company is expressing understanding of an unpleasant situation. e. The company is saying thank you in advance. f. The company is expressing gratitude about a previous situation.

3. a. Fact. b. Inference. c. Inference. d. Inference. LISTENING THREE DIFFERENT JOBS 45 4. a. Speaker III. b. Speaker I. c. Speaker II. 5. a. Speaker 3. b. Speaker 1. c. Speaker 2. d. Speaker 1. e. Speaker 3. f. Speaker 2. 6. a. False. b. True. c. False. d. False. e. False.

TRANSCRIPT LISTENING - THREE DIFFERENT JOBS 45 I. A speaks with a British accent. B speaks with an American accent. A: How did the interview go? Do you think you'll get the job? B: Oh, yes. In fact, Im starting next week. A: What do you know about the job? B: The interviewer told me that the training is going to be hard because Im expected to work and study at the same time and he added that the work is both physically and mentally demanding. A: Why? B: Well, he explained that working shifts can be bad for our social life and sometimes its very difficult to have friends who are not working in the hospital. However, I find the work totally fulfilling. I certainly dont do this to get rich, and that is a big negative point, but I think the best thing is when you see patients get better and go home. B: Congratulations, then!

II. The interviewer has an American accent. The interviewee has a British accent. Interviewer: So, Ms. Maddigan, your job will be to make sure our clients have a brilliant time, and you must be available for them more or less 24 hours a day. Youll be the last person to go to bed and the first one to get up in the morning. Let me tell you that sometimes the clients are a bit difficult. Interviewee: Do I have to wear a uniform? Interviewer: Oh, no. Here the weather is very pleasant and our staff are allowed to wear shorts to work. Interviewee: Can I ask how much I will I earn? Interviewer: Youll get around US$ 1,200 a month. Youll also get a free apartment within the resort. Ah! And clients usually offer drinks and meals! III. The speaker has an Italian accent. Painter: I started doing this on weekends when I was a student, but I realised I could earn a living from it and now I work most days of the week. In winter it is not so busy, but even during a blizzard people still come up, asking for a drawing. Sometimes it is great fun, but sometimes it is hard sitting here when its cold and rainy. I wouldnt like to do this for ever. I would like to sit in an office or a beautiful studio and work comfortably.
LANGUAGE 7. a. iii. b. ii. c. iii. d. iii. e. ii. 8. Any of the reporting clauses + a. Josephine caused the accident. b. the article has been printed. c. this number can be divided by three. d. this is the truth. e. you left your bag here last night.

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UNIT 6
SPEAKING 9. Assign points according to these criteria. Speaking
Task Exchanged information about a new job appropriately. Exchanged some information about a new job appropriately. Exchanged a bit of information about a new job appropriately. Did not exchange information about a new job appropriately. Score 4 3 2 1 Language Practically no language mistakes. Very few language mistakes. Some language mistakes. Language mistakes interfere with comprehension. Score 3 2 1 0 Interaction Fluid interaction with good pronunciation and no hesitation. Fluid interaction with a few pronunciation mistakes and a minimum of hesitation. Fluid interaction with some pronunciation mistakes and some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation. Score Your score 3 2 1 0

WRITING 10. Assign points according to these criteria. Writing


Task Wrote a business letter according to the chosen situation. Wrote a business letter slightly inappropriate for the chosen situation. Wrote a business letter not really according to the chosen situation. Couldnt write a business letter according to the chosen situation. Score 4 3 2 1 Language Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar and vocabulary mistakes. Grammar and vocabulary mistakes interfere with comprehension. Score 3 2 1 0 Presentation Correct spelling and organisation of the paragraphs. A few spelling mistakes and unclear organisation of the paragraphs. Several spelling mistakes and incorrect organisation of the paragraphs. A lot of spelling mistakes and incorrect organisation of the paragraphs. Score Your score 3 2 1 0

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THEMATIC BIBLIOGRAPHY
Units 1 & 2 - Students world
Reading Fadem, T. (2008). The Art of Asking: Ask Better Questions, Get Better Answers. (1st ed.). Upper Saddle River, NJ: FT Press. Glasser, W. (2003). For Parents and Teenagers Dissolving the Barrier Between You and Your Teen. (Paperback ed.). New York, NY: HarperCollins Publishers Inc. Gross, J. (2008). The New Oxford Book of Literary Anecdotes - Oxford Books of Prose & Verse. New York, NY: Oxford University Press Inc. Shapiro, B. (2007). Other Peoples Love Letters; 150 Letters You Were Never Meant to See. New York, NY: Clarkson Potter. Listening Heaton, J. B. (1990). Longman Preliminary English Skills: Teachers Guide - Longman for the Cambridge Exams. Harlow, Essex: Longman. Way, N. (1998). Everyday Courage: The Lives and Stories of Urban Teenagers Qualitative Studies in Psychology. (1st ed.). New York, NY: NYU Press. Writing Bly, R. (2003). Websters New World Letter Writing Handbook. (1st ed.). Indianapolis, Indiana: Wiley Publishing, Inc. Parker, S. (2002). What Shall I Write? Personal Letters for All Occasions. Concord, MA: Infinity Publishing. Russell McDonald, C. and McDonald, L. R. (Eds.). (2002). Teaching Writing Landmarks and Horizons (1st ed.). Carbondale, Ill: Southern Illinois University Press. Sandler, C. and Keefe, J. (2004). 1001 Letters For All Occasions - The Best Models for Every Business and Personal Need. Avon, MA: Adams Media. Speaking Fraleigh, D. et.al. (2008). Speak Up - An Illustrated Guide to Public Speaking. Boston, MA: Bedford / St. Martins. Holcomb, E. (2008). Asking the Right Questions Tools for Collaboration and School Change. (3rd ed. ). Thousand Oaks, CA: Corwin Press. Fadem, T. (2008). The Art of Asking: Ask Better Questions, Get Better Answers. (1st ed.). Upper Saddle River, NJ: FT Press. Rogerson, P. et. al. (1990). Speaking Clearly Pronunciation and Listening Comprehension for Learners of English (Teachers Book). Cambridge: Cambridge University Press.

Units 3 & 4 - Academic world


Reading Corfield, R. (2003). Preparing Your Own CV: How to Improve Your Chances of Getting the Job You Want. (3rd ed.). London: Kogan Page Ltd. Corfield, R. (2007). Preparing the Perfect CV: How to Make a Great Impression and Get the Job You Want. (4th ed.). London: Kogan Page Ltd. Pangrazi, R. et.al. (2009). Activity Cards for Promoting Physical Activity and Health in the Classroom. (1st ed.). San Francisco, CA: Benjamin Cummings. Thomas, D. (2006). Physical Activity & Health: An Interactive Approach. (2nd ed.). Sudbury, MASS.: Jones & Bartlett Publishers. Listening Burley, M. (1995). Listening: The Forgotten Skill: A Self-Teaching Guide. (2nd ed.). Indianapolis, Indiana: Wiley Publishing, Inc. Donoghue, P. and Siegel, M. (2005). Are You Really Listening? Keys to Successful Communication. Notre Dame, Indiana: Sorin Books. Writing Lister, L. (2008). FastTrack To Job Success - Getting a Job From Search To Interview, Resume Writing, CVs, Job Finding and Interview Techniques. (1st ed.). Raleigh, NC: Lulu.com.

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Shaw, M. and Weil, R. (2007). Linking Up: Planning Your Traffic-Free Bike Trip Between Pittsburgh, PA and Washington, DC. (3rd ed.). Lawrence, Kansas: Great Allegheny Press. Usher, H. (2007). The Definitive CV / Resume & Essential Employment Letter Guide. Pymble: Usher Publishing POD. Williams, R. (2006). London (Eyewitness Travel Guide). London: DK Travel. Speaking Calcagni, T. (2007). Tough Questions Good Answers: Taking Control of Any Interview. (Capital Business & Professional Development Series). Sterling, VA: Capital Books, Inc. De Luca, M. and De Luca N. (1996). Best Answers to the 201 Most Frequently Asked Interview Questions. (1st ed.). New York, NY: McGraw-Hill. Oliver, V. (2005). 301 Smart Answers to Tough Interview Questions. (1st ed.) Naperville, Illinois: Sourcebooks, Inc. Powers, P. (2009). Winning Job Interviews. (Revised ed.). Franklin Lakes, NJ: Career Press.

Kessler, R. (2006). Competency-Based Interviews: Master the Tough New Interview Style And Give Them the Answers That Will Win You the Job. (1st ed.). Franklin Lakes, NJ: Career Press. Writing Silvia, P. J. (2007). How to Write a Lot: A Practical Guide to Productive Academic Writing. (1st ed.). Washington, DC: American Psychological Association (APA). Spence, L. (1997). Legacy: A Step-By-Step Guide to Writing Personal History. Athens, Ohio: Swallow Press / Ohio University Press. Thomas, F. (1989). How to Write the Story of Your Life. writersdigest@fwmedia.com: Writers Digest Books. Tompkins, G. (2007). Teaching Writing: Balancing Process and Product. (5th ed.). Upper Saddle River, New Jersey: Prentice Hall. Speaking Brown, S. and Lucas, C. (2008). Improve Your English: English in Everyday Life. (1st ed. w/ DVD). New York, NY: McGraw-Hill. Folse, K. (1996). Discussion Starters: Speaking Fluency Activities for Advanced ESL/EFL Students. Lansing, Michigan: University of Michigan Press/ESL. Kasloff Carver, T. and Douglas Fotinos Riggs, S. (2006). A Conversation Book 1:English in Everyday Life. (4th Edition). White Plains, New York: Pearson ESL. Roth, E. and Aberson, T. (2007). Compelling Conversations: Questions and Quotations on Timeless Topics. Los Angeles, CA: BookSurge Publishing/ Chimayo Press.

Units 5 & 6 - Working world


Reading Alderton, D. (2008). How To Look After Your Small Pets: An Owners Guide. Leicester: Southwater. Bourdon, R. (1999). Understanding Animal Breeding. (2nd ed.). Upper Saddle River, New Jersey: Prentice Hall. Campbell, K. (2008). Companion Animals: Their Biology, Care, Health, and Management. (2nd ed.). Upper Saddle River, New Jersey: Prentice Hall. Sloman, P. (2010). Inventors and Inventions. London: Black Dog Publishing. Listening Hoevemeyer, V. (2005). High-Impact Interview Questions: 701 Behavior-Based Questions to Find the Right Person for Every Job. New York, NY: AMACOM.

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BIBLIOGRAPHY
Atwell, N. (1998). In the Middle: New Understanding about Writing, Reading, and Learning - Workshop Series. (2nd ed.). Portsmouth, NH: Boynton / Cook. Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques. (1st ed.). Portsmouth, NH: Boynton / Cook. Claire, E. and Haynes, J. (1994). Classroom Teachers ESL Survival Kit. White Plains, New York: Pearson ESL. Hadfield, J. and Hadfield, C. (2002). Simple Listening Activities. (Oxford Basics series). New York, NY: Oxford University Press. Hadfield, J. and Hadfield, C. (2001). Simple Writing Activities. (1st ed.). (Oxford Basics series). New York, NY: Oxford University Press. Hadfield, J. (2000). Communication Games Intermediate. (1st ed.). Upper Saddle River, NJ: Pearson P TR. Hancock, M. (1996). Pronunciation Games. Cambridge: Cambridge University Press. Hewitt, I. E. (1998). Edutainment: How to Teach Language with Fun & Games (Bk & CD ed.). Subiaco, WA: Language Direct. Klippel, F. (1984). Keep Talking: Communicative Fluency Activities for Language Teaching. (Cambridge Handbooks for Language Teachers). Cambridge: Cambridge University Press. Peregoy, S. et.al. (2005). Reading, Writing and Learning in ESL - A Resource Book for K-12 Teachers. (3rd ed.). White Plains, New York: Pearson. Richards, J. (2004). Interchange Class Audio. (3rd ed.). Cambridge: Cambridge University Press. Spratt, M. et.al. (2005). The TKT Course Students Book. Cambridge: Cambridge University Press. Tinzmann, Jones, Fennimore, Bakker, Fine & Pierce. (1990). What is the Collaborative Classroom? Oak Brook, Ill: NCREL. Turkenik, C. (1998). Choices - Writing Projects for Students of ESL. New York, NY: Cambridge University Press.

Some Web Sites


Listening comprehension: http://www.isabelperez.com/songs.htm Song lyrics and activities for ESL; includes matching, cloze, and other interactive exercises. http://www.musicalenglishlessons.org/ popsongs/index.htm A list of songs with related activities to practise vocabulary, grammar, sounds, etc. Reading comprehension: http://www.abcteach.com Free printable worksheets and activities. http://www.breakingnewsenglish.com English Lesson plans & podcast for studying current events and news. Ready-to-print handouts with downloads & quizzes. Speaking http://www.onestopenglish.com Resources for teaching English including lesson plans, worksheets, audio, video and flashcards. http://www.proteacher.com Extensive list of links for school and home practice. Writing http://esl.about.com/library/lessons/ bl_guided_writing.htm Guided Writing Exercises for ESL, EFL, TESOL and TEFL English Students. http://www.readingrockets.org Information and resources on how young kids learn to read, and how adults can help. http://esl.about.com/library/lessons/ blwrite_informalletter.htm A complete guidance to understand the differences between writting formal and informal letters in English. http://www.englishclub.com Lessons for learners, including fun pages like games, quizzes and chat.

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